response to intervention - houghton mifflin harcourt · the products and services represented here...

RTI AssessmentsRESPONSE TO INTERVENTION

Riverside Publishing offers

measurement solutions

ideally suited for RTI

models. Our assessments

provide for the most

effective identification,

intervention, and

outcomes possible.

1 Riverside Publishing | Houghton Mifflin Assessment Division

RTI is a problem-solving model for early identification of

struggling learners and targeted instruction focused on individual skill deficits.

Grounded in educational best practices, RTI is characterized by the use of scientifically based curriculum and assessment, frequent progress monitoring, and multidisciplinary teams that develop and implement interventions. The recently reauthorized IDEA legislation allows a process like RTI to be used as a means to identify students with specific learning disabilities and determine eligibility for special education services.

Most RTI models have a progression of activities organized into tiers. While the number of tiers varies, there is a common set of best practices central to different models. Classroom teachers provide students with effective instruction. Often referred to as “universal interventions” because they are for all students, these activities are proactive and preventative. Students who do not respond to instruction at this level are candidates for interventions of increasing intensity. In some settings, these may be small group interventions. In other settings, they may be completely individualized.

In the context of special education, students who remain unresponsive to their interventions either qualify for special education (eligibility models), or are referred for a comprehensive evaluation to determine special education eligibility (prereferral models).

What is RTI?

Phone 800.323.9540 | Fax 630.467.7192 | www.riversidepublishing.com 2

What Is the Role of Assessment in RTI?Assessment is an integral part of RTI. Successful models utilize a number of different assessments because multiple measures increase the confidence needed for decisions such as moving students between tiers. For eligibility decisions, IDEA requires the use of a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information. Used in concert, each type of assessment helps ensure program fidelity and success.

Common Uses of Assessment in RTI

n Measure Basic Psychological Processes

Measures of cognitive ability can be used to determine the relative contribution of deficits in the basic psychological processes on the academic skill deficits observed during interventions.

n Diagnostics

Diagnostic assessments help target specific skill deficits that will be the focus of intervention curriculum.

n Progress Monitoring

Progress Monitoring assessments help measure how well students are responding to their interventions and help determine which students need more intensive interventions.

n Universal Screening

Universal screening assessments help identify students who need intervention. This includes students who are achieving below grade-level expectations and may be in danger of not making Adequate Yearly Progress (AYP) and those who may have a Specific Learning Disability (SLD).

n Instruction

Apply research-based instruction to enable students to reach or exceed grade level standards.


Measure Basic Psychological Processes

Universal Screening

Diagnostics

Prog

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Mon

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Online Writing Evaluation service

Instruction

Exclusive distributor of ETS’ CriterionSM Online Writing Evaluation service to K–12 institutions in the United States, Puerto Rico and U.S. territories and dependencies.

The products and services represented here are only a sample of our RTI solutions. Riverside Publishing and Houghton Mifflin Harcourt offer many assessments and intervention activities for your district’s Response to Intervention (RTI) model.

Riverside’s RTI Solutions


Riverside’s Universal Screening Assessments

Purpose

Identify students who need intervention.

How to Use

• Administer early in the school year.

• Identify students achieving significantly below grade level. They will be the focus of interventions.

• Identify students achieving at and above grade level. Create additional instructional groups.

• Follow up with individual, diagnostic assessment as needed to inform intervention and enrichment strategies.

The Iowa Tests®

Type: Achievement batteryGrades: K–12Content: Reading, Mathematics, Language Arts, Social Studies, Science, Sources of Information

With more than seventy years of tradition, research, and development, The Iowa Tests are the premier group-administered achievement tests on the market. They provide an in-depth assessment of students’ achievement of important educational objectives across a wide breadth of content areas. Use them to determine who needs intervention, and to begin informing what type of intervention is needed. Innovative reporting options like Interactive Results Manager™ (iRM™) provide different access points to data for your problem-solving teams.

Gates-MacGinitie Reading Tests® (GMRT ®)

Type: Achievement batteryGrades: Pre-K–AdultContent: Reading

GMRT is a group-administered assessment that surveys the general level of reading achievement for individuals throughout their school career. Use GMRT to identify students who need reading interventions. Start with measures of consonants, vowels, and basic story words for beginning readers. Continue with more complex vocabulary and comprehension measures for older learners. Linking Testing to Teaching manuals provide insight on how to use scores to guide instruction and intervention. Paper and online administration and reporting options provide flexibility for your RTI model.

Battelle Developmental Inventory™, Second Edition (BDI-2™)

Type: Developmental screenerAges: Birth–7 years, 11 monthsGrades: Pre-K–2Content: Adaptive, Personal Social, Communication, Motor, Cognitive

BDI-2 is an individually administered measure of important behavioral and developmental milestones. Use the screening component of BDI-2 for early identification of deficits that could later impact academic achievement. Early identification lends itself to timely developmental remediation, so as young children grow into their scholastic careers, they are less likely to need the intensive academic interventions associated with RTI. Optional PDA technology makes item collection and reporting quick and easy.

Universal Screening


Purpose Identify skill deficits that will be the focus of remediation during interventions.

How to Use

• Administer to students identified as intervention candidates through universal screening.

• Develop and implement interventions with a problem-solving team.

• Readminister alternative forms as needed for additional diagnostics.

• Use progress monitoring assessments to determine which students are responding.

Woodcock-Johnson® III NU (WJ III® NU) Tests of Achievement

Type: Achievement batteryGrades: Pre-K–AdultContent: Reading, Oral Language, Mathematics, Written Language, Academic Knowledge

The WJ III NU Tests of Achievement are an individually administered series of tests for diagnosing a student’s level of limitation or at-risk performance. Utilize the selective testing design of WJ III NU to efficiently focus assessment on a particular content area identified as a concern through universal screening. Assessment Service Bulletin #8: Educational Interventions Related to the WJ III Tests of Achievement lists related educational interventions for each test to help your problem-solving team begin implementing interventions soon after testing.

In addition, WJ III NU Tests of Achievement can be used in conjunction with Woodcock Interpretation and Instructional Interventions Program™ (WIIIP™), which creates a bridge between assessment and the classroom by translating assessment results into needed instructional interventions.

Diagnostic Assessments of Reading™ (DAR™), Second Edition

Type: Achievement BatteryGrades: K–AdultContent: Reading

DAR is an individually administered assessment that provides diagnostic data across nine key areas of student learning in reading. Use it to facilitate identification of specific deficits in Print Awareness, Phonological Awareness, Letters and Sounds, Word Recognition, Word Analysis, Oral Reading Accuracy/Fluency, Silent Reading Comprehension, Spelling, and Word Meaning. Once deficits are diagnosed, teachers and other

problem-solving team members can intervene with the lessons available through Trial Teaching Strategies to remediate any observed deficits. These web-based lessons are included with each kit.

Riverside’s Diagnostic Assessments


Diagnostics


Purpose

Monitor progress to determine which students are responding to their interventions.

How to Use

• Administer to students frequently during interventions at all tiers.

• Identify responsive students who can return to general education curriculum or qualify for individualized educational programs.

• Follow up with nonresponsive students who may

• need increasingly intensive, or different interventions,

• be found eligible for special education services (eligibility models), or

• be referred for a comprehen-sive evaluation (prereferral models).

Edusoft ® Assessment Management System

Type: Curriculum-based/formative assessment systemGrades: K–12Content: Open content

Edusoft is a flexible assessment development and management system that streamlines the wide variety of progress monitoring activities needed for RTI models.

• Build, administer, and score curriculum-based assessments—tests can be administered via paper-pencil or online.

• Implement important changes in instruction and intervention using results available as soon as assessments are completed.

• Create, track, and report on intervention groups.

• Manage curriculum resources and objectives as they relate to your intervention strategies.

The open content nature of Edusoft allows your district to continue to use the curriculum-based assessments that are already in place. Use Edusoft in concert with the Assess2Know® item banks to develop progress-monitoring assessments, as well as selected Houghton Mifflin, McDougal Littell, and Great Source instructional resources. Edusoft also supports other popular assessments like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

Assess2Know ®

Type: Item banksGrades: 3–11Content: Reading, Mathematics, Science

Assess2Know provides a bank of high-quality test items for developing unique progress-monitoring assessments that can be tailored to the specific needs of small groups or individual interventions. To increase the ease with which they should be chosen to measure progress for a specific intervention, each item is assigned to specific state standards, and assigned a Bloom’s Taxonomy Level and a Cognitive Difficulty Level. The Riverside development team ensures items are clearly written, function independently, and are free of bias and sensitivity issues.

All reading passages in the Assess2Know item banks are certified with both a Lexile® and a Flesch-Kincaid reading level. By offering both of these measures of readability, Riverside provides an increased degree of certainty that reading passages are grade-level and reading-level appropriate. In order to make test creation as efficient as possible, passages may be searched by standard, type, genre and readability.

Lexile® is a trademark of MetaMetrics, Inc.

Riverside’s Progress Monitoring AssessmentsPr

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Riverside’s Progress Monitoring Assessments

Purpose

Monitor progress to determine which students are responding to their interventions.

How to Use

• Administer to students frequently during interventions at all tiers.

• Identify responsive students who can return to general education curriculum or qualify for individualized educational programs.

• Follow up with nonresponsive students who may

• need increasingly intensive, or different interventions,

• be found eligible for special education services (eligibility models), or

• be referred for a comprehen-sive evaluation (prereferral models).

Prog

ress

Mon

itorin

gDataDirector™

Type: Curriculum-based/formative assessment systemGrades: K–12Content: Open content

DataDirector is an innovative online data and assessment management system that puts a fast, powerful decision-support system at your fingertips. Designed to help educators meet the needs and improve performance of students in grades K-12, DataDirector makes sense of a huge range of data at every level.

• Provides longitudinal reporting to compare and view all data over time

• Includes graphical pre-built reports and pivot table reports

• Includes special program assignments to track students in need of intervention or further monitoring.

• Provides immediate test results with plain paper scanning, high-speed optical mark reading scanning, or hand entry


Riverside’s Instructional Solutions

Purpose

Developed at the University of Kansas, Instruct4Success contains research-based lessons essential for effective instruction. This powerful tool equips educators with hundreds of lessons using a variety of teaching strategies crucial for today’s diverse classrooms. Online tutorials–accessible anywhere–allow teachers the option of extending instructional time outside of their classrooms.

How to Use

• Extend instructional time outside of the classroom

• Use feedback to inform instruction and reinforce the learning process

• Improve classroom efficiency with rich lessons targeting math skills assessed on state and national levels

• Assign different lessons depending on the type of learner

• Engage parents with productive parent activities

Instruct4SuccessTM

Type: Online instructional toolGrades: 3–8 and high schoolContent: Mathematics

Instruct4Success provides data-driven instruction to optimize teacher effectiveness. Educators can extend instructional time outside the classroom with online tutorials and parent-led activities.

Instruct4Success provides comprehensive lesson plans that focus on skills needed to meet state and national standards. The online program blends online comprehensive, research-based lessons, tutorials, validation components, and parent activities essential for effective instruction. Instruct4Success, a product of Riverside Publishing and developed by the eLearning Design Lab, the University of Kansas and Computerized Assessment and Learning, LLC.

Instruction

Contextual Framework Presentation of standard

and expectations

Teaching Framework Detail to increase

educator’s knowledge of standard and expectations

Lesson Framework Student prior knowledge

verification, multiple strategies to introduce

new skills, and step-by-step demonstrations

Application Framework Guided practice, independent

practice, and validation questions

Extension Framework

Additional activities for students with learning disabilities or students needing enrichment


Purpose

Identify cognitive factors contributing to academic failure.

How to Use

• Administer as part of a comprehensive evaluation to determine special education eligibility.

• Identify significant intra-cognitive variances and discrepancies from achievement scores.

• Review data from all RTI assessments and qualitative input from the multidisciplinary team for a “convergence of evidence.”

• Determine student as eligible for special education services or other educational programs or return the student to a lower tier for new and different intervention strategies.

Woodcock-Johnson III NU Tests of Cognitive Abilities

Type: Cognitive BatteryGrades: Pre-K–AdultContent: Cattell-Horn-Carroll (CHC) Theory Broad and Narrow Abilities

The WJ III NU Tests of Cognitive Abilities are a series of individually administered cognitive assessments. Use them to identify strengths and weaknesses in psychological processes and to help your problem-solving team rule out other disabilities or noncognitive factors. A detailed understanding of cognitive strengths and weaknesses facilitates the development of targeted interventions and individualized education programs (IEPs).

WJ III NU contains the greatest breadth of cognitive abilities of any standardized body of tests, measuring both the broad cognitive factors represented at stratum II of CHC theory, and the narrow abilities represented at stratum III.

In addition, WJ III NU Tests of Cognitive Abilities can be used in conjunction with Woodcock Interpretation and Instructional Interventions ProgramTM (WIIIPTM), which creates a bridge between assessment and the classroom by translating assessment results into neededinstructional interventions.

Stanford-Binet Intelligence Scales, Fifth Edition (SB5)

Type: Cognitive BatteryGrades: Pre-K–AdultContent: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, Working Memory

SB5 is a contemporary assessment with a rich tradition that began in 1916. As a battery of individually administered cognitive tests, SB5 advances the assessment of strengths and weaknesses in the cognitive processes of students being evaluated for learning disabilities. Use SB5 for early prediction of emerging learning disabilities in children as young as four-years-old. Use the special predictive composite scores to identify reading and math disabilities. Verbal and nonverbal composite scores are reported for fair assessment of all students.

Riverside’s Measures of Basic Psychological Processes

Psych Processes


Riverside’s Measures of Basic Psychological Processes

Purpose

Identify cognitive factors contributing to academic failure.

How to Use

• Administer as part of a comprehensive evaluation to determine special education eligibility.

• Identify significant intra-cognitive variances and discrepancies from achievement scores.

• Review data from all RTI assessments and qualitative input from the multidisciplinary team for a “convergence of evidence.”

• Determine student as eligible for special education services or other educational programs or return the student to a lower tier for new and different intervention strategies.

Psych Processes

Universal Nonverbal Intelligence Test ™ (UNIT ™)

Type: Nonverbal Cognitive BatteryGrades: Pre-K–AdultContent: Memory and Reasoning

IDEA requires that assessments used to evaluate special eligibility be “selected and administered so as not to be discriminatory on a racial or cultural basis, and are provided in the child’s native language or other mode of communication.” However, many assessments are not available in the native languages of today’s learners. Nonverbal assessment provides the solution. UNIT is an individually administered measure of memory and reasoning with completely nonverbal administration and item response formats. All test materials are culturally and ethnically sensitive. Use it to promote fairness, equity, social justice, and bias reduction in your RTI program.

Riverside Is Your RTI Assessment Solution Provider! • Expert partners and customized service. Your local Riverside Assessment Consultant will

work with you to choose the right combination of products and services that best fit your specific RTI needs.

• One-stop shop. All the measurement tools you need to implement a successful RTI model can be found in Riverside’s deep and diverse catalog of professional assessment products.

• Efficiency and cost savings. Riverside offers co-normed assessments that work together to provide multilevel interpretation. Common reporting and data-management platforms used across multiple products decrease the need for professional development and training.

Riverside Publishing offers many additional assessments to use in your district’s Response to Intervention (RTI) Model. Only several of our premier brands are featured here. Contact your local Assessment Consultant to learn about Riverside’s other RTI solutions. Contact your local Riverside representative and place your order today!

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