This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
Similar to Rti academic-intervention-pyramid-tier-1-2-3 (20)
1. Academic Intervention
Tier 3
Pyramid
SPECIALLY
DESIGNED LEARNING
Students will have
accommodations/modifications
through a Special Ed, IEP, Gifted
Plan, or ESOL Plan
Increasing Intensity
Tier 2
Decreasing Number
of Intervention of Students
RTI TEAM DRIVEN RESOURCES:
LEARNING:
Academy of READING and
Targeted students participate MATH, School Psychologist,
in differentiate learning in Social Intervention Teams,
addition to Tier 1 interventions to DynEd, A+nyWhere Learning
include: System (A+LS), Data‐Driven
• Individualized assessments Instruction, More Frequent Progress
• Individualized interventions Monitoring, Alternative School,
• Referral for specially designed Differentiated Instruction, Screenings,
interventions as needed Counselors, Intervention Specialists
Tier 1
NEEDSBASED LEARNING RESOURCES:
Targeted students receive instruction that is Academy of READING and Academy of MATH
in addition to General Education and different for grades 1‐12, School psychologists/Social
by including: Intervention Teams, A+nyWhere Learning System,
• Formalized, systematic processes of School Level Screenings, Hearing/Vision Screening
new research‐based intervention(s) required, Frequent Progress Monitoring, Counselors,
• More frequent progress monitoring Differentiated Instruction, Intervention Specialists,
Math Coaches, etc…
General Education
STANDARDSBASED CLASSROOM LEARNING: RESOURCES:
All students participate in general education learning that includes: State Website, Differentiated instruction, A+ Elements aligned
• Implementation of our state standards through research‐based to state standards (A+LS, A+LL, A+Classroom), Flexible
practices Grouping, Learning Styles Assessments, Standards‐Based
• Use of flexible groups for differentiation of product, process, content Professional Learning, etc.
& environment
• Regular progress monitoring (AutoSkill RTI, A+LearingLink, A+LS)
