Response to Intervention KnowledgeBase
This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Response to Intervention KnowledgeBase is an online resource supporting educators in understanding and implementing the response to intervention (RTI) model. The National Implementation Research Network (NIRN) has identified four stages in the implementation of evidence-based strategies, such as RTI. The first stage is Exploration, and it involves consideration of the essential components of RTI models and the district or school's readiness to implement an RTI model with fidelity. During the second stage, Installation, a district or school selects an RTI model and works actively to put in place all of the supports necessary for implementing the essential components. These supports can include staff member training, policies, implementation guides, forms, assessments, instructional programs and software. The third stage is Initial Implementation, and it involves implementing the essential components. Initial Implementation can involve just a few components or teachers, and then implementation expands over time. When the majority of teachers are implementing all components of RTI with fidelity, the district or school is in the fourth stage, called Full Implementation. This KnowledgeBase is geared primarily toward those in the Exploration and Installation stages, with some resources for those in the Initial Implementation stage.
Task 3: Learn About Other Types of Assessment
Guideline: Assessing student progress is different from grading a student's academic performance. Types of assessment of student academic achievement include summative, formative, diagnostic and curriculum based assessment/measurement. To effectively monitor student progress, teachers need to know how and when to use different forms of assessment in the classroom. This task provides resources explaining the types of assessment.
This 2016 guide is a K-12 resource that features strategies or techniques to help the classroom teacher or any educator who works with a diverse group of students provide focused educational support. This resources provide specific direction to differentiate instruction, helping each learner reach success in an educational setting.
This IES (Institute of Education Sciences) Practice Guide formulates specific and coherent evidence-based recommendation for use by educators and education administrators to create the organizational conditions necessary to make decisions using student achievement data in classrooms, schools and districts.
Authored by the National Center on Accessing the General Curriculum's Tracey Hall, Ph.D., this 2002 report provides an overview of curriculum-based evaluations, differentiated instructions and National Center on Accessible Educational Materials.
This website, developed by Florida State University and the North East Florida Educational Consortium, provides an overview on diagnostic assessment. Though developed for Florida educators, the content may be useful to teachers in other states.
This link to an Association of Middle Level Education article provides an overview of formative and summative assessment.
The Classroom Assessment KnowledgeBase is an online resource for state education agencies to use as part of their professional development efforts with districts and schools. Organized around five elements, it brings together concepts, how-to guidance, tools and resources about classroom assessment.
The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.