From Lanier, J. and Cusick, P. (1985). An Oath for Professional Educators. Phi Delta Kappan, v66 n10, p711-12, June. The Educators Oath I hereby affirm my dedication to the profession of education. With this affirmation I embrace the obligations of professional educators to improve the general welfare, to advance human understanding and competence, and to bring honor […]
“The revolution now under way in student assessment will have profound consequences for schools, teachers, and every public school parent in the nation” (ETS, 2012, pg. 5). According this publication by ETS, the most profound changes in the future of effective assessment exist in the realm of technology. “The benefits of using technology in assessments […]
The United States Department of Education EDFacts initiative was created to “… put performance data at the center of policy, management and budget decisions for all K-12 educational programs” (ED.gov, 2012). This initiative has four primary purposes: 1) “Place the use of robust, timely performance data at the core of decision and policymaking in education”; […]
In regards to assessment, one goal of the U.S. Department of Education is that “Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement” (ED.gov, 2010). According to the U.S. DOE website, schools must collect and aggregate student-learning data via processes that […]
According to Chingos (2012) “In the coming years, states will need to make the most significant changes to their assessment systems since the passage of NCLB as they implement the Common Core State Standards” (Chingos, 2012, pg. 1). In this report, the author stresses the significance of reliable, effective assessment systems, and the costs required […]
The National Center on Response to Intervention was established by the American Institutes for Research and researchers from Vanderbilt University and the University of Kansas through funding from the U.S. Department of Education’s Office of Special Education Programs. “The Center’s mission is to provide technical assistance to states and districts and building the capacity of […]
Muoneke (2007) outlines the core principles of a Response to Intervention approach, followed by this definition of RTI: “RTI presents a well-integrated system of instruction and intervention designed for implementation across general and specific educational based on students’ academic performance and behavior data.” (Muoneke, 2007). The author continues by examining some of the essential components […]
Klotz and Canter (2007) have created a Response to Intervention guide for parents highlighting the fundamental components and language of RTI, the objectives of the approach, potential benefits, suggestions for parental involvement in the process, and the next steps in implementation. The authors describe RTI: “… a process that emphasizes how well students respond to […]
This journal article from the educational journal, Theory Into Practice, outlines and examines the major components of a Response to Intervention model as well as the processes necessary to ensure effective implementation of the model. Hughes and Dexter (2011) provide the following definition for understanding RTI: “Response to Intervention (RTI) is an instructional framework through […]
This guide provides and examines eight different recommendations to assist educators and administrators use Response to Intervention as a method for identifying learners requiring academic assistance in the mathematic domain, and the processes required for addressing those needs through focused interventions. The authors highlight the strength of each recommendation and provides suggestions on how to […]