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Response from Martha L. Thurlow, Ph.D., University of Minnesota/NCEO: The important distinction between state/district standardized testing and classroom testing is implied by this question. For state ...
2. Assessment - General - Q7
(Article Pages/Connect with Others - Voices from the Field)
Ask the Experts Student Assessment - General Assessment Questions Is it okay to reduce the number of answer choices on classroom multiple choice tests? Response from Martha L. Thurlow, Ph.D., ...
3. Distinguishing Between Tier 2 and Tier 3 Instruction in Order to Support Implementation of RTI
(Article Pages/Include Essential Components - Tiered Instruction/Intervention)
... and where the problem is most and least likely to occur), and test (the administration of formal and informal tests). The RIOT methods are used to obtain information about ICEL (Christ, 2008; Howell & ...
... 504. I am not aware of anything that prevents a school from providing modifications for students receiving instruction in Tiers 2 and/or 3. That said, such modification of state testing would not be permitted ...
5. Assessment - General - Q7
(Article Pages/Connect with Others - Ask the Experts)
... state testing would not be permitted unless a student had a disability and those accommodations were identified on an IEP and/or 504 Plan.   Have more questions? Read more answers from Ask the ...
6. What’s Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 2
(Article Pages/Include Essential Components - Tiered Instruction/Intervention)
... and teacher professional judgment; and then rearranges groups as needed. Error patterns in the screening protocols, as well as intervention pre-placement tests, are additional tools that are used in this ...
... States differ on what if any other criterion or criteria are needed for identification after lack of response to intervention is met. Some states require additional testing or allow school districts to ...
8. RTI and Special Education - Q23
(Article Pages/Connect with Others - Ask the Experts)
Ask the Experts RTI and Special Education Please, if possible send me more information about unexpected underachievement, RTI, within the discipline of mathematics. What types of comprehensive tests ...
9. What’s Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 1
(Article Pages/Include Essential Components - Tiered Instruction/Intervention)
... School B has 36%. State test scores between the two buildings show a similar gap. Why? One hypothesis is that something within Tier 1 of MTSS is not working within School B and deep analysis is needed ...
10. The Common Lore About RTI
(Article Pages/Learn About RTI - What is RTI?)
... use of discrepancy models” (p. 46,651). With or without RTI, the IDEA requires—or, alternatively, prohibits—IQ testing to determine whether the child qualifies as having SLD. Although the IDEA’s definition ...
11. The Use of RTI to Identify Students With Learning Disabilities: A Review of the Research
(Article Pages/Learn About RTI - Research Support for RTI)
... IQ–achievement discrepancy model and the general use of standardized, norm-referenced tests that measure intelligence as well as underlying cognitive processes (e.g., processing speed, short-term/working ...
12. RTI and Special Education - Q20
(Article Pages/Connect with Others - Ask the Experts)
... If a student scores in the upper percentile for reading and math, but tested low with comprehension should the low comprehension score be a flag for concern? What about those areas that are not "scored" ...
13. Wernikoff, Linda
(Article Pages/About Us - Contributors)
... in excess of $6 million. Under her leadership NYC students with disabilities witnessed the greatest gains in performance since NY State testing began in 1999. She is currently a Senior Education Consultant ...
14. Tiered General Q17
(Article Pages/Connect with Others - Ask the Experts)
... suggest is appropriate — that is, children with the greatest difficulties go immediately to Tier 3 and we don't waste time with Tier 2 — compared to traditional RTI. Because of its intensity, I would consider ...
... immediately to the tiered intervention that their scores would suggest is appropriate — that is, children with the greatest difficulties go immediately to Tier 3 and we don't waste time with Tier 2 — compared ...
16. Download Tracking - TEST
(Article Pages/Professional Learning - Leadership Network)
Leadership Network Logic Model Download Logic Model - PDF Download Logic Model - PDF
17. LN Mentor - Krugly, Andrew
(Article Pages/Professional Learning - Leadership Network)
... as an "exemplar school." Andrew’s successful implementation of these programs while at Dewey School was punctuated by increases in state test scores for all student subgroups over eight consecutive years. ...
... approach schools with concerns about their children’s performance or outright request testing. While schools are expending resources and energies on making effective use of interventions outside of special ...
... LDs that focused on assessing a student’s response to early educational interventions within a school’s general programs, rather than on results of intelligence and achievement testing. The other key recommendation ...
20. Framing Urban School Challenges: The Problems to Examine When Implementing Response to Intervention
(Article Pages/Learn About RTI - Diversity and Disproportionality)
... by a large number of students performing poorly on achievement tests and not performing at grade level, as well as high rates of high school noncompletion and special education classification. Given the ...
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