RtI Assessment
CED 613
Universal Screening
• What is it and what does it Evaluate?
• What is the fundamental question it is asking?
• What is the ultimate goal of Universal
Screening?ltimate Goal?
Universal Screening (cont.)
• When should it take place?
• Who will it identify?
• What tools can be used for universal
• What does Fidelity mean?
• Why is it important?
What Should be Measured at the
Universal Screening Level?
• Effectiveness of Core Curriculum
• Required developmental and prerequisite skills
• Student background information
• Skills that are building blocks for acquiring higher
order skills
Purpose of this information
• Provides information useful for evaluating
class performance and identifying needed
teacher supports.
• Identifies students who need further
evaluation and increased intensity of
intervention (Tier II).
• Identifies students who may slip through the
cracks at one level of assessment but be
caught by another.
Guidelines to Follow
• The assessment instrument ensures the
validity of the information collected.
• The assessment is research-based, per NCLB
• The assessment is easy to administer.
• Teachers know how to administer the
assessment and interpret the data.
• The data are presented in an easy to follow
format for decision making.
Examples of Curriculum-based
• AIMSweb
• CBM Warehouse (reading and math CBM
probe development)
• DIBELS (Dynamic Indicators of Basic Early
Literacy Skills)
• STEEP (System to Enhance Educational
Examples of Norm/Criterionreferenced assessments (reading)
• Bader Reading and Language Inventory, 5th
• Brigance Diagnostic Comprehensive Inventory
of Basic Skills- Revised (CIBS-R)
• Comprehensive Test of Phonological
• Stanford Achievement Test (SAT), 10th edition
• STAR Early Literacy Computer-Adaptive
Diagnostic Assessment
Identifying Struggling Learners from
the Data
• Cut Off Score
• Analyzing the patterns
• Who are the Struggling Learners?
• Universal Instruction focus
Scientifically -Based -Research
• What does it mean?
• What are the 6 components?
Fidelity of Implementation
• What does it mean?
• What must the District Level Team do to
ensure the fidelity of their program?
• What is crucial for staff to be aware of?
Monitoring Academic Progress with
Curriculum Based Measurement
• What is Progress monitoring?
• How does it help the RtI team?
• Describe the most typical kind of Progress
Curriculum Based Measurement
• Recommended schedule for administering
CBM assessment in Tier II
• What is a CBM probe?
• Underlying philosophy driving CBM
Graphing the Data
• How is it done?
• Baseline data points
• Student Outcome Goal
• Target Date
Graphing the Data
RTI: Data-Based Decision Making
Level A – Case 1
Student: Emil
Age: 6
Grade: 1
Emil is a first-grade student at Mitchell Elementary School. His
teacher, Ms. Perry, administered a universal screening measure a few
weeks after school began. Emil’s score indicated that he may be
struggling in reading. As a result, Ms. Perry monitors his reading
performance once per week for five weeks using a measure of reading
fluency. The five-week goal (or benchmark) is 22 words per minute
(wpm).Emil’s scores are in the graph and table on the next slide.
Graphing the Data
Week of Instruction
Score on Probe
Week 1
Week 2
Week 3
Week 4
Week 5
Graphing the Data
Last Thoughts
• Do you think Emil is responding
adequately to Tier I instruction?
• Based on your evaluation, what tier of
instruction would you recommend for
Emil? What should his tier teacher do?
How often should he be assessed
according to what you have learned?
Answers to Emil’s Case study questions
• Do you think Emil is responding adequately to Tier I
instruction? Yes. Emil reached benchmark on week 3
(22wpm) and has continued to make progress ( by week 5
reached 30 wpm) .
• Based on your evaluation, what tier of instruction would you
recommend for Emil? Based on the data, Emil is responding to
Tier I instruction and should continue in this placement. What
should his tier teacher do? Continue Emil’s placement and
continue to monitor him. How often should he be assessed
according to what you have learned? At least 2 more times in
the school year (possibly winter and spring).
• The goal of RtI is to improve academic outcomes for all
students by intervening early when any student shows signs
that he or she is struggling. This begins with Universal
screening process. Data are gathered so that instruction is
matched to the individual student and so that research based
interventions focus on the unique needs of the struggling
learner. The student’s progress – his or her response to the
interventions- is monitored through the use of assessment
tools used for progress monitoring and is used to make
decisions about strategies for the student’s success.
Dynamic Indicators of Basic Early Literacy Skills (Dibels):
Intervention Central (CBM Warehouse):
National Center on Student Progress Monitoring:
Screening to Enhance Educational Performance (STEEP):
IRIS RtI Assessment module

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