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.
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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.
This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.
This training module, includes four sections that (a) provide an overview of administering common general outcome measures for progress monitoring in reading and mathematics, (b) review graphed progress monitoring data, and (c) provide guidance on identifying what type of skills the intervention should target to be most effective in reading and mathematics.
In this video, Dr. Sharon Vaughn, Senior Advisor to the National Center on Intensive Intervention and the Executive Director of The Meadows Center for Preventing Educational Risk, discusses the importance of intensive interventions in academics and behavior.
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.