Improving educational outcomes: Implementation of Response to Intervention for Monitoring Students' academic progress by Curriculum Based Measurement

• Main Author: Zaed Mohammad Albattal
• Format: Article
• Language: Arabic
• Published: King Saud University 2019-01-01
• Series: Journal of Educational Sciences
• Subjects: Educational intervention; Multitiered instruction; Curriculum-based assessment; educational outcomes
• Online Access: https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/0031-01-01.pdf
• ISSN: 1658-7863; 1658-7677

The aim of this study was to review the research literature on the implementation of response to Intervention (RTI) for monitoring students' academic achievement progress by using curriculum based measurement (CBM) and ultimately for improving educational outcomes. RTI is a systematic and data-driven process to ensure that all students benefit from quality instruction. It uses tools such as CBM to identify these students' needs. The CBM referes to standardized procedures used to measure students' real achievement on curriculum taught in the classroom. It relies on direct observation to monitore students' achievement as a base for collecting instructional information. Progress monitoring focuses on educational decision making with respect to basic academic skills development at the elementary grades. Progress monitoring is conducted frequently to estimate students' rates of improvement and determine students who are not demonstrate adequate progress to classroom instruction and therefore different or more intensive instruction can be delivered across the RTI tiers to improve their achievement. Many educators believe that student progress should be monitored frequently in order to provide data about their current instructional procedures. Currently, the use of RtI for progress monitoring and decision making when instructional change is required have received an increasing attention.