RTI Progress Monitoring Tool Comparison

Areas of Math
K-2 / Progress Monitoring Tools / Administered by / Norms / Frequency of Use
Computation: To add, subtract, multiply and divide whole numbers, fractions, decimals and positive/negative integers. / Everyday Math Program
Math Journal
Everyday Math Unit Checklists
Recorded Teacher Observations
Timed Tests
Teacher-made Strand Assessments
Independent Work Samples / Teachers
Teachers
Teachers
Teachers
Teachers
Teachers
Teachers / N
N
N
N
N
N
N / As needed
2-3x/week
Post each unit
As needed
Weekly
As needed
As needed
Concepts and Applications
To understand the general mathematical skills expected on grade level and apply that concept to solve problems. / Everyday Math Program
Math Journal
Everyday Math Unit Checklists
Recorded Teacher Observations / Teachers
Teachers
Teachers
Teachers / N
N
N
N / As needed
2-3x/week
Post each unit
As needed
Problem Solving
To be able to complete a written problem, interpret the problem, devise a method to solve and follow a mathematical procedure to achieve a result. / Everyday Math Program
Math Journal
Everyday Math Unit Checklists
Recorded Teacher Observations
Teacher-made Strand Assessments
Independent Work Samples / Teachers
Teachers
Teachers
Teachers
Teachers
Teachers / N
N
N
N
N
N / As needed
2-3x/week
Post each unit
As needed
As needed
As needed
Specific Purpose;
Areas of Reading
K-2 / Progress Monitoring Tools / Administered by / Norms / Frequency of Use
Phonemic Awareness
The ability to hear, identify and manipulate the individual sounds in spoken words / Checklists
Orton/Wilson
Running Records
Recorded Teacher Observations
Observation Survey
Modified Observation Survey (K only)
Houghton Mifflin Program / Teachers
Teachers/Special Ed./ Reading
Teachers
Teachers
Reading Recovery Teachers
Reading Teachers
Teachers / N
N
N
N
Y
N (in house criteria)
N / As needed
As needed
As needed
Weekly
As needed
2x/year
As needed
Phonics
The relationship between basic sounds of language and the sounds that are represented by letters / Orton/Wilson
Running Records
Recorded Teacher Observations
Observation Survey
Modified Observation Survey (K only)
Houghton Mifflin Program / Teacher/Special Ed./Reading
Teachers
Teachers
Reading Recovery Teachers
Reading Teachers
Teachers / N
N
N
Y
N (in house criteria)
N / As needed
As needed
Weekly
As needed
2x/year
As needed
Fluency
The ability to read with speed, accuracy and proper expression / Running Records
DRA
Observation Survey’s Text Reading Task
Houghton Mifflin Program / Teachers
Teachers
Reading Teachers
Teachers / N
N
Y
N / As needed
2x/year & as needed
As needed (2-4x/year)
As needed
Text Comprehension
Understanding written text / Running Records
Illustration/Written Responses
Graphic Organizers
Writing Journal
Observation Survey’s Text Reading Task
Houghton Mifflin Program / Teachers
Teachers
Teachers
Teachers
Reading Teachers
Teachers / N
N
N
N
Y
Y / As needed
As needed
As needed
As needed
As needed (2-4x/year)
As needed
Specific Purpose:Areas of Math
5 and 6 / Progress Monitoring Tools / Administered by / Norms / Frequency of Use
Computation: To add, subtract, multiply and divide whole numbers, fractions, decimals. And positive/negative integers. / Everyday
Math
Prentice Hall
Teacher
created materials
Trade books (Coach, etc.) / Special Education/Reading/AIS Staff/classroom teachers / Not normed / As often as needed
Concepts and Applications
To understand the general mathematical skills expected on grade level and apply that concept to solve problems. / Everyday
Math
Prentice Hall
Teacher
created materials
Trade books (Coach, etc.) / Special Education/Reading/AIS Staff/classroom teachers / Not normed / As often as needed
Problem Solving
To be able to complete a written problem, interpret the problem, devise a method to solve and follow a mathematical procedure to achieve a result. / Everyday
Math
Prentice Hall
Teacher
created materials
Trade books (Coach, etc.) / Special Education/Reading/AIS Staff/classroom teachers / Not normed / As often as needed
Specific Purpose: Areas of Reading
5 and 6 / Progress Monitoring Tools / Administered by / Norms / Frequency of Use
Phonemic Awareness
The ability to hear, identify and manipulate the individual sounds in spoken words / Orton Screening
Houghton Mifflin / Special Education/Reading/AIS Staff/classroom teachers / Not Normed / Orton-(As needed)
Houghton Mifflin- (as needed)
Phonics
The relationship between basic sounds of language and the sounds that are represented by letters / Orton Screening
Houghton Mifflin / Special Education/Reading/AIS Staff/classroom teachers / (Not normed) / As needed
Fluency
The ability to read with speed, accuracy and proper expression / DRA
Houghton Mifflin / Special Education/Reading/AIS Staff/Regular Classroom Teachers / Not (normed) / As needed
Text Comprehension
Understanding written text / DRA
Houghton Mifflin
Trade Materials (Time For Kids, Scholastic News, Trade Books) / Special Education/Reading/AIS Staff/Regular Classroom Teachers / Not normed / As needed

Company Name/Publisher / Curriculum Areas / Research Norms / Frequency of Evaluations / Grades / How progress is monitored / Implementation
DIBLES: Dynamic Indicators of Basic Early Literacy Skills / DIBLES (Early Literacy)
IDEL (ELL)
DIBELS NEXT (4-6) (Reading)
easyCBM: Math / University of Oregon / As often as needed / K-6 / Data system: grade, student, school, district / Web-based data-based that districts and schools can create reports. Training required. $1.00 per student, per year.
AIMS Web/Pearson / Behavioral, and
Common Core Curriculum: math, reading, early literacy, spelling, writing / Texas; local and national norms / As often as needed / K-8 / Using Pearson reading and math programs / Web-based progress monitoring system based on direct, frequent student assessment. Training required. IEP correlation. $5.00 per student per year.
EasyCBM / Common Core Curriculum: / Oregon and WashingtonState / As often as needed / K-8 / Program supplied materials and Harcourt Reading Program / Web-based monitoring system, online individual assessment options, data warehousing exporting available.
Research Institute on Program Monitoring / Common Core Curriculum: reading, writing, math and science. / Iowa and Missouri / As often as needed / K-12 / Used materials being currently used in the district. Requires teachers to create their own monitoring tools. / unknown

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AIMSweb / iMath / / / / / / / / / No / /
AIMSweb / iOral Reading / / / / / / / / / No / /
AIMSweb / iTest of Early Literacy - Letter Naming Fluency / / / / / / / / / No / /
AIMSweb / iTest of Early Literacy - Letter Sound Fluency / / / / / / / / / No / /
AIMSweb / iTest of Early Literacy - Nonsense Word Fluency / / / / / / / / / No / /
AIMSweb / iTest of Early Literacy - Phonemic Segmentation Fluency / / / / / / / / / No / /
AIMSweb / iTest of Early Numeracy - Missing Number / / / / / / / / / No / /
AIMSweb / iTest of Early Numeracy - Number ID / / / / / / / / / No / /
AIMSweb / iTest of Early Numeracy - Oral Counting / / / / / / / / / No / /
AIMSweb / iTest of Early Numeracy - Quantity Discrimination / / / / / / / / / No / /
Curriculum Based Measure- ment in Reading (CBM-R) / Letter Sound Fluency / / / / / / / / / No / /
Curriculum Based Measure- ment in Reading (CBM-R) / Maze Fluency / / / / / / / / / No / /
Curriculum Based Measurement in Reading (CBM-R) / Passage Reading Fluency / / / / / / / / / No / /
Curriculum Based Measurement in Reading (CBM-R) / Word Identification Fluency / / / / / / / / / No / /
Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th Edition) / Initial Sound Fluency / / / / / / / / / No / /
Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th Edition) / Nonsense Word Fluency / / / / / / / / / No / /
Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th Edition) / Oral Reading Fluency / / / / / / / / / No / /
Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th Edition) / Phonemic Segmentation Fluency / / / / / / / / / No / /
Dynamic Indicators of Basic Early Literacy Skills (DIBELS 6th Edition) / Word Use Fluency / / / / / / / / / No / /
easyCBM / iMath / / / / / / / / / No / /
easyCBM / iReading - Comprehension / / / / / / / / / No / /
easyCBM / iReading - Letter Names / / / / / / / / / No / /
easyCBM / iReading - Letter Sounds / / / / / / / / / No / /
easyCBM / iReading - Passage Reading Fluency / / / / / / / / / No / /
easyCBM / iReading - Phoneme Segmentation / / / / / / / / / No / /
easyCBM / iReading - Word Reading Fluency / / / / / / / / / No / /
mClass Math / Computation / / / / / / / / / No / /
mClass Math / Concepts / / / / / / / / / No / /
mClass Math / Oral Counting / / / / / / / / / No / /
mClass Math / Missing Number / / / / / / / / / No / /
mClass Math / Next Number / / / / / / / / / No / /
mClass Math / Number Facts / / / / / / / / / No / /
mClass Math / Number Identification / / / / / / / / / No / /
mClass Math / Quantity Discrimination / / / / / / / / / No / /
Monitoring Basic Skills Progress (MBSP) / Basic Math Computation / / / / / / / / / No / /
Monitoring Basic Skills Progress (MBSP) / Basic Math Concepts / Applications / / / / / / / / / No / /
Orchard Software / *Math / / / / / / / / / No / /
Orchard Software / *Reading / Language Arts / / / / / / / / / No / /
Scholastic / Reading Inventory / / / / / / / / / No / /
STAR / iEarly Literacy / / / / / / / / / No / /
STAR / iMath / / / / / / / / / No / /
STAR / iReading / / / / / / / / / No / /
STEEP / Oral Reading Fluency / / / / / / / / / No / /
Vanderbilt RTI Monitor
(Hasselbring et al.) / *Math / / / / / / / / / No / /
Vanderbilt RTI Monitor
(Hasselbring et al.) / *Reading / / / / / / / / / No / /
Yearly ProgressPro / Math / / / / / / / / / No / /
Yearly ProgressPro / Reading Language Arts / / / / / / / / / No / /
Yearly ProgressPro / Reading Maze Fluency / / / / / / / / / No / /
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Legend:Convincing evidencePartially convincing evidenceUnconvincing evidenceData unavailable or inadequate
* Added in the 2010 reviewi Updated in the 2010 review