Thursday, May 18, 2017

Math Assessment for Response to Intervention (RtI)

Math Assessment for Response to Intervention (RtI)

EDUC 648 Math Assessment for Response to Intervention (RtI)

Online Course 2 semester hours graduate credit
Instructor: Sara Turansky

Summer: June 5 - July 14, 2017

You Will Learn

How to select and use assessment tools in mathematics to identify learning problems, to monitor student progress, and to implement Response to Intervention practices.

Who Should Enroll

  • Math specialists
  • Math coaches
  • Mathematics resource teachers
  • Math interventionists
  • Elementary, middle school, and high school math teachers
  • Title I math teachers
  • Special education teachers
  • School psychologists


Principles of using universal screeners and curriculum-based measures (CBMs) to assess student performance in mathematics. Use of assessment tools in mathematics to identify learning problems, to monitor student growth, and to implement Response to Intervention practices.
Enroll in this online course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.
This is one of the required courses for individuals pursuing the Math Specialist Certificate.
This course is an approved elective in the Master of Science in Education online degree program. 


An e-textbook is included with the tuition, and you will access the e-textbook after you login to the course.
Hosp, M. K., Hosp, J. L., & Howell, K. W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement. (2nd ed.). New York: Guilford Press.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Describe the essential elements of Response to Intervention (RtI).
  2. Identify multiple rationales for implementing the RtI model in PK-12 schools.
  3. Describe multiple rationales for periodic universal screenings in mathematics.
  4. Identify reliable and valid universal screening measures (CBM) of math by grade level.
  5. Justify multiple rationales for using curriculum-based measures (CBM) of mathematics.
  6. Examine reliable and valid curriculum-based measures (CBM) of mathematics by grade level.
  7. Administer and score curriculum-based measures (CBM) of mathematics.
  8. Graph CBM scores, interpret and communicate results.
  9. Critically analyze personal classroom practices and viewpoints regarding essential principles of Response to Intervention (RtI) and use of varied math assessments for progress monitoring.

Alignment with State and National Standards

Course objectives are aligned with the following:
National Board for Professional Teaching Standards 3, 4
Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 8
International Society for Technology in Education, National Educational Technology Standards for Teachers 2d
No travel to campus is required. 
Participate from your home or work computer during hours that are best for your work and family schedule. 
The class is highly interactive with a significant discussion component. 
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions. 

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

For More Information

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Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout 
Menomonie, WI 54751
Phone: 715-232-2693
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