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An Introduction to Progress Monitoring in Math [K-12 ] |
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Progress Monitoring
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This professional development module, released by the Center on Instruction in June 2009, provides an overview of progress monitoring practices within an RTI framework. Specifically, it describes how to implement progress monitoring in mathematics in both elementary and secondary schools. The module also provides a list of resources for additional information on progress monitoring.
 Progress Monitoring Presentation
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So I’ve been collecting progress monitoring data, when do I know it’s time to make an intervention change? - June 2010 |
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Tiered Interventions in High Schools: Using Preliminary 'Lessons Learned' to Guide Ongoing Discussion |
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TI - General Information
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This document - representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National Center on Response to Intervention, the National High School Center, and the Center on Instruction - summarizes what HSTII has learned thus far about effective RTI implementation in high schools. It is divided into three main sections:
- “Response to Intervention” provides a brief description of the RTI framework and the essential components of RTI;
- “Applying the RTI Framework at the High School Level” illustrates how the essential components of RTI were implemented at eight visited schools; and
- “High School Contextual Factors That Affect Tiered Intervention Implementation” highlights contextual factors unique to high schools and examines how these factors can affect school-level implementation of tiered interventions.
 PDF Version
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The High School Tiered Interventions Initiative: Progress Monitoring |
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Progress Monitoring
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May 12, 2010
The High School Tiered Interventions Initiative (HSTII) is a collaborative effort among the National Center on Response to Intervention, the National High School Center, and the Center on Instruction that explores how RTI and tiered interventions are being implemented at the high school level. During this webinar, Dr. Kristen McMaster provided an overview of Curriculum-Based Measurement (CBM), including the purpose, a brief description of research, and a demonstration of how CBM data can be used to monitor student progress. She reviewed CBM tools that are available for high schools in reading, mathematics, and the content areas, and provided instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation of CBM in high school, representatives from Walla Walla High School in Walla Walla, Washington, discussed how they have monitored school progress as part of their tiered intervention model. This presentation is suitable for anyone interested in the researcher and practitioner perspectives of RTI and progress monitoring at the high school level.
Webinar Recording (1:25:04)
PDF Version
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Essential Components of RTI – A Closer Look at Response to Intervention |
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What is RTI?
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The National Center on Response to Intervention (NCRTI) has developed this resource that provides a definition of RTI, reviews essential RTI components, and responds to frequently asked questions.
This document lays out four essential components of RTI:
• A school-wide, multi-level instructional and behavioral system for preventing school failure;
• Screening;
• Progress Monitoring; and
• Data-based decision making for instruction, movement within the multi-level system, and disability identification (in accordance with state law).
The information presented is intended to provide educators with guidance for RTI implementation that reflects research and evidence-based practices, and supports the implementation of a comprehensive RTI framework. We hope that this brief is useful to your RTI planning, and we encourage you to
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with additional questions you may have regarding effective implementation of RTI.
 PDF Version
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Response to Intervention and School-wide Positive Behavior Support |
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High School Tiered Interventions Initiative |
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TI - General Information
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September 23, 2009
The National High School Center, the National Center on Response to Intervention, and the Center on Instruction have partnering together on the High School Tiered Interventions Initiative (HSTII) to enhance understanding of how tiered intervention models are emerging in high schools across the country. Through this process, the partners are seeking to identify key characteristics of high school tiered intervention programs that are grounded in emerging research and best practices that can be used by other schools, districts, and state education agencies to guide their future implementation efforts.
During this webinar, Lou Danielson, Ph. D. and Joseph Harris, Ph. D. from the National High School Center, Greg Roberts, Ph. D. from the Special Education Strand of the Center on Instruction, and Tessie Rose, Ph. D. from the National Center on Response to Intervention provided a description of the HSTII, its work to date, and proposed next steps, as well as a brief overview of the HSTII’s assumptions regarding the implementation of Response to Intervention at the high school level.
Powerpoint Presentation
Webinar Recording
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What is the relationship between RTI and special education? - December 2009 |
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Curriculum Based Measurement |
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Progress Monitoring
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 Over the course of the summer, the National Center Response to Intervention hosted a series of free webinars, presented by Dr. Michelle Hosp, on Curriculum Based Measurement (CBM). From these webinars, you can learn what CBM is, how to administer it, and how to use the data you collect in a response to intervention framework.
To access the PowerPoint slides and additional training material for each topic, visit the Training Modules page on our website.
Introduction to Curriculum Based Measurement — June 9, 2009
How to Administer CBM in Reading — July 14, 2009
Using CBM to Determine Response to Intervention — August 11, 2009
Webinar Recording
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Watch and listen as 
This webinar, led by Dr. Rob Horner, described school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. Data was presented on the impact of investing in preventive behavior support on both social and literacy outcomes. The topics discussed included the core features of tiered behavioral intervention systems as well as examples of strategies and implementation in elementary and middle schools.
Watch and listen as Dr. Doug Fuchs explains the relationship between RTI and special education.
This webinar, led by Dr. Russell Gersten, provided an overview of the research related to RTI and mathematics and described specific guidelines for implementation for grades K-7. The topics discussed included effective instructional practices for interventions, strategies for screening and progress monitoring, and criteria to think about when selecting intervention curricula. The webinar also offered a candid appraisal of the quality and quantity of research on these topics.
