Stanley Deno of the University of Minnesota, perhaps best known for his research leading to the development of Curriculum-Based Measurement (CBM) progress monitoring procedures and their use in the RTI model, explains why progress measures have become a central component of the newly developed RTI approach. Read "Ongoing Student Assessment." »
Tasks that require students to apply knowledge and skills; often such tasks are connected to real-world situations/challenges; the tool usually used to assess progress is a rubric with well-articulated descriptions of quality performance/product.
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Meets all 20 of the Standards for Charity Accountability.