This page redirects you to the most up to date Progress Monitoring Tools Chart which can be found on the National Center on Intensive Intervention website.
This collection of resources provides information about screening. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status. In screening, attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.
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 glossary includes key terms related to MTSS/RTI and the essential components of MTSS/RTI, screening, progress monitoring, multi-level prevention system, and data-based decison making.
This training module describes the difference between RTI and traditional assessment for learning disabilities, the basics of RTI using a three-tier model, and instructional interventions within each tier. The module also discusses progress monitoring, the basics of curriculum based measurement (CBM), and using progress monitoring data to make decisions within an RTI framework.
These three training modules were developed for beginning implementers of response to intervention (RTI) or multi-tiered systems of support (MTSS). These modules are intended to provide foundational knowledge about the essential components of RTI (screening, progress monitoring, the multi-level prevention system, and data-based decsion makning) and to build an understanding about the importance of RTI implementation. The modules were designed to be delivered in the following sequence: screening, progress monitoring, and multi-level prevention system. The fourth essential component, data-based decision making, is embedded throughout the three modules.
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).
This series of self-paced learning modules takes a closer look at how assessment and data-based decision making are used within the RTI framework. The first in this series provides an overview of the types of assessments that can be used within a RTI framework, while the others look more specifically at decision making using screening and progress monitoring data. The final module explores how the multi-level prevention system relates to special education and how RTI differs from a prereferral process.how the multi-level prevention system relates to special education and how RTI differs from a prereferral process.
These collections of resources focus on the essential components of RTI. The four essential components of an RTI framework are screening, progress monitoring, multi-level or multi-tier prevention system, and data-based decision making.
This collection of publications includes research articles, presentations, tools, and briefs on a range of MTSS/RTI related topics.