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ERIC Number: ED502453
Record Type: Non-Journal
Publication Date: 2007
Pages: 41
Abstractor: As Provided
Reference Count: 8
Grade One: Math Computation. Case Study #1
Powell, Sarah R.; Seethaler, Pamela M.
National Center on Student Progress Monitoring
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for this example, readers are provided with a framework of the RTI identification process, along with frequent opportunities to test their comprehension of the information presented. First, an overview of RTI and PM is provided, followed by an introduction to Ms. Lockhart and her first-grade students. The remainder of the case study illustrates the use of RTI as a method for identifying students with learning difficulties, specifically in the area of mathematics computation. Throughout the text, readers are queried to test their comprehension of material covered, with answers provided for evaluative purposes. Appended are tables relating to: (1) Math Risk with Fall CBM Screening; (2) Inadequate Math Slopes--Primary Prevention; (3) Quantifying Response to Secondary Prevention in Math; (4) Typical End-of-Year Benchmarks in Math; (5) CBM Math Norms for Student Growth (Slope); and (6) Quantifying Response to Tertiary Prevention in Math. (Contains 1 footnote.)
National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center on Student Progress Monitoring
Identifiers - Location: United States