Professional Documents
Culture Documents
Petrus Irisrtimodel Oct13
Petrus Irisrtimodel Oct13
ITL 604
National University
Professor Lyman
Taylor Petrus
Initial Thoughts
What kind of information would best help Ms. Begay evaluate her students’ learning?
Information that would best help Ms. Begay evaluate her student’s learning is first having
a hold of all of her student’s academic profiles which she does not have. It will give her background
on her students and help her understand where they are starting from. She would also need
information such as feedback or assessments in order to evaluate if they are learning the lessons or
It is important for Ms. Begay to be aware of her students’ progress because she could have students
who are falling very behind the rest of the class and it would be too late to help catch them up. This
is especially possible in a large classroom of students where it is hard to give a lot of attention and
What steps can Ms. Begay take to monitor her students’ progress throughout the year?
Ms. Begay can take steps such as progress monitoring which can include different types of
assessments and tests in order to monitor her students’ progress. There are many different ways she
can monitor their progress and it is best to do this multiple times throughout the year rather than an
Assessment Section
According to the IRIS Center, one advantage of progress monitoring over annual
achievement tests is the feedback on skills currently taught. This is effective because it is feedback
on what is happening at the moment, which then could be touched on immediately and in an
effective way for the student to understand current content. Another advantage is that results are
Running head: IRIS RTI MODEL 3
available immediately. As explained by the IRIS Center, sometimes annual achievement tests
results come back too late and therefore cannot be applied to the students. A third advantage is that
they can evaluate proper and appropriate instruction whether or not it is effective. This is great
because it gives the teacher opportunities to change or improve on lessons and curriculum.
One key difference between mastery measurement and CBM is that mastery
measurement tests skills in sequence whereas CBM tests all skills within each assessment. Another
difference is that mastery measurement does not move onto the next lesson without mastery of the
One way CBM can be used to help at-risk students is the fact that the success of the
students is based on their goal plans that are individual to each student. This helps at-risk youth
because it can be catered to their IEP goals rather than being compared to the general population that
could be more advanced than them. Another way CBM can be used to help at-risk students
according to Mclane (2013) is by evaluating the success of the instruction the child is receiving
(para.7). By evaluating the instruction the child is receiving, it could give useful information on if
they need more resources or not. A third way is CBM can be used as a screening test to identify
students at risk of failing early on. It helps “stop the bleeding” early on and could determine
whether the student needs to be placed differently, or if they need to be held back a grade.
The six steps in the CBM process include create or select appropriate tests, administer
and score probes, graph the scores, set goals, make instructional decisions, and communicate
progress.
Running head: IRIS RTI MODEL 4
How would you use CBM when teaching basic multiplication facts (e.g., times
tables for 2, 3, 4)? Describe what you would do for each of the six steps.
We could use the CBM process when teaching basic multiplication facts by having the
assessments increase in difficulty as the assessments go on. For step one “create or select
appropriate tests” I would choose a multiplication test on the content we are currently going over so
that it tests their knowledge on what they should be learning and getting to know. For step two
“administer and score the probes” I would grade the assessments. For step three “graph the scores”
I would make notes on how many students were successful, unsuccessful, and where there are areas
of improvement. For step four “set goals” I would set appropriate, timely, and specific goals for the
students in order to be successful. For step five “make instructional decisions”, this is the time
where I would change the lessons or curriculum in order to help my students better succeed in areas
that they are struggling in. Step 6 “communicate progress”, I would share the general outcomes of
the given assessment without showing individual scores, share the goals that were made, and explain
References
based-measurement