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    Rti - Progress Monitoring

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    The document discusses progress monitoring strategies used in different tiers of Response to Intervention (RTI). In Tier 1, schools use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments to benchmark students and identify those falling below standards who may need additional support. Tier 2 and 3 use more frequent Curriculum-Based Measures (CBM) to collect and graph student data to monitor progress. CBMs assess pre-reading, reading, math, spelling, and writing skills. DIBELS are also continued to track reading development. Progress monitoring ensures schools can make data-driven decisions about student instruction and support needs.

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    Rti - Progress Monitoring

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    42 views2 pages
    The document discusses progress monitoring strategies used in different tiers of Response to Intervention (RTI). In Tier 1, schools use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments to benchmark students and identify those falling below standards who may need additional support. Tier 2 and 3 use more frequent Curriculum-Based Measures (CBM) to collect and graph student data to monitor progress. CBMs assess pre-reading, reading, math, spelling, and writing skills. DIBELS are also continued to track reading development. Progress monitoring ensures schools can make data-driven decisions about student instruction and support needs.

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    rti- progress monitoring

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    The document discusses progress monitoring strategies used in different tiers of Response to Intervention (RTI). In Tier 1, schools use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments to benchmark students and identify those falling below standards who may need additional support. Tier 2 and 3 use more frequent Curriculum-Based Measures (CBM) to collect and graph student data to monitor progress. CBMs assess pre-reading, reading, math, spelling, and writing skills. DIBELS are also continued to track reading development. Progress monitoring ensures schools can make data-driven decisions about student instruction and support needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    42 views2 pages

    Rti - Progress Monitoring

    Uploaded by

    api-528968067
    The document discusses progress monitoring strategies used in different tiers of Response to Intervention (RTI). In Tier 1, schools use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments to benchmark students and identify those falling below standards who may need additional support. Tier 2 and 3 use more frequent Curriculum-Based Measures (CBM) to collect and graph student data to monitor progress. CBMs assess pre-reading, reading, math, spelling, and writing skills. DIBELS are also continued to track reading development. Progress monitoring ensures schools can make data-driven decisions about student instruction and support needs.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    RTII Progress Monitoring

    Strategies

    Tier 1 Tier2 Tier3


    DIBELS CBM CBM
    Formative and DIBELS DIBELS
    informative
    assessments

    CBM-Curriculum Bases Measures Including 1) pre-reading (phoneme


    segmentation fluency; letter sound fluency); 2) reading (word identification
    fluency; passage reading fluency; maze fluency); 3) mathematics (computation;
    concepts and applications); 4) spelling; and 5) written expression (correct word
    sequences).
    DIBELS- The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are
    a set of procedures and measures for assessing the acquisition of early
    literacy skills from kindergarten through 8th grade.

    It is important to use progress monitoring to assess a students progress,


    and make decisions based on the data collected. In Tier 1 you can use
    DIBELS to get bench marks of where students are at and if they are falling
    below academic standards. This may help you decide if more strategies
    and supports need to be put in place moving student from Tier 1 to Tier 2.
    Tier one is where students are all learning the core base academics with
    little to no extra supports. Formative and informative assessments can help
    determine if students are understanding the core based instruction. Moving
    onto Tier 2 and Tier 3 you need data based assessments and progress
    monitoring strategies such as Curriculum Based Measures where you can
    collect and graph data being collected. Continue use of DIBELS to see
    where student is at. CBM can be done more frequently weekly or biweekly.

    References

    What progress monitoring strategies Gorski, D. (n.d.). Progress Monitoring Within a Response-
    to-Intervention Model. Retrieved November 13, 2020, from
    http://rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model

    McLane, K. (2013, November 07). What Is Curriculum-Based Measurement and What Does It
    Mean to My Child? Retrieved November 13, 2020, from
    https://www.readingrockets.org/article/what-curriculum-based-measurement-and-what-
    does-it-mean-my-child

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