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Formal Assessments-  have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measures. These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age. The data is mathematically computed and summarized. Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment.

Informal Assessments- not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book. Scores such as 10 correct out of 15, percent of words read correctly, and most rubric scores are given from this type of assessment. The assessment used needs to match the purpose of assessing. Formal or standardized measures should be used to assess overall achievement, to compare a student's performance with others at their age or grade, or to identify comparable strengths and weaknesses with peers. Informal assessments sometimes referred to as criterion referenced measures or performance based measures, should be used to inform instruction.

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RTI- Repsonse to intervention\

Steps: The RTI process begins with your child’s teacher assessing the skills of everyone in the class. These assessments help the school's RTI team tell which students need instructional interventions. Interventions can be part of classroom-wide instruction. The teacher may break students into small groups tailored for different skill levels or learning styles. This is also known as differentiated instruction. As part of the RTI process, schools help struggling students by using teaching interventions that researchers have studied and shown to be effective. Many research-based interventions deal with reading. But there are also some scientifically proven methods of improving writing and math skills. Some schools also use research-based behavior interventions.  Another essential component of RTI is progress monitoring.  The school frequently assesses your child’s skills to determine whether an intervention is working.During an intervention, your child’s teacher or another member of the RTI team uses an assessment tool that research has shown to be an effective way to measure certain skills. This tool is used to assess your child’s skills every week or every other week.

Look at the 3 Tier Chart to see the different tiers and who's involved

Steps: Find a student, RTI process, assessments performed, IEP is created

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https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q1/p10/rti_math_10_link_rtimanual/

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Students determined eligible for special education services must meet all three of the following criteria: The student must have a disability or disabilities, The student's disability/disabilities adversely affect educational performance, and The student’s unique needs cannot be addressed through education in general education classes alone – with or without individual accommodations and requires specially designed instruction (SDI).

The Students must have one of the 13 disabilities in order to qualify for services: SLD, other health impairments, ASD, EBD, Speech/language, Visual impairment, hearing impairment, deaf blindness, orthopedic impairment, TBI, multiple disabilities.

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IDEA- American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act (EHA) from 1975 to 1990. In 1990, the United States Congress reauthorized EHA and changed the title to IDEA

EHA-  This act required all public school accepting federal funds to provide equal access to education and one free meal a day for children with physical and mental disabilities. Public schools were required to evaluate disabled children and create an educational plan with parent input that would emulate as closely as possible the educational experience of non-disabled students

LRE- Least restrictive environment- a student who has a disability should have the opportunity to be educated with non-disabled students, to the greatest extent appropriate. They should have access to the general education curriculum, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled students.

IEP- Individualized Education Plan- It is an important legal document and it spells out your child’s learning needs, the services the school will provide and how progress will be measured.
Several people, including parents, are involved in creating the document. The entire process can be a great way to sort out your child’s strengths and weaknesses. Working on the IEP can help you figure out ways to help them succeed in school.

On an IEP you will find their PLOP or present level of performance, data collected to see how their doing determines that, their goals according to their age group and their peers, and any accommodations or modifications.

http://www.specialeducationadvisor.com/iep-example/ - IEP example