Assessment & Progress Monitoring

Helping Teachers to Structure Their Classroom (Tier 1) Data Collection

Academic and behavioral interventions under RTI are incomplete without data being collected to document whether those interventions are actually benefiting students.

References

  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

Tier 1/Schoolwide Screening: Assessing the Entire Student Population for Academic Risk

Under the RTI model, students at each level, or Tier, of intervention are assessed using academic measures at a frequency that matches their estimated risk for academic failure.

References

  • Glover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36, 526-540.
  • Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. Retrieved on July 26, 2010, from https://dibels.uoregon.edu/logistics/data_collection.pdf
  • Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363-376). Bethesda, MD: National Association of School Psychologists.
  • Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press.
     Shinn, M. R. (Ed.), (1988). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
  • Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 225-242). Bethesda, MD: National Association of School Psychologists.

RIOT/ICEL Matrix: Organizing Data to Answer Relevant Student Questions

References

  • Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
  •  Fuchs L. S., Fuchs, D., and Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39, 22-28.
  •  Hosp, J. L. (2006, May) Implementing RTI: Assessment practices and response to intervention. NASP Communiqué, 34(7). Retrieved September 8, 2010, from:  http://www.nasponline.org/publications/cq/cq347rti.aspx
  • Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363-376). Bethesda, MD: National Association of School Psychologists.

‘Academic Enabler’ Observational Checklists: Measuring Students’ Ability to Manage Their Own Learning

Student academic success requires more than content knowledge or mastery of a collection of cognitive strategies.

References

  • DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.
  • Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
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