Progress monitoring and tiered service delivery

Progress monitoring and tiered service delivery

learning disabilitiesProgress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum.
Curriculum Based Measurement (CBM) is often used to collect data on interventions and their effectiveness to determine what works best for an individual student. Additional methods are attempted until students “respond” to the intervention and improve their skills. Students that do not respond, or respond at significantly low rates, may be deemed to have biologically based learning disabilities, rather than simply learning difficulties.
Progress monitoring is the scientifically based practice of assessing students’ academic performance on a regular basis for three purposes:
1. To determine whether children are profiting appropriately from the instructional program, including the curriculum
2. To build more effective programs for the children who do not benefit
3. To estimate rates of student improvement
Three tiers of Scientifically Research-Based Interventions (SRBIs) of increasing intensity incorporate the key components of RTI and help ensure the academic growth and achievement of students.
Step By Step Learning® works with school districts to implement a comprehensive evidenced-based approach to literacy that includes assessment, effective classroom instruction techniques, collaborative problem-solving and research-supported multi-sensory intervention models to ensure all students succeed in reading. Our proven methods have been evaluated by Lehigh University’s Center for Promoting Research to Practice since 2005. We have been successful in increasing learning skills in students, and are a valuable use of state funding.

To find out more information about our documented results, visit our website at https://sbsl.org/get-in-touch/ or call us at 610-398-1231 or email us today: info@sbsl.org

Reference:http://en.wikipedia.org/wiki/Response_to_intervention