From leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K–8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2'' x 11'' size.
> Needed, practical resource: RTI is used widely and requires rigorous assessment. > Flexible: competing titles are limited by grade range or proficiency level; this book covers all students in K–8. > Includes a valuable RTI Assessment Audit that can be downloaded and printed. > Leading authors show how schools can achieve RTI goals using the testing methods they have in place. > Can be used on its own or as a companion to the authors' top-selling Assessment for Reading Instruction, Second Edition, which provides a comprehensive approach to implementing assessments.
1. Assessments in an RTI System2. Assessing Reading Development3. Conducting a School Assessment Audit4. Assessments in Tier 1: The Essentials5. Assessments in Tier 2: Providing and Evaluating Secondary Support6. Assessments in Tier 3 and Beyond: Diagnostic Decision Making7. Communicating Assessment Outcomes8. Creating an Effective RTI SystemInternet Resources That Support RTI Implementation
"This book is important, useful, and timely. It focuses on how to plan the amount and types of assessment that will be 'just right' in each tier of RTI, in a style that is 'just right' for teachers and other practitioners. Readers will especially appreciate the information about the most appropriate use of curriculum-based measures, as well as the very helpful RTI Assessment Audit."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan
"A 'must read' for educators who are implementing RTI in literacy. Stahl and McKenna present practical and easy-to-implement strategies to support data-based decision making. They discuss the purposes of assessment and how much assessment is needed. Assessment tools and strategies are provided to help teachers and administrators determine each student’s risk status and response to a given intervention."--Theresa M. Janczak, PhD, Exceptional Education Department, Buffalo State, State University of New York
"Ideal for teachers at all levels of experience, this book describes strategies for assessing reading development that support the RTI process. The book gave me a greater understanding of RTI. It explains easy-to-implement, practical ways to assess student progress and make literacy instruction more efficient, including concrete examples. I was inspired to try out the authors' suggestions in my own classroom. This is a perfect resource for a school book study."--Laura K. Kelley, classroom teacher and RTI coordinator, Fulton Academy of Excellence, Aurora, Colorado
Katherine A. Dougherty Stahl, EdD, is Assistant Professor of Reading at New York University, where she serves as Literacy Education Program Director and teaches graduate courses. Her research focuses on reading acquisition, struggling readers, and comprehension. In addition to teaching in public elementary school classrooms for over 25 years, she has extensive experience working with struggling readers in clinical settings. These experiences have led to her research interests and her ongoing collaborations with teachers translating research into practice to improve classroom literacy instruction.
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna's research has been sponsored by the National Reading Research Center and by the Center for the Improvement of Early Reading Achievement. He was a member of the National Reading First Expert Review Panel and has worked with Reading First teachers in eight states.