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Yaritza Orellana
10 October 2018
National University
Running Head: Iris RTI Module 1 2
Abstract
An educator’s main emphasis is based on the succession of the students. One of the most vital
ways of teaching is that of keeping track of the each one of the students progress throughout the
school year. This paper reflects on the importance of assessments throughout the school year and
as a teacher, it is crucial to help each individual improve student learning. It is key to not only
know when students perform well throughout the school year, but also to know when students
need assistance. In order for instructors to obtain this information, there are a variety of ways in
In order for Ms. Begay to evaluate her students learning, it is important for her to take a
look at the students’ previous end-of-the-year assessments. By doing so, she will have a
throughout the years. The assessments will also indicate the percentile of the students’
academic achievement in the subject. Then, she will gain more knowledge and perhaps
structure a different methodology to work with these students individually. Other ways to
evaluate her students learning can be done so through testing and through assignments.
Seeing what areas her students are struggling with is key for her to be able to perform to
their needs. Also, something very important that Mrs. Hernandez, Ms. Begay’s mentor
teacher, suggested was to take a look at the students’ Individual Education Plan (IEP) if
As an educator, it is vital for Ms. Begay to be aware of her students’ progress because she
must be able to identify where her students’ stand academically. Being knowledgeable in
each of her students’ progress is important because only then will she be able to act upon
the areas in which the students’ lack progress in. It is necessary for Ms. Begay to know
where her students’ stand in order for her to step in. As Safer and Fleischman (2005)
mention, the educator must be aware of the students’ progress to meet the specific needs
for each of the students. Slavin (2018) also states that by keeping progress students’ a
teacher may be able to recognize a learning issue before it becomes more severe (P. 335).
By doing so, Ms. Begay will be able to step in early on and perhaps prevent it from
There are a variety of steps that Ms. Begay could follow to monitor her students’ academic
progress yearly. First, she should be in constant communication with the students’ parents
often may give her more knowledge on what areas their child tends to struggle with most.
Asking parents about how long it takes them to complete homework is also important
because it can be an indicator on whether they are taking their time completing it or simply
rushing through it. In order to fully help and understand a student academically, she must
be familiar with how much effort the student puts at home as well. Secondly, Ms. Begay
should consider keeping track of all students’ who are turning in their homework regularly,
as well as those who are not. By doing so, she will become aware of students who are
completing it and what areas some students appear to struggle with most when turning it
in. Also, providing quizzes weekly or monthly is another method Ms. Begay should
consider to monitor their progress. By doing so, she will be able to determine where the
entire class stands. It is crucial for her to check in with all of her students’ regularly.
Assessment Section:
The first advantage of progress monitoring over annual achievement tests is that teachers
are able to identify the rates in which each individual student improves. Secondly, it allows
educators to re-evaluate the way they implement instruction rather than simply discuss or
go over the students’ results near the end of the year. Through progress monitoring,
educators will not only be able to distinguish upon which students are at academic risk, but
also those who may need different forms or methods of instruction to meet their academic
needs. With progress monitoring, teachers have the ability to monitor the students progress
by creating a plan to help the student achieve a certain criteria throughout the year. With
Running Head: Iris RTI Module 1 5
that said, educators are able to analyze whether changes need to be made to help the
Two key differences between Mastery Measurement (MM) and Curriculum Based
Measurement (CBM) is that MM establishes mastery when students meet the criteria’s
needs, whereas CBM determines success on individual student objectives. A second major
difference between the two is that MM does not keep track of the students’ ability to
maintain the skills and knowledge they have attained. CBM, on the other hand does
monitor the attained skills the students’ have achieved throughout the years. It is crucial to
understand that when it comes to Mastery Measurement, teachers are able to identify
whether students are succeeding at certain academic units, but it does not provide sufficient
information that indicates whether the student will achieve annual academic objectives
There are several ways in which Curriculum Based Monitoring can be used to help at risk
students. First and foremost, through CBM, teachers are able to identify whether students
are meeting the requirements within certain academic subjects. With that said, when
students are not succeeding in certain academic areas, the teacher is then able to try out
different methods of teaching to promote student learning within the specific subject the
student is struggling with. Secondly, CBM also tracks maintenance skills by incorporating
previously learned skills that have been taught throughout the entire academic year. This
ensures that the students are not only succeeding when the subject is being taught but
retaining the material throughout the school year as well. Another reason CBM can be used
to help at risk students is that through this procedure, teachers are given a visual
representation to see where each of the students stand. Since CBM is ran frequently, the
Running Head: Iris RTI Module 1 6
results remain true throughout the schoolyear and this benefits both, the students and the
Curriculum Based Measurement consists of six steps. The first step is constructing tests
that are suitable for the class. These tests consist of information that is taught at the start of
the school year and items that will be taught towards the end of the school year. The
students are given the test multiple times throughout the year and their scores should
gradually improve after each test. The second step is to ensure that the tests are being
managed at a prompt time. It is also essential for the tests to be scored the same way in
order to produce well founded results every single time. Next, once the results are
beneficial to the students as well as the teachers. Step four is to establish objectives. It is
key for educators to have a plan for the students throughout the year. This leads to step five
which is that CBM helps instructors identify whether their teaching methods are benefiting
the student or not. If there is little to no progress, then the teacher can consider a different
method. Finally, the last step is communication. It is crucial that educators constantly
providing them with the visual images as well as the test results.
When teaching basic multiplication facts, it is necessary to first evaluate the students’ skill
level. Before implementing a multiplication lesson, for instance, the students should be
assessed. Once that is established, the next step would be to continue assessing the class
regularly in order to be able to get valid results. Once I have gathered the results after each
assessment, a significant step in the CBM process is to graph the results. Graphing the
results will not only be advantageous because it will provide me (as an educator), the
Running Head: Iris RTI Module 1 7
parents, and the students a visual image of whether the students are advancing in the subject
or not. This then leads to the next step which is to create a plan for each one of the students
especially those who are struggling within the multiplication skills being taught. By
creating a plan, I will be able to constantly evaluate the students and see whether they are
progressing throughout the year. If students are not comprehending the multiplication skills
being taught, the fifth step would be to implement different multiplication strategies to
provide the students with variable methods to solve the problem. Finally, the last step
would consist of keeping in constant communication with the student and the parents to
References
prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0
Safer, N., Fleischman, S. (2005). Educational Leadership. Research Matters / How Student
http://www.ascd.org/publications/educational-leadership/feb05/vol62/num05/How-
Student-Progress-Monitoring-Improves-Instruction.aspx
Slavin, E. R., Hopkins, J. (2015). Educational Psychology: Theory and Practice. 11th Edition.
The IRIS Center. (2004). Classroom assessment (part 1): An introduction to monitoring academic
from https://iris.peabody.vanderbilt.edu/module/gpm/