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Systematic Data Collection: Planning a time frame for and following through with appropriate assessments to set baselines and monitor student progress.
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"As a principal, my quest for providing meaningful reading instruction for students was shared by my teaching staff. While we felt we were doing great things for students in the area of reading, our state assessment showed that, in some cases, 50% of our students were not at grade level in reading..." [read full story]
- Bob Heimbaugh, K-5 Principal, Wyoming
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Why should we undertake Response to Intervention (RTI) when we already have several other initiatives going on in our district?
Response from Ann Casey, Ph.D .: RTI is a framework that could be used as an organizing tool for all of our work in education. The main intent of RTI is to ensure students receive targeted instruction early so all students can be successful. In RTI, we integrate measurement/data systems to focus instruction by using a problem solving process...[read full response ]
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Stanley Deno
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Stanley Deno
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Stanley Deno, Ph.D. began his career in higher education at the University of Delaware in 1965 teaching courses in educational psychology and researching the impact of instructional objectives on student learning. Colleagues there in special education recruited his interests to working on educating students with disabilities and, in the forty years since, he has provided leadership in training both professional and doctoral level graduate students across the full range of disabilities.
Dr. Deno is well-known for his work focusing on the failure of students to develop basic skills in reading, writing, and arithmetic, but is best known for his research leading to the development of Curriculum-based Measurement (CBM) progress monitoring procedures and their use in the Response-to Intervention (RTI) model. CBM procedures are now widely used in both special and general education to monitor basic skills growth, to identify students at risk of learning difficulty, to evaluate efforts to prevent and remediate low achievement, to aid in making instructional decisions and to predict performance on high stakes tests.
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