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Developing a school‐wide progress‐monitoring system
Author(s) -
Deno Stanley L.,
Reschly Amy L.,
Lembke Erica S.,
Magnusson Deanne,
Callender Stacy A.,
Windram Holly,
Stachel Nancy
Publication year - 2009
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20353
Subject(s) - psychology , reading (process) , response to intervention , curriculum based measurement , curriculum , mathematics education , class (philosophy) , mandate , intervention (counseling) , special education , medical education , pedagogy , curriculum development , medicine , computer science , curriculum mapping , artificial intelligence , psychiatry , political science , law
This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school‐wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a school district mandate for school improvement. All students were screened in reading during the fall using the MAZE procedure, and students scoring in the lowest 20% of each class were monitored using curriculum‐based measurement of oral reading every other week. The MAZE was re‐administered to all students in the winter and spring to assess school‐wide growth in reading. Features of the model that made it useful include group administration of the screening task and use of the same passages at all grades so that direct comparisons could be made within and across grade levels, and across years. Results of model implementation are described for all students and for special subgroups, and recommendations and examples are provided for data use with respect to all students, students at risk, students who are non‐native English speakers, and students with special needs. © 2008 Wiley Periodicals, Inc.