This series of briefs on progress monitoring comprises four separate documents. The purpose of these progress monitoring briefs is to provide practitioners with guidance to support careful planning and thoughtful practices as part of comprehensive progress monitoring within the Response to Intervention (RTI) framework. The briefs are useful to schools just beginning the RTI process as well as those that have the RTI framework well established but need a quick check to evaluate their processes.
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.
RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
This brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELLs) from Hispanic backgrounds. It examines the characteristics of these students, defines the RTI process, and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELLs. The accompanying placemat was developed to provide an overview of specific considerations for ELLs when implementing the four essential components of a RTI framework.
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.
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 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).
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 resource provides a definition of RTI, reviews essential RTI components (screening, progress monitoring, the multi-level prevention system, and data-based decision making), and responds to frequently asked questions about implementing RTI. 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).
IES Practice Guide for Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
This Practice Guide, released by the Institute of Education Sciences (IES) in April 2009, aims to help educators develop and implement Response to Intervention (RTI) 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 might arise with each recommendation and suggestions to help alleviate those concerns. Technical details about the studies that were used to generate the recommendations are also presented.