865
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

The Role of Assessment in a Response to Intervention Model

References

  • AIMSweb. (2010). Assessment and data management for RTI. Retrieved from http://www.aimsweb.com/products
  • Browder, D. M., Spooner, F., Wakeman, S., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research & Practice for Persons with Severe Disabilities, 31, 309–321.
  • Brown-Chidsey, R., & Steege, M. W. (2005). Response to intervention: Principles and strategies for effective practice. New York, NY: Guilford Press.
  • Burns, M. K. (2004). Using curriculum-based assessment in consultation: A review of three levels of research. Journal of Educational and Psychological Consultation, 15, 63–78.
  • Campsen, L., Granzin, A., & Carnine, D. (2011). Practical considerations in the implementation of RTI in mathematics. In R. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics (pp. 203–219). Baltimore, MD: Brookes.
  • Colorado Department of Education. (2008). Response to intervention (RTI): A practitioner's guide to implementation. Denver, CO: Author.
  • Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.
  • Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507–524.
  • Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.
  • DeRuvo, S. L. (2010). The essential guide to implementing RTI: Achievement for all step-by- step. San Francisco, CA: WestEd.
  • Espin, C. A., Busch, T. W., Shin, J., & Krsuchwitz, R. (2001). Curriculum-based measurement in the content areas: Validity of vocabulary-matching as an indicator of performance in Social Studies. Learning Disabilities Research & Practice, 16, 142–151.
  • Espin, C. A., & Foegen, A. (1996). Validity of general outcome measures for predicting secondary students’ performance on content-area tasks. Exceptional Children, 62, 497–595.
  • Espin, C. A., Shin, J., & Busch, T. W. (2005). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Journal of Learning Disabilities, 38, 353–363.
  • Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–500.
  • Fuchs, L. S., & Deno, S. L. (1994). Must instructionally useful performance assessment be based in the curriculum? Exceptional Children, 1, 15–24.
  • Fuchs, L. S., & Fuchs, D. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48.
  • Fuchs, L. S., & Stecker, P. M. (2003). Scientifically based progress monitoring. Washington, DC: National Center on Student Progress Monitoring.
  • Graden, J. L. (1989). Redefining “pre-referral” intervention as intervention assistance: Collaboration between general and special education. Exceptional Children, 56, 227–232.
  • Jenkins, J. R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the NRCLD responsiveness to intervention symposium, Kansas City, MO. Retrieved from http://www.nrcld.org/symposium2003/jenkins/index.html
  • Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research and Training Center for Children's Mental Health.
  • Mellard, D. F., & Johnson, E. (2008). RTI: A practitioner's guide to implementing Response to Intervention. Thousand Oaks, CA: Corwin Press.
  • National Association of State Directors of Special Education. (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.
  • National Center on Response to Intervention. (2010). Essential components of RTI—A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention.
  • Northwest Evaluation Agency. (2012). MAP basics overview. Retrieved from http://www.nwea.org/support/article/1172/map-basics-overview
  • Pierangelo, R., & Giuliani, G. (2008). Frequently asked questions about response to intervention. Thousand Oaks, CA: Corwin Press.
  • Popham, W. J. (2006). Classroom assessment: What teachers need to know (3rd ed.). Boston, MA: Allyn and Bacon.
  • Riccomini, P. J., & Smith, G. W. (2011). Introduction of response to intervention in mathematics. In R. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics (pp. 1–16). Baltimore, MD: Brookes.
  • Salvia, J., & Ysseldyke, J. E. (2004). Assessment in special and inclusive education (9th ed.). Boston, MA: Houghton Mifflin.
  • Standard Celeration Society. (n.d.). About the SCS. Retrieved from http://www.celeration.org
  • Stiggins, R. J., Conklin, N. F., & Associates. (1992). In teachers’ hands: Investigating the practice of classroom assessment. Albany, NY: SUNY Press.
  • Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24, 23–50.
  • Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223–237. doi:10.1080/09362830903235375
  • University of Oregon Center on Teaching and Learning. (2008). Dynamic Indicators of Basic Early Literacy Skills: DIBELS benchmark goals. Retrieved from http: //dibels.uoregon.edu
  • Vaughn, S., & Fletcher, J. M. (2010). Thoughts on rethinking response to intervention with secondary students. School Psychology Review, 39, 296–299.
  • Walker H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209. doi:10.1177/106342669600400401
  • Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment within response to intervention. TEACHING Exceptional Children, 42, 54–61.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.