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Category: progress monitoring
- 1/1/09 - Gersten, R. , Beckmann, S. , Clarke, B. , Foegen, A. , Marsh, L. , Star, J. R. , Witzel, B.
This Practice Guide, released by IES in April 2009, aims to help educators develop and implement Response to Intervention to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that... - National Center on Student Progress Monitoring,
Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more... - 1/1/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities... - 1/1/07 - Speece, D.
This 2007 brief studies an RTI model as a method of identifying children for special education services. Two children are discussed, whose profiles illustrate different aspects of the progress monitoring--RTI interface. It was presented by Deborah Speece and released by the National Center on Student Progress Monitoring. - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
Response to Intervention (RTI) is a school-wide, integrative approach to instruction and intervention that provides a continuum of services to all students, both within general and special education (Martinez, Nellis, & Prendergast,2006). Further, RTI focuses on the frequent monitoring of student progress using formative* and summative*1 assessments, and providing students with differentiated and evidence-based classroom instruction. Thus, RTI can be viewed as a framework of service delivery... - Stecker, P.
Curriculum-Based Measurement (CBM) encompasses an assessment methodology that can be used to develop goals, benchmarks, or short-term objectives for individualized educational programs for students with disabilities. Teachers also use curriculum-based measurement as a means for monitoring student progress across the year. This paper describes CBM in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make... - 1/1/07 - National Center on Student Progress Monitoring,
Dr. Lynn Fuchs has over 20 years' experience working with students with special needs. She is a nationally recognized expert conducting research on classroom based assessment and instructional methods to enhance outcomes for students with disabilities. View and listen to her presentation on student progress monitoring, including a Q & A session with practitioners from the field. - 1/1/07 - Mellard, D.F., McKnight, M.A. , Deshler, D.
This brief from 2007 provides information for parents on what children may experience in schools that use RTI to identify and instruct children with specific learning disabilities. It presents a three-tier model and includes question section that parents could use to fill in information about screening, progress monitoring, tiered instruction, staff collaboration, and fidelity of implementation. - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
According to a statewide RTI survey of Indiana educators administered by CEEP in January of 2009, 85.2% of respondents indicated that their school is either conceptualizing their RTI framework or in the initial stage of implementation. Thus, the current report examines in greater depth the first three core components of the RTI framework to support schools in their implementation and understanding of: evidence-based core curriculum, instruction, intervention and extension; assessment and... - 1/1/09 - Yuri Kashima, Bridget Schleich, Terry Spradlin
Response to Intervention (RTI) is a framework of service delivery for addressing the needs of all students (within both general and special education) by embedding best practice and differentiated, evidence-based instruction in the classroom, and using scientific, researchbased intervention (IDOE, 2009). Indiana’s Vision of Response to Intervention, the first Special Report in this three-part series issued by the Center for Evaluation & Education Policy (CEEP), introduced the RTI framework... - 1/1/07 - National Center on Student Progress Monitoring,
The webinar provided a brief overview of Curriculum-Based Measurement (CBM) and discuss CBM scoring and applying decision rules. The presenter explained how to define Adequate Yearly Progress (AYP) using CBM benchmarks as well as how to use CBM for school accountability. Several examples were provided. - National Center on Response to Intervention,
Through this module, you will learn how to implement the seven steps necessary in order to implement CBM in Reading for grades K-6. While this module can be used alone, it is part of a series of modules teaching how to use CBM data in a Response to Intervention framework. Before covering this module, participants should be familiar with the content in the Introduction to Using CBM for Progress Monitoring module. While this module can be used alone, it is part of a series of modules teaching... - 1/1/07 - National Center on Student Progress Monitoring,
The webinar provided an overview of a 3-tier Response to Intervention (RTI) model. In addition, specifics about how to use Curriculum-Based Measurement (CBM) in reading and math were explained for identifying whether students are responding to instruction in each tier. Applying CBM decision-making to formulate effective individual intervention plans was also discussed. - Fuchs, L.S., Fuchs, D.
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented.
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