Webcast Video: Using RTI data for effective decision-making

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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.

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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