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Direct linkHintze, John M.; Wells, Craig S.; Marcotte, Amanda M.; Solomon, Benjamin G. – Journal of Psychoeducational Assessment, 2018
This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading…
Descriptors: Decision Making, Accuracy, Curriculum Based Assessment, Progress Monitoring
Download full textBuysse, Virginia; Peisner-Feinberg, Ellen; Burchinal, Margaret – Society for Research on Educational Effectiveness, 2012
The Recognition & Response (R&R) model was developed and is being validated by a research team at the FPG Child Development Institute at the University of North Carolina at Chapel Hill. R&R has generated widespread attention in the early childhood field as a promising RTI model for pre-k (see entire issue of NHSA Dialog, Volume 12[3],…
Descriptors: Intervention, Formative Evaluation, Young Children, Expressive Language
Stuart, Shannon; Rinaldi, Claudia; Higgins-Averill, Orla – International Journal of Whole Schooling, 2011
What are teachers' perceptions of Response to Intervention (RTI)? To address this question, we conducted interviews about teacher perceptions of an RTI model during the second year of its implementation at an urban elementary school. Results of this qualitative study suggest that teachers' perceptions of the RTI model grew more positive during the…
Descriptors: Referral, Response to Intervention, Teacher Attitudes, Interviews
