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Center Resources
Watch and listen as Whitney Donaldson addresses this question.
In this webinar Dr. Tessie Rose Bailey provides an overview of the essential components of RTI including screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making.
After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.
In this webinar, Ms. Whitney Donaldson provides an overview of progress monitoring, why it is important and how to use progress monitoring data to make data based decisions.
In this presentation, Drs. Dia Jackson and Jennifer Pierce focused on two key lessons learned about RTI implementation based on findings from a recent study conducted by Balu, Zu, Doolittle, Schiller, Jenkins, & Gersten (2015) and work with states and districts. The session shows how seemingly small decisions related to fidelity of implementation can have a powerful impact on student outcomes and provides recommendations for how to implement RTI to achieve improved student learning outcomes.
Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).
This guide explains how leaders can use a research-based framework for response to intervention (RTI) to improve learning for all students. The majority of states have some form of RTI initiative in place already. This guide can help states leverage existing initiatives to support the statewide school improvement efforts spelled out in their ESEA flexibility plans.
Ongoing sustained professional development that allows educators to continuously examine, reflect upon, and improve instructional practice, data-based decision making, and delivery of interventions is essential for implementing a multi-tiered system of support (MTSS). Where do we find resources to provide this professional development?
Non-Center Resources
This literature review provides a brief history of curriculum-based measurement (CBM), clarifying its relationship to curriculum-based assessment, a summary of the primary features of CBM, and a rationale for its design. Extensions of CBM to new research domains are identified, and a perspective is provided on the place of CBM in the broader context of educational assessment. This paper was written by Stanley L. Deno of the University of Minnesota.
This brief explains factors that you must consider before implementing student progress monitoring in your school. Three main issues are discussed, including: goal oriented issues, staff oriented issues, and administrative and logistical issues.
This 2007 brief studies an RTI model as a method of identifying children for special education services. The brief illustrates the role of progress monitoring within RTI through two student profiles.
This brief offers some suggestions for teachers on how to use student progress monitoring in an integrated way in the classroom, so that monitoring does not seem like a series of isolated assessments unconnected to other parts of the learning experience.
The purpose of this module is to help Leadership Teams undertake the support activities necessary to enable classroom teachers to develop and effectively use student progress monitoring data. The module provides guidance on bringing about effective collaboration in the data-based decision-making model, setting measurable goals for school reform, and ensuring school reform is driven by data. It also highlights how the use of progress monitoring can both reduce bias in the assessment process and reduce the likelihood of inappropriate special education referrals. The module concludes with a suggested sequence of study group activities for the leadership team.
The purpose of the Progress Monitoring: Study Group Content module is to provide participants with an introduction to procedures for progress monitoring using Curriculum Based Measurement (CBM). The module outlines the steps required to implement a system for screening and progress monitoring with students in the area of reading, and summarizes the research on the effectiveness of these procedures. The module concludes with a suggested sequence of study group activities for individual classroom levels, grade level teams, and at a school-wide level.
This brief provides an overview of student progress monitoring. It may be of particular use for parents in helping them gather key information from their child’s school.
This presentation discusses issues related to successfully implementing progress monitoring at the school or district level. It also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners (ELLs).
In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses what to consider when a goal set for a student proves to be unrealistic.
The National Center on Intensive Intervention (NCII) developed Module 1: Introduction to Intensive Intervention to increase users’ knowledge of intensive intervention and data-based individualization (DBI), NCII’s approach to intensive intervention.
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