Progress monitoring: Progress monitoring is a set of specific assessments used to monitor student response to instruction and specialized interventions. Assessments are given in regular cycles (weekly, biweekly, or monthly) depending on the intensiveness of the intervention. Progress monitoring is used not only to gauge effectiveness of instruction, but is an essential part of analysis and modification of Progress the intervention plan and provides important information for eventual placement Monitoring decisions. Effort is made to complete with fidelity. Assessment tools: Assessment tools are the methods used for sampling a student’s behavior or knowledge. These tools follow important criteria for: purpose, validity, reliability, & efficiency. Tools Assessment Tiered instruction involves delivering researched-based instruction to students at increasing levels of intensity that appropriately match the need for every student. Tier 1 includes providing high quality instruction to all students while implementing universal screenings to ensure adequate progress in grade level standards. Students who are not making sufficient progress are targeted for a Tier 2 intervention. Tier 2, instructional programs or strategies are differentiated to match the specific 3 nature and severity of the student's challenges. Diagnostic and formative & assessments are used to determine specific skill deficits. A researched-based 2 intervention designed to target specific skills needed is implemented and 1, monitored weekly. Achievement progress is and compared with norms and the peer group. Comparison data is used to determine if a student needs the Tiers next level of intervention at Tier 3. Tier 3 level students are provided with a targeted intervention with increased intensity which is monitored weekly. Students who do not achieve the desired level of progress in response to these intensive, targeted interventions are referred for a comprehensive evaluation and considered for eligibility for exceptional student education services. When learner goals have been articulated in scale format, the teacher and students have clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets. Scales should be: related to the learning goal, posted and able to be read by • • Scales students, written in student-friendly language (when appropriate), referenced • • during the lesson Students should be able to explain: the meaning of the levels of performance • Learning articulated in the scale or rubric. Response to Intervention (Multi-Tiered System of Supports (MTSS) Multi-Tiered System of Supports (MTSS) in Florida means to provide high quality instruction and intervention matching to student needs using learning rate over time and level of performance to inform instructional decisions. RTI/MTSS
Progress Monitoring Progress monitoring: Progress monitoring is a set of specific assessments used to monitor student response to instruction and specialized interventions. Assessments are given in regular cycles (weekly, biweekly, or monthly) depending on the intensiveness of the intervention. Progress monitoring is used not only to gauge effectiveness of instruction, but is an essential part of analysis and modification of the intervention plan and provides important information for eventual placement decisions. Effort is made to complete with fidelity. Assessment Tools Assessment tools: Assessment tools are the methods used for sampling a student’s behavior or knowledge. These tools follow important criteria for: purpose, validity, reliability, & efficiency. Tiers 1, 2 & 3 Tiered instruction involves delivering researched-based instruction to students at increasing levels of intensity that appropriately match the need for every student. Tier 1 includes providing high quality instruction to all students while implementing universal screenings to ensure adequate progress in grade level standards. Students who are not making sufficient progress are targeted for a Tier 2 intervention. Tier 2, instructional programs or strategies are differentiated to match the specific nature and severity of the student's challenges. Diagnostic and formative assessments are used to determine specific skill deficits. A researched-based intervention designed to target specific skills needed is implemented and weekly. Achievement progress is monitored and compared with norms and the peer group. Comparison data is used to determine if a student needs the next level of intervention at Tier 3. Tier 3 level students are provided with a targeted intervention with increased intensity which is monitored weekly. Students who do not achieve the desired level of progress in response to these intensive, targeted interventions are referred for a comprehensive evaluation and considered for eligibility for exceptional student education services. Learning Scales When learner goals have been articulated in scale format, the teacher and students have clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets. Scales should be: • related to the learning goal, • posted and able to be read by students, • written in student-friendly language (when appropriate), • referenced during the lesson Students should be able to explain: • the meaning of the levels of performance articulated in the scale or rubric. RTI/MTSS Response to Intervention (Multi-Tiered System of Supports (MTSS) Multi-Tiered System of Supports (MTSS) in Florida means to provide high quality instruction and intervention matching to student needs using learning rate over time and level of performance to inform instructional decisions.
DEA-Assessment-Policy.docx