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This is a child behavior checklist for ages 4-18.

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SPED Classification Evaluation Cheat Sheet

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SPED Classification Evaluation Cheat Sheet

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This is a 13-category evaluation cheat sheet

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This PowerPoint explains the patterns of strengths and weaknesses.

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Patterns of Strengths & Weaknesses NEW-2

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Team Evaluation Summary Report and Written Prior Notice of Eligibility Determination: Specific Learning Disabilities

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Assessments for Gifted and Talented Students

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Assessments for Gifted and Talented Students

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National Association For Gifted Children.

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Tests should be aligned within the characteristics of gifted and talented students within a specific domain area. The variety of characteristics within the federal definition-intellectual, creative, artistic, leadership, and specific academic fields-require more than one assessment to identify. Quantitative instruments such as those listed below use scores to describe the student's performance in relation to others or the degree to which a student possesses a particular characteristic in relation to a standard level of performance.

Achievement Tests

Achievement tests determine what the students already have learned and if they are more advanced than their grade level peers. They may be academic specific (i.e. Math or Language Arts) or standardized tests (such as SATs, ITBS, SRA, and MATs). These assessments should not have a ceiling so students are able to show all of what they know. Tests specifically designed for the gifted population include Test of Mathematical Abilities for Gifted Students or Screening Assessment for Gifted Elementary Students (SAGES).

Ability Tests

Intelligence quotient (IQ) or cognitive abilities test scores are also used to identify gifted and talented students. While these tests provide information for the intellectual domain, these tests are not as helpful in identifying someone with creative, leadership, or other abilities. Typical ability tests include:
Individual
Nonverbal tests, such as the Naglieri Nonverbal Ability Test or the Test of Nonverbal Intelligence, may be more effective for students from culturally and linguistically different or low-income backgrounds to eliminate barriers.
Group

CogAT

Otis-Lennon

Hemmon-Nelson

Ravens Progressive Matrices

Matrix Analogies Test

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Tests are common assessment tools for identification, but should not serve as the sole source of identification. Tests often exclude underserved gifted students who are English Language Learners (ELLs), disabled, or from minority or low-income backgrounds.

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Assessments for English language Learners

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Assessments for English language Learners

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Utah State Board of Education assessments for ELL students.

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Kindergarten

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students. The information gained from the profile will be used to:

provide insights into current levels of academic and social-emotional performance upon entry and exit of kindergarten,

identify students in need of early intervention instruction and promote differentiated instruction for all students,

analyze the effectiveness of programs, such as extended-day kindergarten and preschool,

provide opportunities for data-informed decision-making and cost-benefit analysis of early learning initiatives,

identify effective instructional practices or strategies for improving student achievement outcomes in a targeted manner, and

understand the influence and impact of full-day kindergarten on at-risk students in both the short- and long-term.

Administrative Rule

R277-489: Kindergarten Entry and Exit Assessment. Enhanced Kindergarten Program
Utah State Board of Education Administrative Rules

Assessment Administration Windows

KEEP Entry

Entry (Beginning of Year): 3 weeks before the first day of school until 3 weeks after Kindergarten starts

Data entry due by September 30, 2022

KEEP Exit

Exit (End of Year): Last 4 weeks of Kindergarten

Data entry due by June 15, 2023

Reports
KEEP School Year 2022-2023 KEEP School Year 2021-2022 Utah's 2020-2021 KEEP Report Utah's 2019-2020 KEEP Report Utah's 2018-2019 KEEP Report Utah's 2017-2018 KEEP Report
Testing Materials

KEEP Entry
Utah's KEEP: Student Materials Utah's KEEP Entry: Test Administration Manual Utah KEEP Data Entry: Getting Started
KEEP Exit
Utah's KEEP: Student Materials Utah's KEEP Exit: Test Administration Manual KEEP Exit Additional Guidance Questions 7 and 13 Scoring
Alternate KEEP
Guide to the Kindergarten Entry and Exit Alternate Assessment (KEEPAA) For Students with Significant Cognitive Disabilities (SCD) KEEP Alternate Assessment Literacy and Numeracy Rubric KEEPAA (Presentation)
Resources
KEEP Cut Scores
Training Information

KEEP Trainings
YouTube

Self-directed Canvas Training
Enroll in KEEP Entry Training Enroll in KEEP Exit Training
Contact

Teresa McEntire
Elementary English Language Arts Assessment Specialist
Phone: (801) 538-7542 | E-mail

Readiness Improvement Success Empowerment (RISE)

The RISE assessment is a computer adaptive criterion referenced assessment system that includes summative tests for English Language Arts (ELAs), Mathematics, Science, and Writing. The summative tests are scheduled to be delivered to the following grades.

Portal
Utah RISE Portal
Testing Window Information

Testing Window information for the RISE Assessment is broken down in the Assessment Director Resource Guide.
2023-2024 Assessment Director Resource Guide
Training

RISE Trainings
YouTube

Contacts

Utah Aspire Plus

The Utah Aspire Plus assessment is a hybrid of ACT Aspire and Utah Core test items. It is a computer delivered, fixed form end-of-grade-level high school assessment for students in 9 and 10. Utah Aspire Plus includes four subtests:

Students receive predicted ACT score ranges for each subtest, as well as an overall predicted composite ACT score range. The assessment also provides proficiency scores for end-of-grade-level expectations for 9th and 10th grade students in English Language Arts, Mathematics, and Science.

Portal
Utah Aspire Plus Portal
Testing Window

Testing Window information for the Utah Aspire Plus Assessment is broken down in the 2023-2024 Assessment Director Resource Guide.

Testing Times

Tests cannot be divided into sections. Each test must be completed in one sitting, unless a student has an Individualized Education Program (IEP) or 504 accommodation for stop-the-clock breaks or for securely extending the test over multiple days.

Access blueprints, reporting guides, sample reports and other reporting resources.

Additional Reporting Resources
Pearson Education, Utah Aspire Plus

Resources
ACT College and Career Readiness Standards
Training

Utah Aspire Plus Trainings
YouTube

Contacts

High School (HS) Core Benchmarks

Utah Core Standards Benchmarks for Grades 9-12

The Utah Core Standards Benchmark Assessments are a productivity tool for Utah teachers and students that focus on specific strands within the Utah Core Standards. The Benchmarks are testlets-typically between 8 and 15 items, depending on the content area-that are designed to give teachers and students an opportunity to identify strengths and weaknesses with specific knowledge, skills, and abilities outlined in the Utah Core Standards.

Available Benchmarks

The following are available as part of the Utah Core Standards Benchmark Assessments:

Biology

Chemistry

Earth and Space Science

Physics

Reading Informational

Reading Informational 10

Reading Literature 9

Reading Literature 10

Listening Comprehension 9

Listening Comprehension 10

Editing 9

Editing 10

Secondary Mathematics I

Secondary Mathematics II

Secondary Mathematics III

If you have any questions, please contact Aliese Fry at aliese.fry@schools.utah.gov or Kim Rathke at kim.rathke@schools.utah.gov.

WIDA

Utah is a member state of the WIDA Consortium. WIDA advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality WIDA English Language Development (ELD) Standards, assessments, research, and professional learning for educators. Utah uses WIDA Screener for Kindergarten and WIDA Screener Online (Grades 1-12) identify English Learners (ELs). Assessing Comprehension and Communication in English State-to-State (ACCESS) for English Language Learners (ELLs) is given to all EL students during the annual testing window to measure proficiency and growth toward academic language proficiency in English.

All who administer WIDA assessments must completed the online test administer trainings annually. It is the responsibility of the LEA to ensure these trainings are being completed in the WIDA Secure Portal.

ACCESS Testing Requirements

ACCESS for ELLs Online is Utah's online summative assessment of EL students. It is developed and maintained by WIDA.

This assessment is administered for a number of purposes:

to measure individual students' progress in achieving proficiency in speaking, listening to, comprehending, reading, and writing academic English,

to determine the success of language development programs in individual schools and school districts, and

to fulfill federal requirements of The Every Student Succeeds Act (ESSA) of 2015 and Title III law.

All EL students must be tested annually using the ACCESS assessment. When students earn an Overal Composite score of 4.2 or higher with a Speaking score of 3.5 or higher, they are considered fluent in English. Students are then re-designated to monitoring status for four years. Students are not required to take the ACCESS assessment during these four years of monitoring. The Local Education Agency (LEA) may use appropriate data, evaluation, and team-based problem solving to consider reclassifying the student as EL if, while in monitoring status, the student demonstrates consistent and continued need for increased language support services.

For students in grades 1 through 12, LEAs are required to give WIDA ACCESS for ELLs Summative Assessment. ACCESS Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students).

Students with significant cognitive disabilities who take Dynamic Learning Maps (DLM) Utah State Board of Education Special Education Accessibility, are eligible for WIDA Alternate ACCESS for ELLs.

Students in Kindergarten are administered WIDA Kindergarten ACCESS for ELLs.

Screener Testing Requirements

LEAs are required to administer a WIDA Screener to newly enrolled students who indicate on the home language survey that they speak any language other than English. Screener is available to LEAs all year; however, federal and state law requires that students must be administered Screener within 30 days of enrollment within the first month of school, and within 10 days of enrollment thereafter. Screener should only be administered once during a student's enrollment in Utah schools.

Students are eligible for EL services if they earn a score of 1-4.9 on Screener for grades K-12.

For students in grades 1 through 12, LEAs are required to give WIDA Screener Online. WIDA Screener Paper is allowable for students with specific needs (e.g. students with disabilities; recently arrived English Learners, such as immigrant and refugee students). Both Screener online and Screener Paper are provided by Utah State Board of Education at no cost to LEAs.

Students in Kindergarten are given the WIDA Screener for Kindergarten.

WIDA Measure of Developing English Language (MODEL) is also an acceptable tool for screening for grades K-12 that can be purchased by the LEA.

2023-2024 Test Dates

Screener: Available all year

ACCESS Testing Window: January 8, 2024 through March 8, 2024

Detailed ACCESS Dates
WIDA

2023-2024 Professional Development and Training

Register through Massively Integrated Data Analytics System (MIDAS) using Course Number 62899.

The following trainings will be available in person, in a hybrid, or in a virtual setting:

Self-Paced Workshops in the WIDA Secure Portal: September 1, 2023 through August 31, 2024
Interpreting ACCESS for ELLs Score Reports for Instruction (in-person): September 14, 2023
Nurturing Speaking Growth (webinars and self-paced): November 2, 2023 through November 9, 2023
ACCESS for ELLs Test Coordinator (webinar): November 15, 2023
Alternate ACCESS Overview (webinar): November 15, 2023
Scaffolding Learning through Language (webinars): November 30, 2023, December 7, 2023, and December 14, 2023

Frequently Asked Questions

Do LEAs have to screen students arriving from another WIDA state and have previous WIDA ACCESS scores?
Yes, students need to be screened in order to qualify for EL services in Utah.

If a student lived in Utah, moved out of state, then returned to a Utah school, do they need to be screened?

Yes, if it is during 2 different school years.

No, if it is during the same school year.

If a student arrives in Utah from another WIDA state and reached an Overall Composite score of 4.2 or higher with a Speaking score of 3.5 or higher on their ACCESS test, do they need to be screened?

Yes, to ensure they do or do not need EL services in Utah.

What Screener grade band should be used?
Please see the Online Screener TAM grade band for guidance.

Are LEAs be required to purchase Kindergarten Screener kits?
No, all materials are available in the WIDA Secure Portal for printing. If LEAs want professionally printed materials on high quality paper, they will be responsible for purchasing those materials through the WIDA Store.

When can LEAs begin using the Kindergarten Screener?
July 1 prior to the new school year

Resources
ACCESS Native Language Codes Utah Identification and Placement Guide
Utah Testing Ethics Policy (Testing Policies and Reporting Obligations)
Data Recognition Corporation (DRC) - WIDA's scoring and materials handling contractor. All ACCESS testing materials are ordered through DRC, and all testing materials are subsequently returned to DRC for scoring.
Utah WIDA Website WIDA Website WIDA Assessment Management System (AMS)
To request WIDA or DRC Accounts

WIDA Secure Portal Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

WIDA DRC/AMS Permissions:

Test Administrators should contact LEA Test Coordinator for permissions.

District Testing Coordinator Permissions:

LEA Assessment Directors, Testing Coordinators, and Alternate Language Services (ALS) Directors should contact the below state assessment contacts for WIDA and WIDA AMS accounts and permissions.

Contact Us

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This PowerPoint helps explain statistics to teachers.

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Bell Curve With Derived Measures and Visual

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Bell Curve With Derived Measures and Visual

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Bell Curve with Derived Measures and Visual 

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Bell Curve With Different Types of Scores

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Bell Curve With Different Types of Scores

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Bell Curve with Different Types of Scores (3)

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Reading Assessment with an IRI Assessment Administration

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Reading Assessment with an IRI Assessment Administration

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This video shows how to administer an Informal Reading Inventory in order to support the Response to Intervention  framework.

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How to Administer an Informal Reading Inventory

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This video shows how to make a line graph in excel.

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How to Make a Line Graph in Excel - From Simple to Scientific

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National Center on Student Progress Monitoring

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National Center on Student Progress Monitoring

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This paper describes curriculum-based measurement in reading and
mathematics and provides sample goal
statements for each area.

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Progress Monitoring Within a Response-to-Intervention Model

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Progress Monitoring Within a Response-to-Intervention Model

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This article discusses progress monitoring within a Response-to-Intervention (RTI) model and assists the reader in making informed decisions when selecting and interpreting progress-monitoring measures.

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Get Email Updates

Sign up to receive the RTI Action Network e-newsletter.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007).

Additional Articles

Additional Resources

The purpose of this article is to discuss progress monitoring within a Response-to-Intervention (RTI) model and to assist the reader in making informed decisions when selecting and interpreting progress-monitoring measures. To that end, this article answers the following questions:

1. What is progress monitoring?

2. How does progress monitoring work in RTI?

3. What are the elements of effective progress-monitoring measures?

4. What are some common progress-monitoring measures?

5. What progress-monitoring measures were used in the RTI models in the research review of RTI field studies?

6. What can we conclude from the research and what directions look promising for future research?

What Is Progress Monitoring?

In the context of an RTI prevention model, progress monitoring is used to assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure (e.g., reading, mathematics, social behavior). It is the method by which teachers or other school personnel determine if students are benefitting appropriately from the typical (e.g., grade level, locally determined, etc.) instructional program, identify students who are not making adequate progress, and help guide the construction of effective intervention programs for students who are not profiting from typical instruction (Fuchs & Stecker, 2003). Although progress monitoring is typically implemented to follow the performance of individual students who are at risk for learning difficulties, it can also follow an entire classroom of students (Fuchs & Fuchs, 2006).

How Does Progress Monitoring Work in RTI?

As soon as a student is identified as at risk for achievement deficits by the universal screening measure, his or her progress should be monitored in relation to Tier 1 instruction (Fletcher, Lyon, Fuchs, & Barnes, 2007). Progress should be monitored frequently, at least monthly, but ideally weekly or biweekly (Fuchs & Fuchs, 2006). A student's progress is measured by comparing his or her expected rate of learning (e.g., local or national norms) and actual rate of learning (Fuchs, Fuchs, & Zumeta, 2008). A teacher can use these measurements to gauge the effectiveness of teaching and to adjust instructional techniques to meet the needs of the individual student. A student who is not responding adequately to Tier 1 instruction moves on to Tier 2 and increasingly intensive levels of intervention and instruction. The current recommended time period for measuring response to Tier 1 instruction is 8-10 weeks (McMaster & Wagner, 2007; Fuchs & Fuchs, 2005; Vaughn, Linan-Thompson, & Hickman, 2003) and nonresponsiveness is typically determined by a percentile cut on norm-referenced tests (e.g., < 20 th percentile) or cut score on a curriculum based measurement (CBM).

According to the National Center on Student Progress Monitoring, progress monitoring has the following benefits when it is implemented correctly: 1) students learn more quickly because they are receiving more appropriate instruction; 2) teachers make more informed instructional decisions; 3) documentation of student progress is available for accountability purposes; 4) communication improves between families and professionals about student progress; 5) teachers have higher expectations for their students; and, in many cases, 6) there is a decrease in special education referrals. Overall, progress monitoring is relevant for classroom teachers, special educators, and school psychologists alike because the interpretation of this assessment data is vital when making decisions about the adequacy of student progress and formulating effective instructional programs (Fuchs, Compton, Fuchs et al., 2008).

Elements of Effective Progress-Monitoring Measures

To be effective, progress-monitoring measures must be available in alternate forms, comparable in difficulty and conceptualization, and representative of the performance desired at the end of the year (Fuchs, Compton, Fuchs et al., 2008). Measures that vary in difficulty and conceptualization over time could possibly produce inconsistent results that may be difficult to quantify and interpret. Likewise, using the same measure for each administration may produce a testing effect, wherein performance on a subsequent administration is influenced by student familiarity with the content.
By using measures that have alternate forms and are comparable in difficulty and conceptualization, a teacher can use slope (e.g., academic performance across time) to quantify rate of learning (Fuchs & Fuchs, 2008). Slope can also be used to measure a student's response to a specific instructional program, signaling a need for program adjustment when responsiveness is inadequate (Fuchs et al., 2008).

Effective progress-monitoring measures should also be short and easily administered by a classroom teacher, special education teacher, or school psychologist (Fuchs & Stecker, 2003). According to Fletcher et al. (2007), there is much research to support the use of short, fluency-based probes in deficit areas such as word reading fluency and accuracy, mathematics, and spelling. However, for areas such as reading comprehension and composition, there is less research support for specific kinds of probes because these domains demonstrate less rapid change and require methods for assessing progress over longer periods of time (Fletcher et al., 2007; McMaster & Wagner, 2007).

Common Progress-Monitoring Measures

Progress can be monitored by a variety of methods. From a norm-referenced standpoint, it is possible to use widely available assessments such as the Test of Word Reading Efficiency (TOWRE; Torgesen et al., 1999) or the Woodcock-Johnson Achievement Battery (Woodcock, McGrew, & Mather, 2001). With such tests, alternate forms are available to demonstrate student improvement over time, but usually there is at least three months between administrations (Fletcher et al., 2007). Other measures, such as the Dynamic Indicators of Basic Literacy Skills (DIBELS; Good, Simmons, & Kame'enui, 2001), have been reviewed by the National Center for Student Progress Monitoring and vary considerably in reliability, validity, and other key progress-monitoring standards.

CBM, one approach to progress monitoring, has the most well supported measures in the research base. According to Fuchs and Fuchs (2006),

More than 200 empirical studies published in peer-review journals (a) provide evidence of CBM's reliability and validity for assessing the development of competence in reading, spelling, and mathematics and (b) document CBM's capacity to help teachers improve student outcomes at the elementary grades (p. 1).

CBM is a form of classroom assessment that 1) describes academic competence in reading, spelling, and mathematics; 2) tracks academic development; and 3) improves student achievement (Fuchs & Stecker, 2003). It can be used to determine the effectiveness of the instruction for all students and to enhance educational programs for students who are struggling (McMaster & Wagner, 2007). Finally, findings of over 200 empirical studies indicate that CBM produces accurate, meaningful information about students' academic levels and growth, is sensitive to student improvement, and when teachers use CBM to inform their instructional decisions, students achieve better (Fuchs & Fuchs, 2006).

Fuchs and Stecker (2003) warn that most classroom assessment is based on mastery of a series of short-term instructional objectives or "mastery measurement." To implement this type of assessment the teacher determines the educational sequence for the school year and designs criterion-referenced tests to match each step in that educational sequence. According to Fuchs and Stecker, problems with mastery measurement include: 1) the hierarchy of skills is logical, not empirical; 2) assessment does not reflect maintenance or generalization; 3) measurement methods are designed by teachers, with unknown reliability and validity; and 4) the measurement framework is highly associated with a set of instructional methods. CBM combats these problems by making no assumptions about instructional hierarchy for measurement, so it fits with any instructional approach and by incorporating automatic tests of retention and generalization. According to Fuchs and Fuchs (2006), CBM and mastery measurement have another significant difference:

CBM also differs from mastery measurement because it is standardized; that is, the progress monitoring procedures for creating tests, for administering and scoring those tests, and for summarizing and interpreting the resulting database are prescribed. By relying on standardized methods and by sampling the annual curriculum on every test, CBM produces a broad range of scores across individuals of the same age. The rank ordering of students on CBM corresponds with rank orderings on other important criteria of student competence. For example, students who score high (or low) on CBM are the same students who score high (or low) on the annual state tests. For these reasons, CBM demonstrates strong reliability and validity. At the same time, because each CBM test assesses the many skills embedded in the annual curriculum, CBM yields descriptions of students' strengths and weaknesses on each of the many skills contained in the curriculum. These skills profiles also demonstrate reliability and validity (p. 2).

The tasks measured by CBM include 1) pre-reading (phoneme segmentation fluency; letter sound fluency); 2) reading (word identification fluency; passage reading fluency; maze fluency); 3) mathematics (computation; concepts and applications); 4) spelling; and 5) written expression (correct word sequences).

Progress Monitoring in Field Studies

In our research review of RTI field studies, all but one mentioned progress monitoring. However, the specific progress-monitoring measures and frequency of use varied significantly between studies. Table 1 provides information (e.g., type of measure and frequency) on progress-monitoring measures used in each of the 11 studies found in our research review.

Table 1: Progress Monitoring in the Field Studies

Authors*Model Name**Progress Monitoring Mentioned? Type How Often?

O'Connor et al. (2005)
TRI

Yes

WRMT-R sub-tests; CBM Reading

Not reported

*Click author name to view field study
**Model name

SPMM - Standard-protocol mathematics model
SCRED - St. Croix River education district model
RBM - Idaho results-based model
BSM - Behavior support model
IST - Pennsylvania instructional support teams
MPSM - Minneapolis problem-solving model TRI - Tiers of reading intervention
FSDS - Illinois flexible service delivery system model
IBA - Ohio intervention-based assessment
STEEP - System to enhance educational performance
EGM - Exit group model

Conclusion and Directions for Future Research

Progress monitoring is paramount in determining if students are benefitting appropriately from the typical instructional program, identifying students who are not making adequate progress and guiding the construction of effective intervention programs for students who are not profiting from typical instruction. However, it is important to note that while CBM and other measures can be helpful tools for monitoring progress; there are some potential challenges to successful implementation. Teachers must be trained to use these assessments effectively, as well as to use the data to quantify rates of progress and, subsequently, adjust the educational program for struggling students (Fuchs, Fuchs, & Zumeta, 2008). Without that training, the usefulness of any progress monitoring-measure is greatly limited. It is crucial that schools and districts support data-driven approaches and make training available to all teachers.

References

Learning disabilities: From identification to intervention. New York: The Guilford Press.

Fuchs, D., Compton, D. L., Fuchs, L. S., & Bryant, J. (2008). Making "secondary intervention" work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study at the National Research Center on Learning Disabilities. Reading and Writing: An Interdisciplinary Journal, 21, 413-436.

Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38, 57-61.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading Research Quarterly, 4, 93-99.

Fuchs, L. S., & Fuchs, D. (2008). The role of assessment within the RTI framework. In D. Fuchs, L. S. Fuchs, & S. Vaughn (Eds.), Response to intervention: A framework for reading educators (pp. 27-49). Newark, DE: International Reading Association.

Fuchs, L. S., & Stecker, P. M. (2003). Scientifically based progress monitoring. National Center on Student Progress Monitoring: Washington, DC. Retrieved May 15, 2009.

Good, R. H., Simmons, D. C., & Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. S cientific Studies of Reading, 5, 257-288.

McMaster, K. L., & Wagner, D. (2007). Monitoring response to general education instruction. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.). Handbook of response to intervention: The science and practice of assessment and intervention (pp. 223-233). New York: Springer.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., & Conway, T. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
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Progress Monitoring Within a Response-to-Intervention Model

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Progress monitoring is implemented in RTI to follow the performance of students who are at risk for learning difficulties.

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This resource was an interesting look into the pyramid response to intervention.

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Solution Tree: Online Course - "Pyramid Response to Intervention"

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This site is an interactive way to learn different intervention strategies based on different behaviors.

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This resource helps teachers to take a look into how to use data to support implementation of positive classroom behavior support practices and systems.

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This resource shows and breaks down Utah State's MTSS Model.

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives
Infrastructure and Collaboration
UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.

Note: The contents of this website were developed under a grant from the United States Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the United States Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.

Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.
Utah MTSS 3-Tier Critical Components Definitions
Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.

Conferences

2021

July 28-29
2021 Virtual System Conference

2020

Utah Systems Conference: Cancelled

2018

June 18-19
Utah Systems Conference: Alignment, Collaboration and Equity Within a Tiered System of Supports
Utah Valley Convention Center, Provo, Utah

June 20
State Personnel Development Grant (SPDG) Post-Conference Meeting
Utah Valley Convention Center, Provo, Utah

2017

June 21-22
Achieving Equity and Opportunity: Access to Quality Learning Through Tiered Supports

Online Training Courses

UMTSS Canvas Course Series

The UMTSS Canvas Course Series introduces the foundational concepts and tools to help guide Local Education Agencies (LEAs) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional learning, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Getting Started

Enroll in courses by selecting the link below:

Once enrolled, courses are accessible with USBE Canvas.

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1. Click Previous or Next buttons at the bottom of each page to navigate through the course.

2. Avoid using the browser back button when submitting assignments and quizzes.

3. Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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utah multi-tiered system of supports (umtss)

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Utah Multi-Tiered System of Supports (UMTSS)

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Utah Multi-Tiered System of Supports (UMTSS)

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This video resource is helpful for teachers to understand RTI strategies and how to use them.

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Response to Intervention Strategies  | Prodigy Game

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This resource helps teachers to better understand the meaning of RTI.

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Feel free to skip this section if you're familiar with the definition of RTI.

If you aren't familiar or want a refresher, RTI focuses on early and continuous identification, assessment and assistance of students who have learning and behaviour needs.

Although the term is widely used across North America, other regions have similar approaches and standards under different names.

Regardless, the intervention process should be ingrained in each classroom management plan. That's because it starts with you delivering high-quality instruction and monitoring how each student processes it.

Those who perform poorly or display concerning classroom habits are candidates for small-group or individual interventions. These are typically aimed at addressing trouble spots and building underdeveloped prerequisite skills to accelerate learning.

Depending on the intensity of intervention, and your school's resources, special educators and dedicated interventionists may involve themselves. You may also have to inform a student's parents in extreme cases, offering updates about progress and the methods you're using.

There isn't a universal RTI process, but most schools and districts divide it into three stages. You can learn about these stages below, or skip to tier-based strategies.

The Three RTI Tiers

Tier 1: High-Quality Instruction and Proactive Assessment

Think of the first RTI tier as everyday teaching. It's consistently delivering differentiated and scientifically-based instruction. This helps ensure that student struggles aren't a result of improper teaching methods. If you don't already use them, some popular practices include:

In the context of RTI, high-quality instruction also involves providing supplemental learning opportunities based on assessment results.

Let's say you finish marking a math quiz, and notice several students struggle to multiply decimals. In class, give a task related to decimals and multiplication, discussing and modeling key steps and concepts with those students beforehand.

This is just one approach you can take.

Regardless, you shouldn't spend more than two months providing extra instruction to help a student enhance the same skillset. If he or she doesn't show measureable improvement, it may be time for the second RTI tier.

Tier 2: Targeted Intervention

Maintaining the first tier's style of classroom instruction, the next stage uses rigorous supplementary exercises and lessons targeted to a student's specific needs.

Normally, you would deliver these exercises and lessons in small-group settings outside of core class time. This allows students with common issues to work together, contextualizing and reinforcing concepts while building prerequisite skills.
You can objectively identify candidates for targeted intervention through:

Mid-Unit Evaluations: At the middle of each unit, deliver a surprise quiz or in-class task that covers all core skills and concepts you've covered thus far.

Formal Evaluations: After marking tests and assignments, it'll be clear who's struggling. Your school may have specific criteria, but targeted intervention candidates are typically students who receive failing grades or come close.

After class or during recess, work with students who need help. Focused on clarifying lingering issues or building underdeveloped skills, provide exercises that require they work together and individually.

For example, students could work as a team to solve interactive challenges on a math website. Then, they could each complete a worksheet that reinforces the skills they practiced on the website. You would support students by offering clarification and filling knowledge gaps.

Nuances aside, you should match targeted intervention to student needs by adjusting the:

The second stage intervention should take longer than the first. But if you can't see clear progress after a month or two, you may need to move the student into the third RTI tier.

Tier 3: Intensive Intervention and Evaluation

Working one-on-one with you or a dedicated interventionist, students in the final tier receive intensive lessons that target their unique trouble spots and knowledge gaps.

In the United States, 5% of children need this kind of help, according to the National Center for Learning Disabilities.

Based on the student's learning style and needs, as well as underdeveloped skills, third-tier intervention sessions can include:

Talking with the child about his or her specific issues, discussing strategies to overcome them

Sharing positive and corrective feedback whenever possible

Providing diverse media to help process content

Revisiting lessons from past units or years

Setting achievement plans and goals

Modeling problem-solving steps

The educator who runs these sessions must record as much data as possible about the student's improvement or lack thereof. Are prerequisite skills starting to meet standards? Are there jumps in in-class performance?

If the student doesn't make marked progress, you -- depending on school or district policy -- may have to recommend him or her for a special education evaluation.

Teaching Strategies for Each RTI Tier

RTI probably seems like a daunting process.

It can be. But there are many ways you can help and empower students to succeed in each stage. Consider using some of these 15 intervention strategies, many of which are interchangeable between tiers:

Tier 1 Strategies

1. Watch for Impostor Syndrome

It's easy for a student to nod his or her head, then bury it in a book without asking questions to create an illusion of comprehension. That's why you have to watch for impostor syndrome.

Proactively looking for students who feign understanding, filling their knowledge gaps, can prevent disappointing surprises when marking tests or assignments. You can spot imposter syndrome by regularly:

Asking Students for Their Own Words -- Instead of repeating concepts verbatim, ask students to explain specific ideas using their own words. This will not only help them process content, but reveal how well they understand it.

Using Exit Tickets -- Save 10 minutes at the end of class, allowing students to write about what they learned. They'll prepare for tomorrow's lesson, whereas you'll see who's grasping content.

Adopting a proactive approach can set an example to follow, too. Students may pose more questions and not hesitate to ask for help, since they know you'll likely approach or call on them anyway. 2. Give Only Two Marks for Informal AssessmentsRecall a time you saw a big F in red ink on your work. You were likely upset, too demoralised to review mistakes and feedback.

So, on informal assessments throughout a unit, just state if a student did or did not meet expectations.

Then, provide struggling students with a clear path to improve. For example, pair classmates who didn't meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

This should partially prevent students from being unprepared for tests and assignments.

3. Have Private Mid-Unit Conversations

Like the last strategy, use this one to identify if and how students are struggling before formal evaluations.

At the middle of each unit, run a fun classwide activity that doesn't introduce key skills or concepts. This gives you a chance to pull each student away for a few minutes to:

Review results

Note trouble spots

Receive input about questions and problems

In doing so, each student can gauge his or her own understanding. Plus, it helps you determine if certain issues are isolated or widespread, informing how you'll deal with them.

4. Switch Between Solo, Small- and Large-Group Learning

Differentiated instruction is a hallmark of RTI's first tier. And an easy, yet effective, way to differentiate is by alternating between individual and group activities.

This is because diverse settings provide distinct learning scenarios.

For example, running literature circles in small groups encourages students to shape and inform each other's understandings of readings, helping auditory and participatory learners retain more information. On the other hand, solo reflection exercises may appeal to those who don't gain as much from discussion as independent thinking.

Plus, varying your lessons this way helps keep engagement levels high.

5. Assign Open-Ended Projects

Giving choices for projects is another differentiation strategy that fits into the first intervention tier.

Instead of assigning an inflexible project, provide a list of ideas. This allows students to choose one that lets them best demonstrate their knowledge. Be sure to include a rubric for each project, setting clear expectations.
By enticing and challenging students, this approach encourages them to:

Work and learn at their own paces

Process content in ways that appeal to them

Showcase their knowledge and skill mastery as effectively as possible

This strategy not only benefits students, but helps you see their unique work and learning styles.

Tier 2 Strategies

6. Set Measurable Goals

Setting clearly-defined objectives will define an explicit route to graduate from intervention.

Addressing a given student's challenges and trouble spots, objectives should take the form of learning and behaviour goals.

Learning goals focus on the student understanding concepts and developing skills. For example, "I, student's name, will complete 10 additional questions about fractions, as provided by my math teacher, each weeknight for the next two weeks."

Behaviour goals require the student to concentrate and work efficiently. For example, "I, student's name, will not interrupt any of my teachers while they're speaking. Instead, I will raise my hand to ask questions."

Notice how the goals are measureable? If the student interrupts a teacher even once or only completes nine questions each night, he or she doesn't meet them.

To reinforce the importance of these goals, review progress at each targeted intervention session.

7. Add a Twist to Mixed-Ability Groups

Grouping high performers with struggling classmates for in-class activities is common, but needs a twist as a second tier intervention strategy.

That's because underperforming students sometimes don't actively participate in these groups. Instead, they rely on group members.

Here's the twist: Run activities that require students to write down their thoughts or findings, but give each student a different colour pen.

You'll likely notice the struggling students don't write down as much. If this is the case, tell them they'll present their group's thoughts or findings to the class. This way, they must process the content to prepare.

Improved understanding of content, better presentation skills.

8. Use EdTech that Adjusts to Each Student

Some educational technologies use adaptive learning principles, detecting student trouble spots and helping them build skills to overcome them.

For example, Prodigy is a fun and engaging math game that adjusts content to help students address skill deficits and knowledge gaps. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers. Currently used by over two million teachers, the game is aligned with curricula across Canada, Australia, the United States, the United Kingdom and India.
Create and sign into your free teacher account now!
9. Model Everything and Use Role-Plays

To supplement explanations, demonstrating proper practices will give struggling students clear examples and reference points.

Let's say you're running a think-pair-share activity. To clarify, this involves students individually thinking about a problem, pairing together to discuss their answers and presenting their ideas to the class.
After giving instructions, you could act out a:

Partner conversation, reaching conclusions by asking each other questions

Brief presentation about answers, modeling what students should say about their ideas and problem-solving processes

This strategy helps intervention students participate to the best of their abilities, enjoying the activity itself.

10. Preach Four-Step Problem Solving

Teaching problem-solving skills in targeted interventions can give students the confidence to answer challenging problems, reaching comprehensive answers.

This is especially important for those who understand a topic's underlying concepts, but struggle to apply or articulate them.

One of the most popular resources is A Problem Solving Approach to Mathematics for Elementary School Teachers. The authors describe four steps you should encourage students to follow, which work for most subjects.
The steps are:

Understanding the Problem -- Students should rewrite it in their own words, noting helpful information it reveals and indicates a need for.

Devising a Plan -- Students should use information they gleaned to make notes, tables, diagrams, equations and anything else that creates a path to solving the problem.

Carrying out the Plan -- Students should follow this path, reviewing each step along the way and making changes as needed.

Looking Back -- Students should double-check each step after reaching their answers. Then, it's best to look at the "big picture." Does the solution make sense when applied to the original problem? Is there a different, logical way of reaching the same solution? If not, they should re-visit their approaches.

Armed with these steps, tough questions shouldn't look as daunting.

Tier 3 Strategies

11. Gamify a Personal Learning Plan

Motivating students in the final RTI tier is typically a challenge in of itself. Gamifying learning plans can engage and incentivize them, empowering them to move back in the middle tier.

Whether you're in charge of this intervention stage or not, you can still apply video game elements in your classroom for these and other students.
Consider gamification strategies such as:

Adjusting Your Scoring System -- Give traditional scores and experience points (XP) on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.

Using Stages -- Call topics and units stages. These terms have clear connotations for you, but students may not see how they fit together. If they're gamers, they'll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach that next learning stage.

If these tips work especially well, you should see similar results by using them in the first two tiers.

12. Gather Data to Spot Trends

Use data at your disposal to pinpoint where and when a student's issues arose.

In doing so, you can tailor intensive instruction that addresses specific needs.

Let's say you determine that a student's performance didn't start to sink when he or she entered your classroom. Rather, it went downhill in the middle of last year's math class. It's now clear you must revisit that content, helping the student build skills taught in that class. You can then move onto this year's topics.

Depending on school or district resources, you may not be tasked with delving into this information. But if you are, look at resources that contain student performance across:

Past years

Previous units

Current classes

Different subjects

Invariably, an effective RTI approach is rooted in such data.

13. Consider Peer Teaching

Pairing struggling students with top-performers can yield benefits, according to peer teaching studies.

For example, "students generally identify more easily with peer helpers than with adult authority figures," according to an influential study. This means they may be more willing to ask questions and for feedback. What's more, an Ohio University pilot study determined that students who read and discuss story passages with peers recall more content and score higher on assessments.
Peer tutoring is a nuanced pedagogy in its own right, but easy-to-run activities include:

Think-pair-share exercises, which were discussed in the section about second-tier strategies

Peer editing exercises, which rely on tutors giving targeted feedback about a tutee's written work

Jigsaw exercises, which involve dividing an ambitious task into subtopics and having tutor-tutee pair research the same subtopic together

If you use this strategy, just be sure to teach tutors about giving help and feedback.

14. Reverse the Standard Peer Teaching Model

Peer teaching strategies typically see high-performing students tutor struggling classmates, but occasionally reversing the roles can have advantages.

When at-risk students help others in a controlled environment, research from the National Association of Secondary School Principals shows their confidence and communication abilities improve. This, in turn, can help them through the RTI process.

You and your students can reap these benefits through reciprocal peer tutoring (RPT). This involves partners taking turns as the tutor, and:

Guiding the tutee through the problem-solving process

Giving the tutee praise and feedback while working through exercises

Reviewing content together, asking each other questions and finding answers

If struggling students don't rise to their new responsibilities, just revert to traditional peer teaching.

15. Seek Help

You're not alone. Each school and district has a different makeup, but you shouldn't have to handle the intervention process yourself.
To ease the rigours of intensive instruction and evaluation, communicate with:

Fellow teachers for insight about the students you're helping

Consider how to incorporate student assessments into report card comments

Learning support specialists for tips and to share responsibilities

Administrators and your principal to provide updates and access data, especially if it seems a student needs special education services and parent involvement is required

The adage it takes a village to raise a child can easily apply to RTI. So, welcome help.

RTI Infographic

Created by Educational Technology and Mobile Learning-- an online resource for teaching tools and ideas -- below is an infographic based on this article:

Final Thoughts About RTI

These strategies support specific RTI stages, but you can also use many to reduce the need for intervention.

Remember, the first tier is rooted in consistently delivering differentiated and scientifically-based instruction.

By using aforementioned first-tier tactics -- as well as researching and incorporating similar ones -- you should prevent many intervention cases. And serious issues may come to light faster, as you identify students who aren't receptive to diverse, credible instruction practices.

So, continue to be proactive. That's a core RTI strategy across tiers.

Create or log into your teacher account on Prodigy - a fun and engaging adaptive math game used for lesson supplementation and response to intervention (RTI). It's used by more than two million teachers and 100 million students.

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The Teacher's Response to Intervention (RTI) Guide: Tiers, Strategies and More

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Feel free to skip this section if you're familiar with the definition of RTI. If you aren't familiar or want a refresher, RTI focuses on early and continuous identification, assessment and assistance of students who have learning and behaviour needs. Although the term is widely used across North America, other regions have similar approaches and standards under different names.

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This resource helps us as teachers to better understand how to create SLO Assessment Plans.

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Visible Learning and Effects of Homework

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Visible Learning and Effects of Homework

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This resource was an interesting look into the effects that homework has on our students learning.

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Visible Learning and Effects of Homework

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This resource provides teachers with a guide on how to evaluate their students perceptions of themselves as a reader.

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This resource helps us to create formative assessments and helps teachers to understand what they need to know when creating them.

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Formative Assessment_ What Do Teachers Need to Know and Do_

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This resource is an article about a new tool that helps measure how children feel about themselves as readers.

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How to Write Good Self-Assessment Questions

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How to Write Good Self-Assessment Questions

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This resource helps us as teachers to write better Self-Assessment questions for our students.

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How to write good self-assessment questions-2 (2)

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This resource gives great information that helps us as teachers to design authentic assessments.

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Unlike traditional assessments, authentic assessments foster disciplinary behaviours and ways of thinking and problem solving used by professionals in the field. For example, authentic assessments in engineering would demonstrate students' increasing ability to think and problem-solve in ways that resembles how experts in the engineering field think and act.

Assignments are and can only be authentic when they meaningfully connect with students beyond the assigned grade at the end of their obligatory participation in the project (Frey, Schmitt & Allen, 2012). Finding and celebrating that value for students, past the grade appearing on their transcripts, is vital to authentic education.

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Unlike traditional assessments, authentic assessments foster disciplinary behaviours and ways of thinking and problem solving used by professionals in the field. For example, authentic assessments in engineering would demonstrate students' increasing ability to think and problem-solve in ways that resembles how experts in the engineering field think and act.

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As a teacher, this is a useful resource for tips when creating assessments that matter to our students.

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By Melissa Maypole
Assessments are no longer simply tests that students fret about or neglect to study for. As you may well know, today's environment of heightened accountability for educators has made assessments stressful for not only students, but for teachers as well. Not to worry, though. Assessments can actually be powerful (and even fun!) tools to evaluate how well your students are mastering the material you're covering in class and how well you're doing covering said material. Just follow these 6 simple tips:

1) Begin with the end in mind.

For years, teachers have planned their lessons in a linear fashion. First, we create daily lessons aligned with objectives followed by tests to assess the objectives each lesson addresses. Logical, right? Sure, but this traditional method of teaching and assessing learning may not necessarily be the most effective way to go about things. Instead, try creating an objectives-based assessment first, and then plan activities that target the learning goals the assessment evaluates. This not only ensures that the assessment aligns to your students' learning objectives, but it also allows the assessment to help drive your instruction, meaning you'll know for sure that you've actually taught the material and skills that require mastery.

2) Communicate your purpose.

The purpose of a traditional pencil and paper test may be fairly cut and dry to your students-I answer a bunch of questions and it tells the teacher if I've learned the material-but this may not be the case for a more open-ended assessment such as a project or essay that a student may see as busy work. In order to get the outcome you want from your students, it's important to let them know why they are doing something, including what skills and knowledge you're expecting them to demonstrate mastery of. One of the best ways to do this is to create a clear rubric and give your students a copy prior to beginning work on the assignment. This way, there will be no question as to what you expect your students to demonstrate, and it may even motivate many to perform.

3) Blend assessments into your teaching.

Highly effective educators use assessments to adapt and enhance instruction. Instead of treating assessments as intimidating bookends to curriculum units, successful teachers assess learning more frequently and less formally with the intention of using the results of the assessment as an arrow toward the next steps in the learning process. Create opportunities for non-threatening, formative checkpoints in your instruction. Give deliberate and targeted mini-quizzes that allow you to assess common misconceptions and truly know in real-time where your students are tracking. Craft your quiz by following assessment-writing best practices outlined in this article.

4) Identify and avoid bias.

Since assessments are such an important tool in your teaching toolbox, it's important to ensure that they are as authentic and targeted as possible. This means making an intentional effort to check for any biases that may affect students' performance or invalidate your results. An assessment should be designed in parts that specifically test single, targeted skills, and unintended bias will quickly invalidate your efforts. Although it may seem impossible to create an assessment with zero bias, we can still do our due diligence to identify and remove bias.

The most common types of bias in assessments are those that inadvertently assume knowledge other than the specific skill being tested. This bias can be blatant such as assuming knowledge of a certain cultural group, for instance, or it could be hidden. Hidden biases are often found in the language of the assessment. Teachers must be especially careful not to create written assessments that are on a higher reading level than their students, so that a mathematics assessment, for example, doesn't unintentionally assess how well the student can read the problem as well as the specific skills.

5) Consider non-traditional assessments.

Nothing crushes classroom morale faster than announcing a pop quiz or traditional paper and pencil test. In order to incorporate some fun into your assessment repertoire and keep your students engaged in their learning, you'll need to think outside of the box. Create a game or activity based on specific learning objectives to mix things up while bringing out the very best in your students. Or consider tying in a cross-curricular semester-long project that connects the material together and forces a higher level application of skills. You can pepper in traditional mini-assessments throughout the span of the project to determine where your students are, but the journey here is much more fun.

We all know that assessments provide feedback to us teachers-they let us know which material students have mastered and which material they still need to work on. They also tell us how well we're delivering the necessary information and facilitating learning in our classrooms. Don't forget, though, that assessments can and should provide vital feedback for your students as well. After all, if we want them to be in charge of their learning (and we do!), then we must give them the necessary information to make and reach their learning goals. Reviewing the results of a quiz or test has the potential to help students realize their deficits and detect meaningful patterns in their errors. These are discoveries that are crucial to correcting misconceptions and directing future learning. When planning a review or follow-up on an assessment, keep in mind that sooner is always better. The quicker you provide learners with feedback on their performance, the more meaningful this information will be.

When crafted carefully, assessments can be incredibly powerful tools for learning. Well-planned assessments provide teachers and students with the necessary information to gauge progress and plan the next steps in the learning process. When we assess learning clearly, frequently and without bias, we get a better picture of how well we're doing with instruction and how to best serve our students in the future.

For more, see:

Melissa Maypole is an English Teacher with a Master's of Science in Education, and is a contributor at .
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6 Tips for Creating Powerful Assessments for Your Students

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By Melissa Maypole - Today's heightened accountability for educators has made assessments stressful for teachers. Here's how to do them right.

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This video resource dives deeper into the UDL practices and principles.

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National Center on Universal Design for Learning

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This video resource simply reviews UDL.

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This resource helps us as teachers to better understand assessment terms.

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Assessment in Education: Top 14 Examples

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This resource helps us as teachers to create well planned rubrics for assessment.

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This resource reviews strategies for creating authentic assessments.

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"Authentic" Assessment at School of the Future

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This resource is a PDF for the state of Utah's SLO's.

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This resource highlights the importance of thorough assessments.

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Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met. From Edutopia.org’s Assessment Professional Development Guide.

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This resource highlights terms needed to better understand testing and measurements.

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Glossary of Terms Used in Assessments (1)