|Academic Support||Multi-Tiered System of Supports|
|Building Capacity||Overview of PS/RtI|
|Chronic Absenteeism||Parent Resources|
|Data-Based Decision Making|
|Small Group Planning and Problem Solving Worksheet (PDF Download)|
|Determining Instructional Level and Conducting Ongoing Progress Monitoring (PDF Download)
This document is the Florida Center for Reading Research’s ongoing progress monitoring guide. FCRR provides guidance for determining instructional reading levels and monitoring progress using DIBELS data. The guide includes Steps and Decision Rules flowcharts for grades 1–3.
|Response to Intervention/Data-Based Problem Solving (PowerPoint Download)
This presentation by Edward Daly and Todd Glover of the University of Nebraska-Lincoln provides a rationale and brief overview of RtI as well as considerations for implementation. Daly and Glover include graphs to illustrate the practical use of data in each step of the problem-solving process.
|RtI-Based SLD Identification Toolkit — The RtI Action Network has developed (in partnership with CASE, NASDSE, and NASP) this online toolkit. It is a detailed resource that summarizes what the law requires and provides a clear vision of best practice related to an RTI-based SLD Identification process.|
|Using Assessment to Inform Instruction
This page appears on the Florida Center for Reading Research’s website. FCRR provides links to presentations and documents that focus on using data to guide instruction. Topics include developing school-based reading assessment plans and using Progress Monitoring Reporting Network reports.
|Using Student Outcome Data to Help Guide Professional Development and Teacher Support: Issues for Reading First and K-12 Reading Plans (PDF Download)
In this brief, authors Joseph Torgesen, Jane Granger Meadows, and Patricia Howard discuss how objective student performance data can guide, focus, and set priorities for the professional development of teachers. The authors list key issues to using data for these purposes and discuss DIBELS specifically. They provide strategies to be used concurrently with professional development in order to improve reading outcomes.