Assessments+&+Progress+Monitoring

This page will house progress monitoring information. If you are a district that has a database to house RTI data or not, we hope the links and documents below will help you with any questions you have.


 * Defining the assessments you have is an important piece of the RTI Process. The document below can be used to help you review your assessment practices for ELA & Math
 * When you are thinking about progress monitoring, you must be familiar with the assessments you are giving your students, and what they are being used for. Below is an activity you can do to categorize the assessments you are using. It is an interesting activity to use to see if everyone is on the same page. We hope it helps.


 * If you have a student who is not responding to an intervention, you want to be sure it is becuasse the student truly is struggling, not becuase of a mistake in the process. Jim Wright created a non-responders checklist for teachers to use. You can find it below.
 * Another document created by Jim Wright is an observation checklist. You can find it below.
 * If you do not have a database for storing assessment data, you will want to use a document that includes the following:

//1. Definition of up to two student academic or behavioral problems//. The most significant step in selecting an effective classroom intervention is to correctly identify the target student concern(s) in clear, specific, measureable terms (Bergan, 1995). The teacher selects no more than two student concerns to address on the intervention plan.

//2. Intervention description.// The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s).

3. //Intervention delivery.// The teacher writes down details necessary for implementing the intervention in the classroom (e.g., where and when the intervention will be used; the adult-to-student ratio; how frequently the intervention will take place; the length of time each session of the intervention will last; materials needed for the intervention, etc.

//4. Checkup date.// The teacher notes the date at which the intervention will be reviewed to determine whether it has been sufficiently effective. NOTE: For academic interventions, it is advisable to allow at least **4** instructional weeks before deciding whether the intervention has been effective.

5. //Assessment data.// For each intervention, the teacher selects the type(s) of classroom data that will be collected formatively throughout the intervention period to judge its effectiveness. For each data source, in turn, the teacher collects baseline data on student performance—and calculates an outcome goal that the student is expected to attain if the intervention is successful