ABSTRACT
Concern with academic achievement has resulted in state and federal legislation intended to improve student educational outcomes. With this concern, there has been increased emphasis on curriculum-based and class-wide assessment of basic academic skills (see Section III of this volume). The information obtained from these measures as part of the accountability and benchmarking process can be used to determine students who are in need of intensive intervention, commonly referred to as Tier 2 within the Response to Intervention (RTI) framework. In some situations, a student continues to struggle despite Tier 2 intervention (Brown-Chidsey, 2008; Fuchs & Fuchs, 2002). More in-depth individual assessment of specific skills may be needed, and the student may be referred for a comprehensive or “full individual initial evaluation” (FIE; Individuals with Disabilities Education Improvement Act [IDEIA], 2004).
