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ERIC Number: EJ937611
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1539-4352
Integrating Frequency-Based Mathematics Instruction with a Multi-Level Assessment System to Enhance Response to Intervention Frameworks
Moors, Alison; Weisenburgh-Snyder, Amy; Robbins, Joanne
Behavior Analyst Today, v11 n4 p226-244 2010
The American government set new standards mandating States to demonstrate adequate yearly progress for all students with the inception of the No Child Left Behind Act. To be eligible for the more recent Race to the Top funds, states must show, in part, a commitment to "building data systems that measure student growth and success, and inform teachers and principals how to improve instruction" (DOE, 2009, p.2). This sweeping education reform focuses on the need for formative data collection systems. Many states are meeting this challenge by implementing a Responsiveness to Intervention (RtI) model. As such, the demand for effective progress monitoring systems and powerful instructional interventions has never been greater. This paper illustrates how a multi-level assessment system assessment aligns annual normative measures with daily frequency building practice and curriculum-based measurement probes within an RtI framework to drive academic outcomes. (Contains 1 footnote, 2 tables, and 4 figures.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001