| RTI Practices | Caveats and Concerns | School Examples | Resources |
The following resources may support your implementation of progress monitoring efforts. NRCLD does not endorse these products;
these resources are intended to be a source of information about programs and publications that will help teachers, principals, and
district personnel in their choice of materials that can be used by skilled teachers to provide effective instruction and
successfully implement an RTI program. Whether or not a program or publication has been listed does not constitute endorsement or
lack of endorsement by NRCLD. These resources do not constitute an "approved" or "required" list. Also, many potentially useful
programs or publications may not be listed here.We hope that readers will complete careful reviews of available alternatives.
- Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
http://dibels.uoregon.edu/index.php
This site offers an assessment system for screening student performance and measuring student progress toward goals in reading. Generic passages, which are independent from any particular basal reading series, also may be used to evaluate the effectiveness of reading instruction through the graphing of student reading data. Browsers must pay to view materials from this site.
- Edcheckup
http://www.edcheckup.com
This site offers an assessment system for screening student performance and measuring student progress toward goals in reading. These generic passages, which are independent from any particular basal reading series, also may be used to evaluate the effectiveness of reading instruction through the graphing of student reading data. Browsers must pay to view materials from this site.
- EdProgress
http://www.edprogress.com
EdProgress focuses on assessment, large-scale testing and accountability, and systemic reform. With research-proven training materials, measurement tools, reporting systems, and teacher training interventions, EdProgress helps teachers become more focused on teaching and learning for all students. Browsers must pay to view materials from this site.
- Evidence-Based Progress Monitoring and Improvement System
http://www.aimsweb.com
AIMSweb(R) is a formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to students, parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction. Browsers must pay to view materials from this site.
- CTB/McGraw-Hill Digital Learning
http://www.ctb.com/
CTB/McGraw-Hill Digital Learning provides research-based, standards-aligned technology solutions that improve student performance and teacher productivity.
- Intervention Central
http://www.interventioncentral.org
This site offers free tools and resources to help school staff and parents promote positive classroom behaviors and foster effective learning for all children and youth. The site was created by Jim Wright, a school psychologist from Syracuse, N.Y. Materials on this site are free.
- Monitoring Basic Skills Progress (MBSP)
http://www.proedinc.com/store/index.php?mode=product_detail&id=0840
Developed by Lynn Fuchs, Carol Hamlett, and Douglas Fuchs, the MBSP is a computer program for automatically conducting curriculum-based measurement and for monitoring student progress in reading, math computation, and math concepts and applications. The computer will provide immediate feedback to students on their progress and provide individual and class-wide reports to teachers to help them plan more effective instruction. Browsers must order and pay for materials from this site.
- National Center on Accessing the General Curriculum
http://www.cast.org/ncac/Curriculum-BasedEvaluations2913.cfm
This link goes directly to an article titled, Curriculum-Based Evaluations, by Tracey Hall, Ph.D., Senior Research Scientist, NCAC, and Missy Mengel, RA. The article contains links to several web sites related to progress monitoring.
- National Center on Student Progress Monitoring
www.studentprogress.org
This center's mission is to provide technical assistance to states and districts and to disseminate information about progress monitoring practices proven to work in different academic content areas (grades K-5). Materials on this site are free.
- Read Naturally
http://www.readnaturally.com
Read Naturally combines three research-proven strategies to develop the reading fluency of special education, as well as English language learners (ELL), Title I, and mainstream students. Browsers must order and pay for materials from this site.
References
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (2006). Retrieved March 9, 2006, from http://dibels.uoregon.edu
Fuchs, D., & Fuchs, L.S. (2006, April). Progress monitoring. Presentation at the National SEA Conference on SLD Determination: Integrating RTI within the SLD Determination Process, Kansas City, MO. Retrieved July 12, 2006, from http://www.nrcld.org/sea/presentations_worksheets/progress/Fuchs_progress.pdf
Fuchs, L.S., Fuchs, D., Hintze, J., & Lembke, E. (2006, July). Progress monitoring in the context of responsiveness-to-intervention. Presentation at the Summer Institute on Student Progress Monitoring, Kansas City, MO.
Intervention Central (2006). Retrieved March 9, 2006, from http://www.interventioncentral.org.
Mellard, D.F., & McKnight, M.A. (2006). RTI implementation tool for reading: Best practices [Brochure]. Lawrence, KS: National Research Center on Learning Disabilities.
National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.
National Center on Student Progress Monitoring (2006). Retrieved March 9, 2006, from www.studentprogress.org.
No Child Left Behind Act of 2001 (Public Law 107-110).
Pro-Ed Online (2006). Retrieved March 9, 2006, from http://www.proedinc.com.
