Highlight New Learning For The Week And Discuss How You Migh

6 501highlight New Learning For The Week And Discuss How You Might Us

Highlight new learning for the week and discuss how you might use RtI and Curriculum Based Measures in your classroom, even if it is not required. What is your opinion of the whole process? What are the pros and cons of using this type of system to monitor progress? Describe at least two ways that computer technology can support progress monitoring and associated data analysis efforts. Read: Salvia, Ysseldyke, & Witmer: Assessment in Special and Inclusive Education Chapter 10 Read: Hosp, Hosp, & Howell: ABC’s of CBM’s: Chapter 3-5 Read: Bateman, B., & Herr, C. (2019). Writing Measurable IEP Goals and Objectives. View: Ihori, D. (2015). Presentation: Tricks of the Trade: Putting Legal Requirements into Practices. Oak Park Unified School District. Read: Browder, D.M., Spooner., F., & Courtade, G.R. (2020). Chapter 4 Using Assessment for Planning Standards-Based Individual Educational Programs Watch: RTC Media. (2017). History of Curriculum-based Measurement: An Interview with Stan Deno. Watch: Illuminate Education. (2020). Switching from RtI to MTSS: What You Need to Know. Watch: ECACorg. (2014). The IEP Team Process: Chapter 5 The IEP Meeting. Watch: Edutopia. (2017). Real-Time Assessment: Providing a Window Into Student Learning. Watch: USBE - Special Education Services. (2018). Age-appropriate Transition Assessment 1-13 Tip. Retrieved from Explore: NWEA Map Test Scores: Explore: Erica McCray, Mary Brownell, Margaret Kamman, Suzanne Robinson, CEEDAR Center (2017). High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners. Retrieved from Explore: CBMs and State Standards Explore: Shapiro, E. et al. (2006). Curriculum-Based Measures and Performance on State Assessment and Standardized Tests. Journal of Educational Assessment, 24(1), 19-35. Read: CAST. (n.d.) UDL Tips for Assessment. Explore: IRIS Module - UDL Goals Explore: University of Florida CEEDAR Center. (2020). Universally Designed Assessments. Explore: Nu-Man, M. R., & Porter T. M. (2018). Ch. 17 Assessing Learning Using Technology. In Igniting Your Teaching with Educational Technology A Resources for New Teachers.

Paper For Above instruction

In contemporary educational settings, Response to Intervention (RtI) and Curriculum-Based Measurement (CBM) have emerged as pivotal tools for monitoring student progress and informing instructional decisions. These systems underpin the move toward more data-driven, individualized, and proactive educational practices. This paper explores the recent educational advancements surrounding RtI and CBM, evaluates their benefits and limitations, and discusses how technological innovations can enhance progress monitoring efforts.

Understanding RtI and CBM

The Response to Intervention framework is a multi-tiered approach designed to identify students' learning needs early and provide targeted support before failure occurs (Fuchs & Fuchs, 2006). It emphasizes universal screening, data-based decision-making, and systematic instruction differentiated to meet diverse student needs. CBM, a core component of RtI, involves frequent, direct assessment of student skills to track growth over time (Hosp et al., 2007). Both tools foster a shift from traditional testing to ongoing, formative assessment practices, thereby enabling educators to adjust instruction promptly.

My Perspective on the Process

The integration of RtI and CBM into classroom routines is fundamentally beneficial. These approaches promote early identification of learning difficulties and facilitate data-driven instructional modifications. Including ongoing progress monitoring can significantly enhance student outcomes by ensuring timely intervention and support (Shapiro et al., 2006). However, implementing these systems requires substantial teacher training, resources, and time, which can pose challenges, especially in under-resourced settings. Despite these hurdles, I believe the advantages of accurately tracking student progress and tailoring instruction outweigh the disadvantages.

Advantages and Disadvantages of Progress Monitoring Systems

Pros

• Enhanced ability to identify struggling learners early, allowing for timely interventions.
• Data-driven instruction that is personalized to meet student needs, thus improving learning outcomes.
• Objective measurement of student progress, increasing accountability and instructional effectiveness.

Cons

• Potential for increased administrative workload and assessment fatigue among students and teachers.
• Risk of overemphasis on quantitative data at the expense of qualitative insights into student learning.
• Limited resources for technology and training necessary for effective implementation.

Role of Technology in Progress Monitoring

Technological tools significantly bolster progress monitoring and data analysis. Firstly, electronic assessment platforms enable seamless data collection, real-time reporting, and easier aggregation of student performance metrics. For example, software like NWEA’s MAP assessments allows educators to track student growth over multiple testing periods efficiently (McCray et al., 2017). Secondly, data visualization tools help educators interpret complex data patterns, making it easier to identify individual and group learning trends (Porter & Nu-Man, 2018). These technologies support timely decision-making and facilitate communication among stakeholders regarding student progress.

Implications for Practice

Teachers and school administrators should integrate these technological tools into their existing RtI or MTSS frameworks. This integration demands training on data analysis, understanding assessment tools’ capabilities, and maintaining a focus on individual student needs. Additionally, embracing Universal Design for Learning (UDL) principles in assessments ensures accessibility and fairness, thereby providing a more comprehensive picture of each student's progress (CAST, n.d.). This approach aligns with current trends toward inclusivity and equitable assessment practices.

Conclusion

The evolution of progress monitoring systems through RtI, CBM, and educational technology presents exciting opportunities to improve student learning outcomes. Although challenges related to resources and implementation persist, the benefits of early detection, personalized instruction, and data-informed decision-making are substantial. As educators continue to refine these methods and integrate new technologies, it is essential to maintain a focus on equitable practices and ongoing professional development to maximize their potential benefits for all learners.

References

• Cast, A. (n.d.). UDL Tips for Assessment. CAST. https://www.cast.org
• Fuchs, D., & Fuchs, L. S. (2006). A seamless model for translating assessment into intervention. Educational Measurement: Issues and Practice, 25(2), 5-13.
• Hosp, M. K., Hosp, J. L., & Howell, M. H. (2007). The ABCs of CBMs: A practical guide for classroom teachers. Guilford Publications.
• McCray, E., Brownell, M., Kamman, M., Robinson, S., & the CEEDAR Center. (2017). High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners. CEEDAR Center. https://ceedar.education.ufl.edu
• Porter, T., & Nu-Man, M. R. (2018). Assessing learning using technology. In Igniting your teaching with educational technology: resources for new teachers.
• Salvia, J., Ysseldyke, J. E., & Witmer, S. (2013). Assessment in Special and Inclusive Education (12th ed.). Cengage Learning.
• Shapiro, E., et al. (2006). Curriculum-based measures and performance on state assessment and standardized tests. Journal of Educational Assessment, 24(1), 19-35.
• University of Florida CEEDAR Center. (2020). Universally Designed Assessments. https://ceedar.education.ufl.edu
• Yrissary, D. (2015). Tricks of the trade: Putting legal requirements into practices. Oak Park Unified School District.
• Illuminate Education. (2020). Switching from RTI to MTSS: What you need to know. https://www.illuminateed.com