Progress Monitoring Name/Type of Formative Assessment: Date of Person providing Results Principal’s Progress the intervention (s) Initials Monitoring Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Name/Type of Formative Assessment: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Steps for Progress Monitoring (http://www.p12.nysed.gov/specialed/RTI/guidance/assessment.htm) Progress monitoring involves the following Establish a benchmark for performance and plot it on a chart (e.g., orally at grade level 40 “read words per minute by June”). It must be plotted at the projected end of the instructional period, such as the end of the school year. Establish the student’s current level of performance (e.g., words per minute”). “20 Draw an aim line from the student’s current level to the performance benchmark. This picture represents the slope of progress required to meet the benchmark. Monitor the student’s progress frequently (e.g., every Monday). Plot the data. Analyze the data on a regular applying decision rules (e.g., intervention will be “the changed after six data points that are below the aimline”). Draw a trend line to validate that the student’s progress is adequate to meet the goal over time.
Progress Monitoring Name/Type of Formative Assessment: Date of Progress Monitoring Person providing the intervention (s) Results Principal’s Initials Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Name/Type of Formative Assessment: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Steps for Progress Monitoring (http://www.p12.nysed.gov/specialed/RTI/guidance/assessment.htm) Progress monitoring involves the following Establish a benchmark for performance and plot it on a chart (e.g., “read orally at grade level 40 words per minute by June”). It must be plotted at the projected end of the instructional period, such as the end of the school year. Establish the student’s current level of performance (e.g., “20 words per minute”). Draw an aim line from the student’s current level to the performance benchmark. This picture represents the slope of progress required to meet the benchmark. Monitor the student’s progress frequently (e.g., every Monday). Plot the data. Analyze the data on a regular applying decision rules (e.g., “the intervention will be changed after six data points that are below the aimline”). Draw a trend line to validate that the student’s progress is adequate to meet the goal over time.
RTI%20Manual%20Revised%20APRIL%202017.docx