RtI: An InFORMed Framework

How Formative Assessments Fit into the Response to Intervention Framework

Response to Intervention (RtI) is a tiered model of intervention that can be defined as the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make changes in instruction or goals, and applying student response data to important educational decisions. (http://www.rtinetwork.org/glossary)

Formative Assessement

This model is built on the idea that we, as educators, are making data-based decisions regarding both the instruction and the interventions that we provide our students. Within the RtI framework universal screening and progress monitoring are two types of formative assessments that serve as key sources of these data.

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Formative Assessment at Tier I

At Tier I (the core instruction that all students receive), RtI makes use of universal screening measures to help guide our decision making in multiple ways.  For example:

  • Universal screening or benchmarking of all students throughout the year (beginning, middle and end of the school year at a minimum) allows for us to determine whether or not the general curriculum and instruction is meeting the needs of the majority of our students.
  • Universal screening scores can also be used as one data source to help flag students at Tier I who may be in need of supplemental supports.
  • Formative Assessment at Tiers II and III

    At Tiers II and III (the provision of targeted interventions for students determined to need supplemental supports), progress monitoring tools such as curriculum-based measures or curriculum-based assessments help provide invaluable data to inform decision making such as:

    • Whether or not a student is responding to the provided intervention
    • If the type, intensity, frequency or duration of an intervention needs to be adjusted

    Whether or not students are responding at a rate appropriate enough to close achievement or behavioral gaps in learning.

  • Universal Screening: Universal screening is conducted, usually as a first stage within a screening process, to identify or predict students who may be at risk for poor learning outcomes. Universal screening tests are typically brief, conducted with all students at a grade level, and followed by additional testing or short‐term progress monitoring to corroborate students’ risk status.
  • Progress Monitoring: Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.

For a full glossary of RtI terms see: http://www.rti4success.org/pdf/glossary_of_terms_031910.pdf


the attachments to this post:


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Formative Assessement
Bullet List

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Summative


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