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Session Title: Applying Evaluation to Improve Learning Outcomes: Scaling Up From Small Schools to a Million Students
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Multipaper Session 646 to be held in BONHAM D on Friday, Nov 12, 3:35 PM to 4:20 PM
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Sponsored by the Pre-K - 12 Educational Evaluation TIG
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| Chair(s): |
| Michael Furlong,
University of California, Santa Barbara, mfurlong@education.ucsb.edu
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Improving Individual Student Performance in Schools in United States Schools Through Response to Intervention (RTI) Framework
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| Presenter(s):
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| Matthew Quirk, University of California, Santa Barbara, mquirk@education.ucsb.edu
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| Abstract:
The Individuals with Disabilities Education Act encourages schools to implement Response to Intervention (RTI) frameworks to identify and monitor students at-risk for learning problems. RTI is a multi-tiered service delivery approach that monitors student progress frequently, starting in kindergarten. Students not keeping up with proficiency standards are provided supplemental interventions and academic progress regularly monitored. RTI requires data systems that manage the influx of student data associated with periodic universal screening and frequent progress monitoring of students receiving supplemental interventions. These systems need to provide teachers and other school personnel with real-time, meaningful data/reports that inform decisions about students. Although, there are a number of web-based RTI data systems, they often do not interface well with larger district level data systems. Hence, there often is a disconnect between the day-to-day assessment information yielded by RTI frameworks and broader, more comprehensive information on students that is stored in district level systems.
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