This IRIS Star Legacy Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the IRIS Center and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).
Implementation Guidance and Considerations
This Innovation Configuration can serve as a foundation for strengthening existing preparation programs so that educators exit with the ability to use various forms of assessment to make data-based educational and instructional decisions within an MTSS. The expectation is that these skills can be further honed and supported through inservice as practicing teachers.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their 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.
This synopsis, published in 2007, highlights key findings from a synthesis of research on interventions for struggling math students. Baker, Gersten, and Lee (2002) synthesized findings from 28 years of research on interventions for students struggling in learning math. Access this Resource
This practice guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.
This report, published in 2007, summarizes 12 peer-reviewed, high-quality research studies between 1995 and 2005 and synthesizes their findings on the effects of extensive reading interventions (comprising at least 100 instructional sessions) for struggling K-3 readers. It then explains the related implications for practice for students with reading problems or learning disabilities in an RTI setting.
This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RTI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress. Access this Resource