Progress monitoring for RTI is used to assess a student's progress in documented areas of difficulty. It is a method by which teachers and other administrators are able to tell if students are benefitting from the instructional method, or if other methods need to be considered.
When a student is identified as at-risk after the universal screener (Acuity, DIBELS, etc.), his or her progress in the general education classroom should be closely monitored. His or her rate of learning should be compared to peers in the class or grade. If there is a discrepancy between what the student should know and their actual rate of learning, that is a sign for the teacher that a different instruction method may be appropriate.
Ideally, progress monitoring should take place weekly or perhaps monthly, if monitoring weekly was not feasible. A student who is not responding adequately to classroom instruction, based on progress-monitoring data, would be placed in Tier 2 intervention with more intensive instruction that is more designed for the student's particular needs.
Benefits of Progress Monitoring (National Center on Progress Monitoring)
1) Students learn more quickly because they are receiving appropriate instruction
2) Teachers make more informed instructional decisions
3) Documentation of progress monitoring is available for accountability purposes
4) Communication between parents and teachers improves
5) Teachers have higher expectations for their students
6) Decrease in special education referrals
Curriculum Based Measurements (CBMs)
The same measures mentioned previously (DIBELS especially) are good assessments to use to gauge reading progress in the general education setting. The RTI Network website states that good CBM tasks include:
When a student is identified as at-risk after the universal screener (Acuity, DIBELS, etc.), his or her progress in the general education classroom should be closely monitored. His or her rate of learning should be compared to peers in the class or grade. If there is a discrepancy between what the student should know and their actual rate of learning, that is a sign for the teacher that a different instruction method may be appropriate.
Ideally, progress monitoring should take place weekly or perhaps monthly, if monitoring weekly was not feasible. A student who is not responding adequately to classroom instruction, based on progress-monitoring data, would be placed in Tier 2 intervention with more intensive instruction that is more designed for the student's particular needs.
Benefits of Progress Monitoring (National Center on Progress Monitoring)
1) Students learn more quickly because they are receiving appropriate instruction
2) Teachers make more informed instructional decisions
3) Documentation of progress monitoring is available for accountability purposes
4) Communication between parents and teachers improves
5) Teachers have higher expectations for their students
6) Decrease in special education referrals
Curriculum Based Measurements (CBMs)
The same measures mentioned previously (DIBELS especially) are good assessments to use to gauge reading progress in the general education setting. The RTI Network website states that good CBM tasks include:
- phoneme segmentation fluency (pre-reading)
- letter sound fluency (pre-reading)
- word identification fluency
- passage reading fluency
- maze passage fluency
- math computation
- math concepts and applications
- spelling
- correct word sequences (written expression)
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