CARE Model: Planning Tool from 5301 Week 4 assignment

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. Consistency is pertinent for RTI to succeed as a whole.

2. Training through the region center or by administration to educate teachers on the process and steps will happen to implement RTI for at risk students.

3. Follow up, feedback, and assessment is a must for teacher buy in. Teachers need to know this is the only way to acquire needed documentation for a child to be referred to special education or 504.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1. Through RTI, less demand for referrals to special education.

2. Collaboration within RTI committee helps the general education teacher create interventions for her/his at risk students.

3. RTI committee is overseen by administration. Administration is directly involved.

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1. At risk students are identified by general education teachers.

2. Student success is measured through informal and formal assessment, thus making sure the student is having positive experiences learning within the appropriate goals set during intervention.

3. Following through with intervention, then, following up with RTI committee to discuss intervention success or failure.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. General education teacher generates documentation of success or failure of intervention.

2. Committee meets and assesses data provided by general education teacher after she/he has carried out first/second Tier interventions created by RTI committee.

3. Stopping at Tier 1 or Tier 2 if intervention has been successful. If needing to go onto Tier 3, make sure a special education representative is present for recommendations.