This is part 2 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part includes examples of graphed data and is intended to provide participants with guidance for reviewing progress monitoring data to determine if the instructional plan is working or if a change is needed.
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This is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error analysis of curriculum-based measures for the purpose of identifying skill deficits and providing examples of error analysis in reading and mathematics. Part 4, “Identifying Target Skills,” will further link these skill deficits to intervention.
This is part 4 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part of the module is intended to provide participants with guidance for identifying skills to target in reading and math interventions.
This presentation provides an overview of the Direct Behavior Rating (DBR). DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.
This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).
This module was adapted from a series of training modules developed by the National Center on Intensive Intervention (NCII) and is aimed at district or school teams involved in the initial planning for using data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The audience for this module may include school teams supporting academic intervention and progress monitoring in middle school mathematics.
This collection contains modules that can be used for professional development for middle school leaders, teachers, interventionists and instructional coaches to build their capacity to students who require intervention in mathematics. Basic Facts and Computations. Building Fluency and Conceptual Understanding: Middle School Level Connecting Intervention and Core Instruction. Instructional Strategies to Bridge Skills that Lead to Success: Middle School Level
This brief provides a framework for using Response to Intervention (RTI) with students who are English Language Learners (ELL) 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.
This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students.
Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.