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Running Head: Iris RTI Module 1 1

Yaritza Orellana

Iris RTI Module 1

ITL604: Learners and Learning I

10 October 2018

Professor Gordon Schott

National University
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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

which the class could be assessed.

Keywords: teachers, students, parents, testing, assessing, learning, education, CBM,

Progress Monitoring, diagrams


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Section: Initial Thoughts:

 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

better understanding as to what subjects each of the students’ tended to struggle in

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

they had one.

 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

impacting the child’s learning.


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 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

or caregivers (Commission on Teacher Credentialing, 2016). Communicating with them

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
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that said, educators are able to analyze whether changes need to be made to help the

students succeed throughout the year.

 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

(Safer and Fleischman, 2005).

 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
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results remain true throughout the schoolyear and this benefits both, the students and the

ones conducting the lesson.

 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

established, a vital part of CBM consists of graphing. Creating a visual diagram is

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

disclose student progress information to the students, their parents/legal guardians by

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
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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

notify them of their progress.


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References

Commission on Teacher Credentialing. (2016). California Teaching Performance Expectations.

Retrieved from: https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0

Safer, N., Fleischman, S. (2005). Educational Leadership. Research Matters / How Student

Progress Monitoring Improves Instruction. Retrieved from:

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

achievement in the classroom. Retrieved

from https://iris.peabody.vanderbilt.edu/module/gpm/

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