This webinar shares an evidence-based framework for providing effective writing instruction including a variety of techniques that teachers can use today to improve their students’ writing.
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This webinar discusses 1) the importance of fractions instruction and typical challenges faced by students, 2) share recommendations for fractions instruction, and 3) provide considerations for supporting students within secondary or Tier 2 and intensive intervention.
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.
This webinar presents a data-based decision-making framework to individualize instruction for students with intensive needs in writing.
These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.
How do you know if an intervention, program, or practice is likely to be effective with a particular subgroup of students? What resources are there to help school, district, and State leaders identify and select evidence-based practices (EBPs)? EBPs play an increasingly prominent role in Federal education policy. In both State Systemic Improvement Plans (SSIPs) and provisions in the Every Student Succeeds Act (ESSA), States are being asked to implement practices and programs that have evidence of effectiveness.
This three-part series of IRIS STAR Legacy Modules includes information for selecting, implementing, and monitoring evidence-based practices.
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 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.
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.