Using Formative Assessment in the RTI Framework

RTI and formative assessment have the potential to positively impact student achievement. Understand the basics of RTI and its connection to formative assessment, and base instructional decisions on the results of effective formative assessment practices. Learn how to adjust instruction to increase levels of student understanding and achievement with the information, tools, and techniques presented in this practical guide.

Benefits:

• Acquire numerous examples of formative assessment tools, most of which can be used for any subject.
• Gain tools that help students self-assess their social skills and behavior patterns so they become more aware of how their actions affect their academic achievement.
• Find a four-step, systematic approach to data collection and analysis plus a variety of data collection and display methods.

Contents:
Part 1: Understanding RTI and Formative Assessment
Chapter 1: Overview of RTI
Chapter 2: Overview of Formative Assessment
Chapter 3: Using Assessment Data to Inform Decision Making
Chapter 4: Putting It All Together

Part 2: Formative Assessment Tools
Chapter 5: Feedback and Reflection
Chapter 6: Checklists for Learning
Chapter 7: Rubrics as an Assessment Tool
Chapter 8: Performance Assessments for the 21st Century

Since 1992, Dr. Kay Burke has facilitated professional development workshops for teachers and administrators, delivered keynote addresses, and presented at conferences sponsored by the Association for Supervision and Curriculum Development, National Staff Development Council, the National Association of Elementary School Principals, the National Association of Secondary School Principals, the National Middle School Association, the International Reading Association, and Solution Tree, as well as international conferences throughout Australia and Canada.

Kay has written and edited books in the areas of standards-based learning, performance assessment, classroom management, mentoring, and portfolios. Some of her best-selling books include How to Assess Authentic Learning, fifth edition (2009); What To Do With the Kid Who . . . : Developing Cooperation, Self-Discipline and Responsibility in the Classroom, third edition (2008); and The Portfolio Connection: Student Work Linked to Standards, third edition (2008). Her book From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, was named a 2007 finalist for the Distinguished Achievement Award from the Association of Educational Publishers. Her most recent book is Balanced Assessment: From Formative to Summative.

Kay received a bachelor of arts degree from Florida Atlantic University, a master's degree from University of Central Florida, a specialist degree from Emory University, and a doctorate from Georgia State University in Atlanta. Her dissertation focused on helping students improve their performance on standardized tests.

Eileen Depka, PhD, has a background in assessment, common assessment design, rubric development, standards-based assessment, question design, classroom questioning practices, positive practices in grading and reporting, and the implementation of standards-based grading and reporting. She is the author of books including Bringing Homework Into Focus, Formative Assessment in the RTI Framework, Designing Rubrics for Mathematics, Designing Assessment for Mathematics, and The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement.

Dr. Depka has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous-improvement efforts. She has taught all subjects at the elementary and middle levels as well as graduate-level courses. She provides professional development for K-16 educators and, as a consultant, has worked across the country, focusing on creating engaging workshops tailored to meet the individual needs of schools and districts.

Dr. Depka earned a bachelor's degree in elementary and middle-level education from the University of Wisconsin and a master's and doctoral degree from Cardinal Stritch University.