Specifications include, but are not limited to: 1. The assessment system must include both a web-based RTI screener/diagnostic test (both at the beginning of the school year and for students enrolling later in the year) and web-based progress-monitoring tool of shorter duration;2. The product must include an assessment for both Math and Reading/ELA; 3. The assessments must be researched, with documented evidence establishing the instrument’s validity and reliability, as well as its effectiveness in both Math and Reading for use in both the RTI screening process and ongoing progress monitoring across the school year;4. The assessment system must include a large test item bank that is continually updated and expanded; 5. Both Math and Reading/ELA assessments must be computer-based and adaptive; 6. Assessment items must be aligned with the Common Core Standards and preferably with the Smarter Balanced assessment; 7. The assessments must be time-efficient. Specifically, the screener/diagnostic assessment should take no more than 75 minutes for the typical student to complete and the progress-monitoring assessments should take no more than 40 minutes for the typical Tier 3 student to complete, both of which should generate immediate results which teachers can apply to their classroom instruction. Ideally, a weekly quick-check of progress would also be available. 8. The assessments should be vertically scaled so that staff can monitor individual student progress both within a given school year and across school years / grade levels; 9. Math and Reading assessments should include a range of actionable, user-friendly summary reports at both the group and individual student levels. These reports should –a. Be readily accessible and interpretation-friendly to teachers and administrators; b. Provide teachers with information about students’ skill levels, pinpointing what they’ve already mastered and what instruction they are likely ready to receive in the classroom; c. Provide teachers with additional access to instructional resources, practice items, etc., which are targeted to students’ individual learning needs and will assist teachers in differentiating classroom instruction and defining RTI intervention groups; d. Results should be specific and reported by sub-skill (skill areas/categories), enhancing teachers’ ability to make informed decisions in setting up intervention groups and providing targeted instruction. 10. The assessments should be norm-referenced so that staff can not only assess each student’s progress relative to his/her own starting performance and against other students in his/her school and district, but also relative to students across the nation (whether based on a sampled national distribution or based on the population of students using the assessment product)