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Home : 2007 : Oct : 17
I was in a school district that used CBM (curriculum-based measurements) for many years. I was trained (in the early 90s)by the developer of CBM or now referred to as RTI. He was also my advisor at the U of M. We used it for many years in Mpls. Now I'm in a nearby school district who is just starting RTI. I'm not sure what you mean by "nothing would get done" I'm sure once you have had the training and experience in it more you'll better understand the purpose of RTI. There are Reading, Math, Writing, Spelling etc. probes. These are timed tests (from 1-3 min.) that have been proven to correlate to the students understanding in that area. Its a quick and easy way to see what level students are at. After baseline data is recorded, the students are given additional probes to determine their rate of growth. Teachers are to use this information to determine whether or not they need to change their method of instruction to help the students make more gains. Different interventions are tried to see what is being effective. In our school district now, they are looking at the bottom level scores to see what interventions could be tried for those students to raise their scores. This isn't necessarily a special education thing. If you want more information you can go to the AIMS website. There you can also see my advisor-Stan Deno and one of my other professors-Christine Espin talk about RTI along with sample probes. So to answer your question- its not just a Georgia thing. It started in Minnesota, and was used successfully in Iowa too. Now it is finally spreading over the U.S. You'll like it, its a lot easier and quicker than DRAs.
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