The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize effective classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Important factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical assessment administration, scoring and graphing data, analyzing data to make data-driven instructional decisions, and respectfully communicating progress to all stakeholders.

Part 2:

Utilizing Savannah's, Grayson's, and Alejandro's case studies from "RTI: Progress Monitoring," (https://iris.peabody.vanderbilt)

imagine you are meeting with the RTI team to discuss the next steps for these students:

In a word script, including documentation of resources, include the following:

Utilizing the deliverable of your choice, present your data analysis and recommended next steps for each student to the RTI team. Include the following information about each student:

• An initial summary and analysis of each student's progress monitoring data.
• Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student's instructional recommendation.
• If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the individual goal

Part 2: Student and Family Communication

Write summary on how you will partner with students and families to make data-driven instructional decisions. In your summary explain the following information:

• How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
• Provide an example of a system/strategy to use with students to track their learning and goal progress and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
• At least two ways to communicate data and student progress to families.
• How you communicate data to students and families showing respect and dignity while still conveying the urgent need for an intervention plan.

References

https://iris.peabody.vanderbilt

DeVries, B. A. (2023). Literacy assessment and intervention for classroom teachers (6^th ed.). Routledge. ISBN-13: 9781032131283

Progress Monitoring," located on the National Center on Intensive Intervention.

The Difference Between Monitoring Progress and Progress Monitoring," located on YouTube (2020).