Webcast Video: Using RTI data for effective decision-making

2966 Views

Jan Hasbrouck, Ph.D., discusses the importance of collecting data, especially in a Response to Intervention (RTI) framework. She explains how to use reading assessments effectively and efficiently, and how to use the data to inform decisions about student instruction.

Having trouble playing this video?

Watch this video on YouTube

Resources Referenced in This Webcast

• Center on Instruction: www.centeroninstruction.org
• Iris Center: iris.peabody.vanderbilt.edu
• Center on Multi-Tiered System of Supports: mtss4success.org
• The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell. The Guilford Press, New York, 2007.
• "Curriculum-Based Measurement: From Skeptic to Advocate," By Jan Hasbrouck and Candyce Ihnot: www.rtinetwork.org

Topics in This Webcast

• RTI as a framework for intervention:
  - Definition of RTI
  - RTI core concepts
  - The multi-tiered RTI model
• Benchmark/screening assessments ("How are you doing?")
  - Purpose of benchmark assessments (identifies students who may need intervention)
  - Using statistical analysis to derive a range of oral reading fluency norms
• Diagnostic assessments ("Let's see what's going on?")
  - Purpose of diagnostic assessments (targets specific skills (e.g., phonemic awareness, phonics & decoding, fluency)
  - Using the results from diagnostic assessments to plan instruction/intervention ("This is what we can do.")
  - A checklist for considering diagnostic data
• Progress monitoring ("How are things going?")
  - Which progress monitoring tools and methods should be used for Tier 1, Tier 2, and Tier 3
  - A checklist for considering progress-monitoring data