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ERIC Number: EJ902522
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1087-3414
Using Curriculum-Derived Progress Monitoring Data as Part of a Response-to-Intervention Strategy: A Case Study
Henley, Natasha; Furlong, Michael
California School Psychologist, v11 p85-98 2006
The revised "Individuals with Disabilities Improvement Education Act" (2004) and subsequent Federal Regulations promote the use of alternative process of identifying students with specific learning disabilities based on how well a student responds to researched-based interventions. As these strategies are implemented, school psychologists have the opportunity to expand their roles and to assume leadership positions in implementing a response-to-intervention (RtI) model. A central element of all RtI approaches is the universal monitoring of students' academic progress. As part of a general effort to implement a data-driven system, multiple sources of information may be used. This article contributes to these efforts by presenting a case study demonstrating how a school psychologist took the first steps to implement a low-cost, continuous progress monitoring procedure in one urban school. This was accomplished by using data readily available at the school site (reading probes included with the district reading curriculum) to develop a systematic way to monitor progress by creating local school norms and using existing reading benchmarks. (Contains 2 figures and 2 tables.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act