Clemens N.H., Tipton D. L., & Parker E. A.
Simple, brief, and effective academic interventions for struggling students

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School personnel often indicate a lack of sufficient time to implement individualized interventions with students who are struggling academically. This presentation will present three case studies describing simple, efficient, and effective interventions that were implemented by school staff of peers to address students' reading or mathematics achievement. Participants will acquire step-by-step information on interventions such as peer tutoring, passage preview, decoding practice, repeated readings, letter-sound fluency, and folding-in. Participants will also learn different ways to create time for individualized student interventions during the school day. Handouts and other printed materials will be distributed that will provide step-by-step instructions for implementing these interventions and adapting them to other age groups or areas of academic need.

Clemens N.H., & Shapiro E. S.
Differential effects of frequent vs. periodic measurement in progress monitoring.

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This presentation will report the results of two preliminary research studies investigating potential reactive effects of frequent progress monitoring on improved student academic performance. Both studies investigated whether improvements in student performance were observed simply as a function of frequency of progress monitoring when students were monitored frequently versus periodically. Students were monitored using a CBM methodology either on a frequent or periodic basis, and effects on reading and mathematics growth were examined. Results indicated that more frequent progress monitoring alone may lead to increases in student mathematics performance, but may not have effects for reading. Session participants will gain awareness to the potential for the frequency of measurement to impact student growth, which has potential implications for students monitored under an Rtl framework.