Benchmarking and progress monitoring tools such as quizzes and exams are used to identify students' needs and track their progress. Data from assessments is compared to exceptional and non-exceptional students to determine needed supports. Students are placed into tiers of intervention - Tier 1 involves whole-class instruction, Tier 2 involves small group work, and Tier 3 involves individualized instruction. Educators regularly evaluate data to review student progress and determine if movement between tiers is needed. They also share assessment data with parents to keep them informed but present it effectively so parents can understand and use the information.

1. Response to Intervention
Tatiana Garcia
University of Phoenix
MTE 512
Dr. Maldonado

2. Benchmarking and
Progress-
Monitoring Tools
Benchmarks allow teachers and school resource
personnel to identify which, if any, supports and
intervention are needed for a student’s educational
process.
Quizzes and exams that can be universally
implemented to track the monitoring of student
progress throughout their educational path.

3. Correlation to
Exceptionality:
Assessments
The data collected from assessments
allow special education teachers fully
understand the nature of a student’s
strengths and weaknesses to better
construct their educational plan
(Lombardi, n.d.). Information from
assessments is used in comparison to
those who may not be considered
exceptional learners to determine
further supports that are need or are
needing adjustment.

4. Classroom
Assessments
Classroom assessments are routinely
administered to determine the ongoing
progress of students. Educators can use this
information to understand what a student may
need moving forward to maximize their ability
to succeed. While they are designed for the
entire class, providing different methods off
assessment will allow educators to determine
the most accurate progress of students with
various learning types.

5. Evaluation of
Assessments
The data collected from assessments can provide
insight on the level of tiered support a student should
receive and how frequently they should be
monitored. Depending on the strengths and
weaknesses of students, they are appropriately
placed within a tier of RTI and follow the appropriate
steps for progression.

6. Tier 1
• involves a high-quality core
curriculum for math and reading with
whole class instructions to allow all
students equal access to the teacher
• Interventions: movement breaks,
daily planners, and reflection sheets

7. Tier 2
• involves small group interventions based on skill or
understanding to allow
• Interventions: behavior contracts, mentoring, and sensory tools

8. Tier 3
• involves individual or small group
interactions, allowing for time outside of the
class for remedial classes if needed
• Interventions: varies but is continuous and
occurs no less than once a week

9. Movement Between
Tiers
Educators and other school professionals are
charged with the task of evaluating student
performance on a regular basis to review their
progress (Shapiro, 2019). The assessments taken
and progress-monitoring data are used in
comparison to the rate of progress with other
students who may not be considered exceptional
learners. If data supports the idea of a student
being moved in to a lower or higher tier, educators
and school professionals will make this change.

10. Sharing Data
While educators all can understand the data
provided by assessments, parents may not always
have this luxury. It is important that we do provide
them with sufficient information that will enable
them to use the data rather than just listening to it
(TIPS for ADMINISTRATORS, TEACHERS, and
FAMILIES: HOW to SHARE DATA EFFECTIVELY,
n.d.). Students should also be kept in the loop as
they too would like to understand their learning
program. If there are any strengths or weaknesses
that I observe but do not reflect in assessments, I
would suggest a sort of assessment be utilized to
appropriately evaluate the strength or weakness.

11. Resources
• Lombardi, P. (n.d.). The Roles and Responsibilities of the Special Education Teacher
:Assessment. Granite.pressbooks.pub. https://granite.pressbooks.pub/edu606-
701/chapter/assessment/#:~:text=Assessment%20plays%20a%20foundational%20role
• Shapiro, E. (2019). Tiered Instruction in a Response-to-Intervention Model | RTI Action
Network. Rtinetwork.org. http://www.rtinetwork.org/essential/tieredinstruction/tiered-
instruction-and-intervention-rti-model
• TIPS FOR ADMINISTRATORS, TEACHERS, AND FAMILIES: HOW TO SHARE DATA
EFFECTIVELY. (n.d.). Harvard Family Research Project.
https://archive.globalfrp.org/var/hfrp/storage/fckeditor/File/7-DataSharingTipSheets-
HarvardFamilyResearchProject.pdf