Assessment in an RtI Model 1

Assessment as a Cycle AreaWhenHowMeanUse McAfee, Leong, Bodrova Basics of Assessment 2004

Introduction to Assessment Assessment plays three roles in an RtI model –Universal Screening –Diagnostic –Progress Monitoring 3

Universal Screening Quick, low cost, repeatable testing of grade appropriate skills to all students 4

Diagnostic Further investigation to help determine which intervention is most appropriate 5

Progress Monitoring On-going systematic collection of data which is used to determine the effectiveness of instructional/behavioral strategies 6

Types of Assessment Assessments fall into one of three categories: Summative Benchmark Formative 7

Types of Assessment Summative Assessments –End of Grade Tests –End of Course Tests –SAT –GRE –Driver’s License Test 8

Types of Assessment Benchmark Assessments –Class quizzes –Mid-terms –K-2 Assessments –Quarterly Assessments –Universal Screening with Curriculum Based Measurement (i.e., DIBELS, AIMSweb) 9

Types of Assessment Formative Assessments –Informal classroom assessments Classroom discussions Student-teacher conference Teacher observation Ungraded class work and homework (graded work can also be used if it is used properly) –Curriculum Based Measurement – Progress Monitoring 10

Assessment in an RtI Model Assessment plays a role in each tier of the RtI Model As the intensity of the intervention increases, the intensity of assessment increases –From informal, classroom assessments to assessments with standardized administration –Frequency of assessment increases 11

Assessment in an RtI Model: Tier I Assessment is used to gauge how all students are responding to core instruction. Assessment is used to identify individual students who may need assistance. Informal classroom assessments including quizzes, tests, universal screening Classroom assessments: –K-2 Literacy Assessment –Quarterly Benchmark Assessments –Behavioral Observations Curriculum Based Measurement 12

Assessment in an RtI Model: Tier II Assessment occurs more frequently –Weekly or every other week Assessment is used to track individual student growth Assessments include diagnostic measures as well as curriculum based measures 13

Assessment in an RtI Model: Tier III Assessment frequency increases –Two to three times weekly Goals shift to both short-term and long-term –Goals based on growth, criterion-referenced data, or normative data, daily behavior ratings, etc. CBM is the primary assessment measure used If behavior is the main concern, there should be a FBA in place at this tier. 14

Assessment in an RtI Model: Tier IV Assessment frequency remains two to three times weekly Goals continue to include short-term and long-term –Goals based on growth, criterion- referenced data, or normative data 15

Assessment in an RtI Model Words of Wisdom… Universal Screening –Using CBM –Using available assessments –Behavioral screenings Systems to manage data School data teams/ data meetings School wide expectations considering data Questions? 16

References Hosp, Michelle K., Hosp, John L., and Wood, Kenneth W. (2007). The ABCs of CBM: A Practical Guide to Curriculum- Based Measurement. New York: Guilford Press. iris.peabody.vanderbilt.eduiris.peabody.vanderbilt.edu