Progress Monitoring Tools Chart Updated: December 2012
|
|
- Jason May
- 7 years ago
- Views:
Transcription
1 Progress Monitoring Tools Chart Updated: December 2012 This tools chart reflects the results of the review of progress monitoring tools by the Center s Technical Review Committee (TRC). The National Center on Intensive Intervention defines progress monitoring as repeated measurement of academic performance for the purpose of helping schools individualize instructional programs for students in grades K-12 who have intensive instructional needs. For this purpose, progress monitoring is collected weekly to assess whether student progress is adequate to meet the student s instructional goal. If not, the teacher adjusts the instructional program to better meet the student s needs and continues to monitor progress. This process recurs throughout intervention to formatively develop an effective, individually tailored instructional program. In the Center and in the document, we refer to this use of progress monitoring as data-based individualization. Chart Features The tools in this chart have been rated against one or both sets of technical adequacy standards related to progress monitoring: General Outcome Measures (GOMs) and Mastery Measures (MMs). This document presents the GOM tools first and then the MM tools. The tools have been rated against three sets of standards: (1) Psychometric Standards, (2) Progress Monitoring Standards, and (3) Data-based Individualization Standards. Across the top of the chart are the standards by which the TRC reviews each program study. Click here for a detailed description of how the ratings were defined. On the web, click on the name of the tool in the column to access the following information: Implementation information including the cost of the tool, what is needed to implement it, the support you will receive from the vendor, how the tool is intended to be used, and with whom it should be used. The specific data submitted for each standard. On the web, every column of the chart can be sorted by clicking the text at the top of the column. On the web, the tools in the chart can be filtered by subject and by grade using the filter tool at the top of the chart. The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select progress monitoring tools that best meet their individual needs. The Center s Technical Review Committee (TRC) on Academic Progress Monitoring independently established a set of criteria for evaluating the technical adequacy of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Progress Monitoring or the National Center on Intensive Intervention. Please note that all submissions to the TRC review process were voluntary. Page 1
2 Progress Monitoring General Outcome Measures Psychometric Standards Reliability of the Reliability of the Slope Validity of the Predictive Validity of the Slope of Improvement Disaggregated Reliability and Validity Data AIMSweb Computation Concepts and Applications Oral Reading Fluency (R-CBM) Test of Early Literacy - Letter Naming Fluency Test of Early Literacy - Letter Sound Fluency Test of Early Literacy - Nonsense Word Fluency Test of Early Literacy - Phonemic Segmentation Fluency Test of Early Numeracy - Missing Number Test of Early Numeracy - Number ID Test of Early Numeracy - Oral Counting Test of Early Numeracy - Quantity Discrimination Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 2
3 Progress Monitoring General Outcome Measures Psychometric Standards Reliability of the Reliability of the Slope Validity of the Predictive Validity of the Slope of Improvement Disaggregated Reliability and Validity Data Curriculum-Based Measurement in Reading (CBM-R) Letter Sound Fluency Maze Fluency Word Identification Fluency Passage Reading Fluency easycbm Reading - Comprehension Reading - Letter Names Reading - Letter Sounds Reading - Passage Reading Fluency Reading - Phoneme Segmentation Reading - Word Reading Fluency Edcheckup Standard Reading Passages Maze Oral Reading Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 3
4 Progress Monitoring General Outcome Measures Psychometric Standards Reliability of the Reliability of the Slope Validity of the Predictive Validity of the Slope of Improvement Disaggregated Reliability and Validity Data FAST CBMReading FAST earlyreading Reading Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words istation Indicators of Progress (ISIP) Advanced Reading Early Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 4
5 Progress Monitoring General Outcome Measures Psychometric Standards Reliability of the Reliability of the Slope Validity of the Predictive Validity of the Slope of Improvement Disaggregated Reliability and Validity Data mclass: Computation Concepts Oral Counting Missing Number Next Number Number Facts Number Identification Quantity Discrimination Monitoring Basic Skills Progress (MBSP) Scholastic Inventory Scholastic Reading Inventory Basic Computation Basic Concepts/ Applications Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 5
6 Progress Monitoring General Outcome Measures Psychometric Standards Reliability of the Reliability of the Slope Validity of the Predictive Validity of the Slope of Improvement Disaggregated Reliability and Validity Data STAR Early Literacy Reading STEEP Yearly ProgressPro Oral Reading Fluency Reading Language Arts Reading Maze Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 6
7 Progress Monitoring General Outcome Measures Progress Monitoring Standards Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified AIMSweb Computation Concepts and Applications Oral Reading Fluency (R-CBM) Test of Early Literacy - Letter Naming Fluency Test of Early Literacy - Letter Sound Fluency Test of Early Literacy - Nonsense Word Fluency Test of Early Literacy - Phonemic Segmentation Fluency Test of Early Numeracy - Missing Number Test of Early Numeracy - Number ID Test of Early Numeracy - Oral Counting Test of Early Numeracy - Quantity Discrimination Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 7
8 Progress Monitoring General Outcome Measures Progress Monitoring Standards Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified Curriculum-Based Measurement in Reading (CBM-R) Letter Sound Fluency Maze Fluency Word Identification Fluency Passage Reading Fluency easycbm Reading - Comprehension Reading - Letter Names Reading - Letter Sounds Reading - Passage Reading Fluency Reading - Phoneme Segmentation Reading - Word Reading Fluency Edcheckup Standard Reading Passages Maze Oral Reading Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 8
9 Progress Monitoring General Outcome Measures Progress Monitoring Standards Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified FAST CBMReading FAST earlyreading Reading Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words istation Indicators of Progress (ISIP) Advanced Reading Early Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 9
10 Progress Monitoring General Outcome Measures Progress Monitoring Standards Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified mclass: Computation Concepts Oral Counting Missing Number Next Number Number Facts Number Identification Quantity Discrimination Monitoring Basic Skills Progress (MBSP) Basic Computation Basic Concepts/ Applications Scholastic Inventory Scholastic Reading Inventory Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 10
11 Progress Monitoring General Outcome Measures Progress Monitoring Standards Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified STAR Early Literacy Reading STEEP Yearly ProgressPro Oral Reading Fluency Reading Language Arts Reading Maze Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 11
12 Progress Monitoring General Outcome Measures Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning AIMSweb Computation Concepts and Applications Oral Reading Fluency (R-CBM) Test of Early Literacy - Letter Naming Fluency Test of Early Literacy - Letter Sound Fluency Test of Early Literacy - Nonsense Word Fluency Test of Early Literacy - Phonemic Segmentation Fluency Test of Early Numeracy - Missing Number Test of Early Numeracy - Number ID Test of Early Numeracy - Oral Counting Test of Early Numeracy - Quantity Discrimination Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 12
13 Progress Monitoring General Outcome Measures Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning Curriculum-Based Measurement in Reading (CBM-R) Letter Sound Fluency Maze Fluency Word Identification Fluency Passage Reading Fluency easycbm Reading - Comprehension Reading - Letter Names Reading - Letter Sounds Reading - Passage Reading Fluency Reading - Phoneme Segmentation Reading - Word Reading Fluency Edcheckup Standard Reading Passages Maze Oral Reading Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 13
14 Progress Monitoring General Outcome Measures Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning FAST CBMReading FAST earlyreading Reading Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words istation Indicators of Progress (ISIP) Advanced Reading Early Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 14
15 Progress Monitoring General Outcome Measures Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning mclass: Computation Concepts Oral Counting Missing Number Next Number Number Facts Number Identification Quantity Discrimination Monitoring Basic Skills Progress (MBSP) Basic Computation Basic Concepts/ Applications Scholastic Inventory Scholastic Reading Inventory Reading Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 15
16 Progress Monitoring General Outcome Measures Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning STAR Early Literacy Reading STEEP Yearly ProgressPro Oral Reading Fluency Reading Language Arts Reading Maze Fluency Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 16
17 Progress Monitoring Mastery Measures - Psychometric Standards Reliability Validity Disaggregated Reliability and Validity Data Accelerated Eduss FAST earlyreading RTI Program Screening & Progress Monitoring Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words Facts in a Flash Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 17
18 Progress Monitoring Mastery Measures - Progress Monitoring Standards Skill Sequence Sensitive to Student Improvement Pass/Fail Decision Accelerated Eduss FAST earlyreading RTI Program Screening & Progress Monitoring Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words Facts in a Flash Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page 18
19 Progress Monitoring Mastery Measures - Data-based Individualization Standards Changing Instruction Increasing Goals Improved Student Achievement Improved Teacher Planning Accelerated Eduss FAST earlyreading RTI Program Screening & Progress Monitoring Blending Concepts of Print Decodable Words Letter Naming Letter Sounds Nonsense Words Onset Sounds Segmenting Sentence Reading Sight Words Facts in a Flash Legend Convincing evidence Partially convincing evidence Unconvincing evidence Data unavailable Page _09/13
Review of K-12 Literacy and Math Progress Monitoring Tools
Review of K-12 Literacy and Math Progress Monitoring Tools April 2013 In the following report, Hanover Research examines progress monitoring tools. The report begins with an assessment of the current discussion
More informationUser s Guide to Academic Progress Monitoring Tools Chart
National Center on INTENSIVE INTERVENTION at American Institutes for Research User s Guide to Academic Progress Monitoring Tools Chart April 2013 About the National Center on Intensive Intervention The
More informationTranscript: What Is Progress Monitoring?
Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This
More informationProgress Monitoring and RTI System
Progress Monitoring and RTI System What is AIMSweb? Our Reports Provide: AYP/NCLB Risk Category Reporting and rates of progress by type of instructional program or risk group include these demographics
More informationOverview of Commissioner s List of Reading Instruments
Overview of Commissioner s List of Reading Instruments The Commissioner s List of Reading Instruments is a comprehensive list of reading diagnostic instruments for kindergarten, grade 1, grade 2, and grade
More informationAcademic Progress Monitoring: Technical and Practical Challenges to Implementation. 325 T Webinar Series April 19, 2013
Academic Progress Monitoring: Technical and Practical Challenges to Implementation 325 T Webinar Series April 19, 2013 Today s webinar Two aspects of progress monitoring (with some inevitable overlap)
More informationChoosing a Progress Monitoring Tool That Works for You. Whitney Donaldson Kellie Kim Sarah Short
Choosing a Progress Monitoring Tool That Works for You Whitney Donaldson Kellie Kim Sarah Short Goals To describe who we are and what we do as a Center To describe the technical review process To review
More informationUnderstanding Types of Assessment Within an RTI Framework
Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at
More informationDistrict 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012
District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI
More informationAIMSweb Growth Table Reading-Curriculum Based Measurement Multi-Year Aggregate 2006-2007 School Year
Reading-Curriculum Based Measurement Grade Percentile Num WRC Num WRC Num WRC ROI 9 53 8 9.6 75 23 49 82.6 5 9 24 53.2 25 236 3 8656 3 89495 29.7 7 6.4 Mean 9 35 59 26 32 37 9 5 3 45. 75 8 6. 5 55 79 94.
More informationScreening Tools Chart As of November 2011
Screenng Chart As of November 2011 Ths tools chart reflects the results of the fourth annual revew of screenng tools by the Center s Techncal Revew Commttee (TRC). The Center defnes screenng as follows:
More informationStudent Progress Monitoring in Mathematics Pamela M. Stecker, PhD
Student Progress Monitoring in Mathematics Pamela M. Stecker, PhD Clemson University Session Objectives Discuss curriculum-based measurement as one research-validated form of progress monitoring. Contrast
More information7.0 Overview of Reports
Overview of Reports - Overview 7.0 Overview of Reports Overview After data has been Submitted to the PMRN, reports will become available. Most reports in the PMRN display student assessment data, to include
More informationSetting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms
7 Setting Individual RTI Academic Performance Goals for the Off-Level Student Using Research Norms Students with significant academic deficits can present particular challenges as teachers attempt to match
More informationmclass :RTI User Guide
mclass :RTI User Guide 2015 Amplify Education, Inc. All trademarks and copyrights are the property of Amplify or its licensors. Corporate: 55 Washington Street, Suite 900, Brooklyn, NY 11201-1071 Amplify
More informationState of Early Literacy Assessment
ESGI (K only)* DIBELS* Only Malaga Elementary Running Records (K) Fluency reads (1st/2nd) Only Marshall Elementary A Z *Categorized as Foundational Skills s as well as s EGSI Sample ESGI EGSI Begin with
More informationPhonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
More informationOnline Assessment Systems
Program Overview RTI Grades K 10 Online Assessment Systems Use Data to Drive a Path to Success Aligned to the ommon Core STATE STANDARDS INTRODUCTION Are you ready for faster, accurate Universal Screening
More informationGUIDE TO BECOMING A READING CORPS SITE 2014-15
GUIDE TO BECOMING A READING CORPS SITE 2014-15 This document contains information administrators should know in considering becoming a Reading Corps K-3 site for the 2014-15 school year. Reading Corps
More informationThe Response to Intervention of English Language Learners At- Risk for Reading Problems
The Response to Intervention of English Language Learners At- Risk for Reading Problems Sylvia Linan-Thompson Sharon Vaughn Kathryn Prater Vaughn Gross Center for Reading and Language Arts at The University
More informationHow To Pass A Test
KINDERGARTEN Beginning of Year Middle of Year End of Year Initial Sound 0-3 At risk 0-9 Deficit Fluency (ISF) 4-7 Some risk 10-24 Emerging 8 and above Low risk 25 and above Established Letter Naming 0-1
More informationComparison of Progress Monitoring with Computer Adaptive Tests and Curriculum Based Measures
Comparison of Progress Monitoring with Computer Adaptive Tests and Curriculum Based Measures A study conducted by Edward S. Shapiro, Ph.D. Denise P. Gibbs, Ed.D. Bethlehem, PA: Center for Promoting Research
More informationWiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
More informationCrockett Elementary Response to Intervention Guide
Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student
More informationFirst Grade Core Knowledge Addendum
Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous
More informationReading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
More informationDUAL DISCREPANCY MODEL ASSESSMENT SCORES:
Kindergarten Mathematics 1.5 SDs M a x Score Description Early Skills 1134.0 63.4 95.1 Scale Score Measures of Academic Progress (MAP) for Primary Grades 157.0 12.2 18.3 Scale Score Kindergarten Developmental
More informationTRAINGING GUIDE. To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page.
TRAINGING GUIDE Getting Started To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page. Click Members at top right hand corner of the screen. Type
More informationOngoing Progress Monitoring Across All Tiers of Support. MDCPS Office of Academics, Accountability and School Improvement 2013-2014
Ongoing Progress Monitoring Across All Tiers of Support MDCPS Office of Academics, Accountability and School Improvement 2013-2014 Ongoing Progress Monitoring (OPM) Across All Tiers of Support PROGRESS
More information888.924.7257 www.palsmarketplace.com
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
More informationOpportunity Document for STEP Literacy Assessment
Opportunity Document for STEP Literacy Assessment Introduction Children, particularly in urban settings, begin school with a variety of strengths and challenges that impact their learning. Some arrive
More informationMiddle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}
Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s:
More informationEither face to face or survey through information sheet or email
Appendix B Guidelines and Practices: These are the minimum requirements for a standard evaluation for High Plains. These guidelines need to be followed to ensure a uniform and appropriate evaluation across
More informationUsing CBM to Progress Monitor English Language Learners
Using CBM to Progress Monitor English Language Learners Webinar Provided for National Center on Student Progress Monitoring Laura M. Sáenz, Ph.D., Assistant Professor of Special Education at UT-Pan American
More informationTest of Early Numeracy. Kindergarten Benchmark Assessments. Benchmark Period 3 Notes and Observations: Given To: School: Fall Date Scored By
Benchmark Period 3 Notes and Observations: Test of Early Numeracy Kindergarten Benchmark Assessments Given To: School: Fall Date Scored By Winter Date Scored By Spring Date Scored By Fall Benchmark Period
More informationREADING-MAZE (R-MAZE)
Administration and Scoring of READING-MAZE (R-MAZE) for Use in General Outcome Measurement Power Point Authored by Jillyan Kennedy Based on Administration and Scoring of Reading R-MAZE for Use with AIMSweb
More informationAIMSweb Quick Tip Handbook
AIMSweb Quick Tip Handbook A collection of tips and tools to guide teachers in the AIMSweb benchmarking and progress monitoring process. Created by the 2009-2010 AIMSweb Committee Revised February 2012
More informationDRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
More informationTeaching Reading Essentials:
Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our
More informationSelecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
More informationMatching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions
Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions Bismarck Public Schools 2012-2013 andrea_seibel@bismarckschools.org eleanora_hilton@bismarckschools.org Tools are Online
More informationSelecting an Intervention to Meet Students Needs: A How-to Resource for Educators
Selecting an Intervention to Meet Students Needs: A How-to Resource for Educators This resource is for educators seeking intervention programs proven to close the knowledge gaps of students struggling
More informationSt. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
More informationWriting Instructionally Appropriate IEPs
Writing Instructionally Appropriate IEPs Special Populations Tennessee Department of Education Sullivan County Teacher Training July 2014 Norms Please sit with your identified group there is a purpose.
More informationUsing CBM for Progress Monitoring. Lynn S. Fuchs and Douglas Fuchs
Using CBM for Progress Monitoring Lynn S. Fuchs and Douglas Fuchs Introduction to Curriculum-Based Measurement (CBM) What is Progress Monitoring? Progress monitoring focuses on individualized decision
More informationScientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
More informationSTAR Early Literacy Technical Manual
Renaissance Learning PO Box 8036 Wisconsin Rapids, WI 54495-8036 Telephone: (800) 338-4204 (715) 424-3636 Outside the US: 1.715.424.3636 Fax: (715) 424-4242 Email (general questions): answers@renaissance.com
More information20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.
R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,
More informationBest Practices in Setting Progress Monitoring Goals for Academic Skill Improvement
8 Best Practices in Setting Progress Monitoring Goals for Academic Skill Improvement Edward S. Shapiro Lehigh University OVERVIEW Progress monitoring has become a critically important tool for improving
More informationSTAR Assessments. The Science of STAR
The STAR assessments are highly rated for screening and progress monitoring by the U.S. Department of Education s National Center on Response to Intervention! the foundation of the STAR Assessments The
More informationTertiary Intervention
Responsiveness to Intervention Tertiary Intervention Using Progress Monitoring With Intensive Services Pamela M. Stecker In a Responsiveness-lo-lntervention [RTI] model, successive levels of instructional
More informationUnit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
More informationNevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
More informationEffectiveness of Direct Strategy Instruction through SIOP
Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with
More informationHow To Teach Reading
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
More informationPractical, Research-Based Techniques for Teaching Students with Intellectual Disabilities to Read
Practical, Research-Based Techniques for Teaching Students with Intellectual Disabilities to Read Dr. Jill H. Allor Tammi Champlin Dept. of Teaching and Learning Institute for Reading Research Southern
More information2012 University of Texas System/ Texas Education Agency
Welcome to this presentation on using RTI information to develop an IEP. It was developed by the Building RTI Capacity project team from the Meadows Center for Preventing Educational Risk at The University
More informationAIMSweb Default Cut Scores Explained
AIMSweb Default Cut Scores Explained completed a complex research project using data from 20 states to predict probabilities of success on state tests from scores on AIMSweb measures. The study used data
More informationSuggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
More informationNational Center on Student Progress Monitoring
National Center on Student Progress Monitoring Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Pamela M. Stecker Clemson University Abstract Curriculum-based
More informationA COMPREHENSIVE K-3 READING ASSESSMENT PLAN. Guidance for School Leaders
A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders A COMPREHENSIVE K-3 READING ASSESSMENT PLAN Guidance for School Leaders Joseph K. Torgesen Center on Instruction Reading Strand
More informationScientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
More informationTargeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.
Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average
More informationThe Role of the PLAAFP in the IEP
The Role of the PLAAFP in the IEP Present Levels of Academic and Functional Performance Pam Loper ESC 14 Center for Teaching and Learning ploper@esc14.net 325-675-8633 1 OBJECTIVES Gain an understanding
More informationReading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment
Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,
More informationREADING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
More informationINDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00)
INDIVIDUAL MASTERY for: St#: 1141027 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1172998 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1232138 Grade: B
More informationINDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)
INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A
More informationFulda Independent School District 505
Fulda Independent School District 505 Local World s Best Workforce Plan The World s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationGraphing and Interpreting CBM Scores
28 Student Progress Monitoring & Data-Based Instruction in Special Education Graphing and Interpreting CBM Scores An overview (Sample presentation to present to students) How to Graph Scores Graphing student
More informationTo learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables
To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice
More informationUsing Your RTI Model to Differentiate and Support the ELA CCLS. Kay Stahl, Ed. D. 2014 RTI-TAC Webinar Series Strand 3 kay.stahl@nyu.
Using Your RTI Model to Differentiate and Support the ELA CCLS Kay Stahl, Ed. D. 2014 RTI-TAC Webinar Series Strand 3 kay.stahl@nyu.edu Part 4-Tiered Interventions and CCLS Today s Focus Instructional
More informationMlearning disability. For years schools have attempted to
A Parent s Guide to Response-to-Intervention illions of school age children experience difficulties with learning. Their struggles in school may be due to factors such as inadequate instruction, cultural
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
More informationReading/Fluency Standards Based Annual Goals
Reading/Fluency First grade (1.5.1) The student will establish letter-naming fluency at a rate of 40-plus letters per minute by the First grade (1.5.3) When given a first grade passage, the student will
More informationReading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
More informationThe researched-based reading intervention model that was selected for the students at
READ TO ACHIEVE GRANT APPLICATION COVER PAGE TABLE OF CONTENTS NARRATIVE: PROPOSED GRANT INTERVENTION -This section can be NO MORE THAN 30 pages total. NO PAGE NUMBER NO PAGE NUMBER MAXIMUM OF 30 PAGES
More informationThe Early Grade Reading Assessment: Assessing children s acquisition of basic literacy skills in developing countries
THE CENTRE FOR GLOBAL EDUCATION GEM MONITORING ASSESSMENT GEMS SERIES No. 2 March 2014 The Early Grade Reading Assessment: Assessing children s acquisition of basic literacy skills in developing countries
More informationFoundation Paper Supporting Special Education Students with READ 180
Foundation Paper Supporting Special Education Students with READ 180 READ 180 is a scientifically research-based, intensive reading intervention program with a proven track record of delivering measurable
More informationCPSE 430 Brigham Young University Counseling Psychology and Special Education Winter 2010
CPSE 430 Brigham Young University Counseling Psychology and Special Education Winter 2010 Course title: Teaching Reading and Language Arts: Students with Disabilities Course credit: 3 Room and time: 341
More informationDIBELS Next Benchmark Goals and Composite Score Dynamic Measurement Group, Inc. / August 19, 2016
Next Goals and Dynamic ment Group, Inc. / August 19, 2016 The Next assessment provides two types of scores at each benchmark assessment period: a) a raw score for each individual measure and b) a composite
More informationReading W ell. by Third G rade LITE RA C Y PLA N 2013-2014. Ogilvie School District 333 - Ogilvie, Minnesota
Reading W ell LITE RA C Y PLA N by Third G rade 2013-2014 Ogilvie School District 333 - Ogilvie, Minnesota Ogilvie Schools, District #333 333 School Drive Ogilvie, MN 56358 320-272- 5050 A place where
More informationInstructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha,
Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013 Topics The importance
More informationLearning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
More informationRead Naturally, Inc. Version: 05 February 2016. Saint Paul, Minnesota
USER GUIDE Version: 05 February 2016 Read Naturally, Inc. Saint Paul, Minnesota Phone: 800.788.4085/651.452.4085 Website: www.readnaturally.com Email: info@readnaturally.com Copyright 2011 2016 Read Naturally,
More informationOhio Legislative Service Commission
Ohio Legislative Service Commission Sub. Bill Comparative Synopsis CORRECTED VERSION Hannah K. Wann and Carrie Burggraf Sub. S.B. 21 130th General Assembly (H. Education) This table summarizes how the
More informationSelecting and Exiting Students Read 180 Program Springfield School District
Selecting and Exiting Students Read 180 Program Springfield School District Introduction: The purpose of the following guidelines is to ensure that students most likely to benefit from Read 180 are selected
More informationUser Questions and Answers from the 9/19/2014 Iowa TIER Support Webinar. We had a wonderful turnout for our webinar. Many thanks to all who attended!
We had a wonderful turnout for our webinar. Many thanks to all who attended! There were lots of great questions asked by our users. Here is a recap of some of those questions and answers Iowa TIER Support
More information& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationReading Case Study #1 Grade One: Decoding
Grade One: Decoding Devin Kearns Grade One: Decoding Purpose of Case Study The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to
More informationAssessment Directions for Preschool Teachers & Parents:
Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a
More informationMethods for Increasing the Intensity of Reading Instruction for Students with Intellectual Disabilities
Methods for Increasing the Intensity of Reading Instruction for Students with Intellectual Disabilities Dr. Jill H. Allor Tammi Champlin Department of Teaching and Learning Institute for Reading Research
More informationInterpreting areading Scaled Scores for Instruction
Interpreting areading Scaled Scores for Instruction Individual scaled scores do not have natural meaning associated to them. The descriptions below provide information for how each scaled score range should
More informationAn Analysis of Voyager Passport Reading Intervention Program Amanda Schlafke, Summer 2013
2 An Analysis of Voyager Passport Reading Intervention Program Amanda Schlafke, Summer 2013 A Paper Submitted in Partial Fulfillment Of the Requirement for a Masters of Science in Education/Reading University
More informationReading Education Foundation Investing in our students, our schools, and the future
Reading Education Foundation Investing in our students, our schools, and the future Reading Education Foundation Grant Application Applicants: Completed applications must be sent to your building principal
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationUsing Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
More informationCharleston Southern University Graduate School of Education
Charleston Southern University Graduate School of Education Professional Development Contract Course Syllabus EDUC 695, STEPS, Sequential Teaching of Explicit Phonics and Spelling The Conceptual Model
More information