How RTI Works in Secondary Schools by Windram Holly;Bollman Kerry;

Author:Windram, Holly;Bollman, Kerry;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2012-08-15T00:00:00+00:00

Progress—Monitoring Logistics

A variety of organizational structures may be put in place to achieve frequent progress monitoring for students. You can see that, depending on the extent to which a school plans to implement progress monitoring, potentially 20 percent or more of the student population would be involved. To implement the system in an efficient and sustainable manner, it is therefore critical to focus on the logistics of data collection. In some buildings, staff who are leading study halls or teaching intervention classes are able to collect data from students assigned to their sections. In other buildings, special education paraprofessionals are given a list of students from whom to collect data on a rotating schedule. Hall passes may be given to students to pull them from class for a short time to go to a central location for data collection.

An important project for some groups of leaders of this initiative within the building will be to design and communicate a very explicit plan regarding frequent data collection for students. This team must first decide which students are to be monitored (given the considerations raised previously), and for each student name on that list, the team must decide which measure or measures will be used and how often data will be collected. Once the team has that three-column list (who, what, and how often), they can begin to design a master plan for the when, where, and by whom. CBMs such as math applications, maze, or written expression can be administered to groups of students together. It makes sense to administer these only during periods of the day when students who need to be monitored are gathered for classes, or when at least small groups of them can reasonably be gathered together. An example would be choosing to administer a maze assessment every other week to all students participating in a supplemental reading class, or having the teacher covering the fifth-hour study hall collect a written expression probe every other week from the four students assigned to that room who need it. The read-aloud CBMs of reading must be administered individually, so a different set of plans must be put in place for collecting data on that measure for students. One option is to use paraprofessionals as described previously. Other times, an assessment that might have been group administered is planned, but a student’s schedule does not align easily with times when other groups of students are being assessed on the same measure. In this instance as well, an individual testing session must be planned.

As teams are considering what progress-monitoring tools to use for secondary students, data from research studies will be informative. Based on some empirical research, maze has been suggested as the preferred progress-monitoring tool for secondary students in reading relative to CBM-R. Although the reliability and validity on maze at the secondary level is not quite as robust as CBM–R (reliability r= 0.79 –0.96 versus r= 0.93–0.97; validity r= 0.75–0.88 versus r= 0.76–0 k.89), the maze measure is seen

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.