Define progress monitoring in the Response-to-Intervention model. a) Progress monitoring is used to assess student performance in areas where they are identified as at-risk. It can help determine if a student is benefitting from a typical instructional program and help guide effective intervention.

b) Progress monitoring is used to assess student performance in areas where they are identified as highly skilled. It can help determine if a student is benefitting from content aligned with state standards.

c) Progress monitoring is used to assess student performance in areas where they are identified as at-risk. It can help make final placement in special education classes.

d) Progress monitoring is used to assess whole class performance in all areas. It can help determine the success of a typical instructional program and help guide assessments and parent communications.

e) Progress monitoring is used to assess student performance in areas where they are identified as at-risk. It can help define where curriculum must deviate from standards to meet student needs.

How is student progress monitored for RTI?

a) Student's progress should be measured daily by comparing their expected rate of learning and their assessment results.

b) Student's progress should be measured frequently by comparing the work they produce with examples from other students in a variety of learning environments.

c) Student's progress should be measured occasionally by comparing their expected rate of learning with the established standards in the state.

d) Student's progress should be measured occasionally by comparing their rate of learning to the rate of learning of other students in the same environment.

e) Student's progress should be measured frequently by comparing their expected rate of learning and their actual rate of learning.

Identify three ways progress monitoring is used.

a) Maintain records of additional services offered at the school site, document student progress, and communicate with parents or other professionals about students' progress

b) Identify students' individual needs, document student progress, and communicate with special education teachers for development of students' IEP

c) Identify students who may need additional services, document teacher success, and maintain teacher accountability

d) Identify students' skill level, document student progress, and communicate with school administrators about students' progress

e) Identify students who may need additional services, document student progress, and communicate with parents or other professionals about students' progress

What is Curriculum Based Measurement (CBM)?

a) CBM is a form of classroom assessment that describes academic competence in reading, spelling, and mathematics, tracks academic development, and improves student achievement.

b) CBM is a form of classroom assessment that is less reliable than assessments based on short-term objectives because it tends to be subjective.

c) CBM is a form of classroom assessment that describes academic competence in reading, spelling, and mathematics, tracks behavioral development, and allows for more effective communication with parents.

d) CBM is a form of classroom assessment that describes academic competence in science and math, tracks behavioral changes, and improves student achievement.

e) CBM is a form of classroom assessment that describes academic competence in reading, spelling, and mathematics, tracks academic development, but is less effective at informing teacher's instructional decisions.