RUNNING HEAD: IRIS RTI MODEL 1

IRIS RTI Model

ITL 604

National University

Professor Lyman

Taylor Petrus

October 13, 2018

 Running head: IRIS RTI MODEL 2

Initial Thoughts

What kind of information would best help Ms. Begay evaluate her students’ learning?

Information that would best help Ms. Begay evaluate her student’s learning is first having

a hold of all of her student’s academic profiles which she does not have. It will give her background

on her students and help her understand where they are starting from. She would also need

information such as feedback or assessments in order to evaluate if they are learning the lessons or

not and how the students feel in the classroom.

Why is it important for Ms. Begay to be aware of her students’ progress?

It is important for Ms. Begay to be aware of her students’ progress because she could have students

who are falling very behind the rest of the class and it would be too late to help catch them up. This

is especially possible in a large classroom of students where it is hard to give a lot of attention and

detail to each student.

What steps can Ms. Begay take to monitor her students’ progress throughout the year?

Ms. Begay can take steps such as progress monitoring which can include different types of

assessments and tests in order to monitor her students’ progress. There are many different ways she

can monitor their progress and it is best to do this multiple times throughout the year rather than an

annual end of the year test.

Assessment Section

Describe three advantages of progress monitoring over annual achievement tests.

According to the IRIS Center, one advantage of progress monitoring over annual

achievement tests is the feedback on skills currently taught. This is effective because it is feedback

on what is happening at the moment, which then could be touched on immediately and in an

effective way for the student to understand current content. Another advantage is that results are
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available immediately. As explained by the IRIS Center, sometimes annual achievement tests

results come back too late and therefore cannot be applied to the students. A third advantage is that

they can evaluate proper and appropriate instruction whether or not it is effective. This is great

because it gives the teacher opportunities to change or improve on lessons and curriculum.

Describe two key differences between mastery measurement and CBM.

One key difference between mastery measurement and CBM is that mastery

measurement tests skills in sequence whereas CBM tests all skills within each assessment. Another

difference is that mastery measurement does not move onto the next lesson without mastery of the

current lesson with full understanding.

Describe three ways CBM can be used to help at-risk students.

One way CBM can be used to help at-risk students is the fact that the success of the

students is based on their goal plans that are individual to each student. This helps at-risk youth

because it can be catered to their IEP goals rather than being compared to the general population that

could be more advanced than them. Another way CBM can be used to help at-risk students

according to Mclane (2013) is by evaluating the success of the instruction the child is receiving

(para.7). By evaluating the instruction the child is receiving, it could give useful information on if

they need more resources or not. A third way is CBM can be used as a screening test to identify

students at risk of failing early on. It helps “stop the bleeding” early on and could determine

whether the student needs to be placed differently, or if they need to be held back a grade.

What are the six steps in the CBM process?

The six steps in the CBM process include create or select appropriate tests, administer

and score probes, graph the scores, set goals, make instructional decisions, and communicate

progress.
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How would you use CBM when teaching basic multiplication facts (e.g., times

tables for 2, 3, 4)? Describe what you would do for each of the six steps.

We could use the CBM process when teaching basic multiplication facts by having the

assessments increase in difficulty as the assessments go on. For step one “create or select

appropriate tests” I would choose a multiplication test on the content we are currently going over so

that it tests their knowledge on what they should be learning and getting to know. For step two

“administer and score the probes” I would grade the assessments. For step three “graph the scores”

I would make notes on how many students were successful, unsuccessful, and where there are areas

of improvement. For step four “set goals” I would set appropriate, timely, and specific goals for the

students in order to be successful. For step five “make instructional decisions”, this is the time

where I would change the lessons or curriculum in order to help my students better succeed in areas

that they are struggling in. Step 6 “communicate progress”, I would share the general outcomes of

the given assessment without showing individual scores, share the goals that were made, and explain

the change in any lesson plans.

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References

Mclane, K. (2013, November 12). Fact Sheet: Benefits of Curriculum-Based Measurement.

Retrieved from http://www.readingrockets.org/article/fact-sheet-benefits-curriculum-

based-measurement