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Assessments

Assessments. What about Assessments?. RtI advocates two principles: Assessments should have a relationship to positive child outcomes, not just predictions of failure Assessments without this relationship do little to benefit children and waste precious time and resources.

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Assessments

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  1. Assessments

  2. What about Assessments? RtI advocates two principles: • Assessments should have a relationship to positive child outcomes, not just predictions of failure • Assessments without this relationship do little to benefit children and waste precious time and resources

  3. What AboutTraditional Evaluations? • Brief screening measures of IQ can rule out mental retardation • If mental retardation is not suspected, measures of IQ have no role in LD diagnosis with RtI

  4. Assessment In RtI • Focus on achievement, behavior, and the instructional environment • Measurable and changeable • Related to child outcomes • In-depth analysis of performance relative to peers • Intervention aimed at improving rate and level of skill development

  5. Cautions in Assessment • Focusing only on the child can miss important factors • “Instructional casualties” - Not exposed to early literacy skills - Marginally effective general education - Instruction not scientifically validated - Instruction implemented with poor integrity

  6. Core of RtI Assessment • Measures all domains that may affect achievement • Comprehensive assessment includes: Screening of hearing & vision • In-depth assessments in: - Current academic skills - Instructional environment - Behaviors - Interventions

  7. RtI • Focuses on assessment of instructional principles • Variables assessed and considered for intervention: - Time allocated for instruction - Academic learning time - Pacing of instruction - Number of opportunities to respond - Sequencing of examples and non-examples of skills - etc.

  8. RtI • Uses assessment to make good teaching decisions • Includes a measure of integrity in interventions

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