||RTI (Part 2): Assessment
Please complete the items below. If you have difficulty, go back and review the Perspectives and Resources pages in this module.
For the next two questions, imagine that you are Ms. Hayes, a first-grade teacher at Rosa Parks who is also piloting the RTI approach.
- What are the four components of RTI?
- The two types of assessment used in RTI are universal screening and progress monitoring. Describe the purpose of each of these two types of assessment.
- You are concerned about how you will complete the universal screening measure with all of your students and about how you will incorporate progress monitoring into your weekly lesson plan. To prepare for this task, complete the table below.
Note: Some of the items (marked by *) have been selected by the S-Team and cannot be changed. For these items, use the information that was provided in the module. Complete the remaining items with information that will best work with your schedule.
||Questions to Consider for Planning
||Ms. Hayes's Plan|
||How often will the universal screening be administered (frequency)? When?
|What universal screening measure is my school using?
|What is the selection criterion?
|What day (week/ month) will I begin the administration of the universal screening measure?
||Note: must be completed by the end of September|
|When during the day will I schedule the screening?
|How much time will I set aside each day for the screening?
||What progress monitoring measure(s) is my school using?
|How often will I administer progress monitoring probes?
|On which students will I collect progress monitoring data?
|When will I schedule the administration of probes (days/ time)?
|What is the criterion set by the school to warrant Tier 2 placement?
|Who will graph the data?
- In September, you administer the beginning-of-year universal screening using a Dolch sight word list. Below is a list of the students' scores. (Remember that Rosa Parks identifies the students scoring in the bottom 25 percent as struggling readers.)
- What steps would you take to determine which students are in the bottom 25 percent of the class?
- List the names of the struggling students and describe what will happen to them during Tier 1 instruction.
- Imagine that the criterion for identifying struggling readers is a score below 15. How would this new criterion affect the number of students being identified as struggling readers?
- Below are the graphs for three students. View each graph and make a tier decision for each student. The benchmark and slope criteria are those used for the WIF (i.e., slope ≥ 1.8; fall benchmark = 15; winter benchmark = 25; spring benchmark = 30). Remember to use the slope calculator located on Perspectives and Resources Page 5.
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