Assessments

= Elementary RTI Assessment Plan= I have outlined 5 steps toward establishing a plan for assessments within the RTI process below. Let's start by listing our currnet assessments and see if some can be eliminated due to redundancy or must be replaced with more reliable, valid, current, or useful assessments. Once we know what we have we can determine what we need and how the assessments fit into a measurement net (step 2.) These first two steps will likely be the most challenging. Please contribute your thoughts. = Step 1: List currently used literacy assessment tools K-5 = (Please include grade level(s) in parentheses after name of assessment. List only those tools that provide valid, reliable, and useful data.) GRADE ( 1-5 ) DRA2 (2-3) DIBELS (K) District Writing Prompt (K-5, needs to be revised)
 * //Currently Used for __ALL__ Students//**

Phonemic Awareness Test (1-3) Mini-Battery (K-5, not yet in use) QRI (3-5) 2-3 no longer uses this assessment--DRA gives same info TWS Grades 2-3 (TEst of Written Spelling)
 * //Currently Used for __SOME__ Students//**

DIBELS LNF, ISF, PSF, NWF AIMSweb R-CBM (replaces DORF), Maze (comprehension)
 * //Recommended Research-Based Universal Screening Assessments//** (minimum 3X / year for all students)


 * //Other Recommended Research-Based Assessments//**

= Step 2: Identify best literacy assessment tools by purpose (measurement net) =

** //Tier 1 - Universal Screening// **
//**Tier 2 - LST Screening (Idenitification of Specific Learning Needs)**//

//**Tier 3 - Diagnostic (Diagnosis of Specific Learning Challenges - NOT Sped Eval)**// = = = = = Step 3: How does the list in Step 2 align with our Tiers at a Glance? = = = = Step 4: Establish Literacy Benchmarks and Interventions charts at each grade level. = (The following are just samples that will guide us as we begin to define benchmark scores and cut points between tiers. We will need to clearly identify intervention strategies (in literacy) that are research-based.) Sample - Grade 1 Fall (September-October) Sample - Grade 1 Winter (January-February) Sample - Grade 1 Spring * (May-June)
 * Suggestion: In charts, identify by symbol (*) at which point a child progresses to the next tier or returns to a previous tier. Shall we establish a recommended time each intervention must be implemented or a minimum number of data points that must be collected before making decisions about moving children from tier to tier?**
 * Low performing students tested in Early Spring (March)

=** Step 5: Formalize progress monitoring within RTI process **=