Response to Intervention (RTI) is a multi-tier approach used to identify and support students with learning and behavior needs. Progress monitoring within the RTI framework is crucial for assessing students' performance and the effectiveness of interventions. Teachers can effectively progress monitor by:

Progress Monitoring Steps:

1. Establish Baseline Data:

• Initial Assessment: Conduct assessments to gather baseline data on students' current skill levels. This helps in setting starting points against which future progress can be measured.

• Identify Target Areas: Determine specific skills or behaviors to monitor based on the initial assessment.

2. Set Goals:

• Specific Goals: Define clear, measurable goals for individual students. For example, a reading fluency goal may state a specific number of words read correctly per minute.

• Timelines: Establish a timeline for achieving these goals, considering realistic and achievable time frames.

3. Select Appropriate Tools and Methods:

• Assessment Tools: Use standardized tools that are reliable and valid for collecting data in the target areas. Examples include fluency checks, quizzes, or checklists.

• Frequency of Monitoring: Decide how often progress will be monitored (e.g., weekly, biweekly) based on student needs and intervention intensity.

4. Implement Interventions:

• Tiered Interventions: Apply interventions at varying levels of intensity based on students' responsiveness. Tiers typically range from whole-class strategies to individualized support.

5. Collect and Record Data:

• Consistent Data Collection: Regularly collect data using the chosen assessment tools. Ensure consistency in the timing and method of data collection to maintain accuracy.

• Accurate Recording: Record data systematically, using charts or digital tools to track progress over time.

6. Analyze Data:

• Data Review: Frequently review the collected data to determine whether students are making progress toward their goals.

• Graphical Representation: Use graphs to visually display progress, which can help identify trends and make it easier to communicate results to students and parents.

7. Adjust Interventions as Needed:

• Responsive Adjustment: If the data indicates insufficient progress, modify interventions to better meet students’ needs. This might involve changing strategies, increasing intervention intensity, or providing additional resources.

• Continual Assessment: Continue to assess and adapt interventions as students progress, ensuring they receive support that is both effective and timely.

8. Collaborate and Communicate:

• Team Collaboration: Work with other educators, such as special education teachers or counselors, to discuss progress and intervention strategies.

• Parent and Student Communication: Keep open communication with parents and the students themselves about progress and changes in interventions.

By systematically monitoring progress, teachers can effectively tailor instruction and interventions to support each student's academic success within the RTI framework.

Evidence-Based Practices (EBPs) are instructional strategies, interventions, or methodologies that have been proven effective through rigorous research. Below are examples of EBPs:

1. Reading Comprehension

Example: Reciprocal Teaching

• Description: Reciprocal Teaching is an interactive instructional method where students take turns leading discussions about sections of a text. This strategy focuses on four key comprehension strategies: predicting, questioning, clarifying, and summarizing.

• Implementation: Teachers model these strategies first, and then students practice in small groups, taking on the role of the teacher to monitor comprehension processes in peers.

2. Basic Reading Skills

Example: Phonemic Awareness Training

• Description: Phonemic Awareness Training involves teaching students to recognize and manipulate the sounds in words. This foundational skill is crucial for developing decoding and word recognition skills.

• Implementation: Activities include segmenting and blending phonemes, manipulating sounds in words, and using rhymes and songs to reinforce phonemic skills.

3. Math Calculation

Example: Direct Instruction

• Description: Direct Instruction is a highly structured teaching approach focused on clear teaching of calculations, involving step-by-step demonstrations and practice.

• Implementation: Teachers explicitly model mathematical calculation procedures, provide guided practice with immediate feedback, and gradually release responsibility to students for independent practice.

4. Math Problem Solving

Example: Concrete-Representational-Abstract (CRA) Instruction

• Description: CRA is a three-step instructional approach that helps students understand mathematical concepts and solve problems. It progresses from concrete manipulatives to representational sketches to abstract symbols.

• Implementation: Students initially solve problems using physical objects, then draw pictures to represent the objects, and finally transition to solving problems using numerical representations.

5. Writing

Example: Self-Regulated Strategy Development (SRSD)

• Description: SRSD is a research-based model that provides students with strategies for planning, revising, and self-regulating their writing processes.

• Implementation: The teacher educates students on genre-specific writing strategies and the use of graphic organizers. This practice includes steps like goal setting, self-monitoring, and structured peer feedback.

These evidence-based practices have proven effective through repeated studies and can be tailored to meet the diverse needs of learners in classroom settings.

References: 

Texas Education Agency. (2024, October 15). Special education resources. TEA. https://tea.texas.gov/special-education-resources 

Home: Legal framework. Home | Legal Framework. (n.d.-b). https://fw.escapps.net/

Disability condition eligibility definitions. Disability Condition Eligibility Definitions | Texas SPED Support. (n.d.). https://spedsupport.tea.texas.gov/resource-library/administrator-toolkit-sped-and-intervention-101/disability-condition-eligibility

U.S. Department of Education. (n.d.). About IDEA. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/about-idea/