In partnership with the University of North Texas, Rhithm has demonstrated Promising Evidence through a well-designed correlational study. Rhithm is actively working to restart a randomized control experimental study which was derailed by COVID-19 during the Spring 2020 semester. Scroll down to learn more about our Evidence Base and for more information on how ESSA defines evidence base Tiers.
Results of a 6-week correlation study showed a statistically significant increase in student’s regulation as measured by the Rhithm Assessment!
Data from over 1 million unique entries over 18 months shows a distinct trend of improved classroom regulation over time at every single age level.
Rhithm’s dynamic, adaptive social-emotional activities and lessons will become the most consistent Tier 1 tool and prevention mechanisms in your MTSS/RTI classroom toolbox. Additionally, Rhithm’s group functionalities make it a great tool to use in Tier 2 contexts, while the robust Rhithm data will become an indispensable part of informing Tier 2 and Tier 3 interventions across your network or District. Contact us to learn more about how Rhithm can support the work you do every day.
This white paper focuses on examining the delivery structure and effectiveness of the evidence-based interventions Rhithm, Inc. incorporates into its application to provide students with the self-regulation skills necessary to increase their overall mental well-being.
This white paper focuses on demonstrating how the education technology application put forth by Rhithm, Inc. has the potential to meet the social-emotional needs of school districts nationwide. A solution outlining how Rhithm, Inc. can help meet the well-being goals put forth by the U.S. Department of Education accompanies the findings.
The passage of the Every Student Succeeds Act (ESSA) in 2015 changed how the education system supports low-performing schools. Interventions applied under Title I, Section 1003 (School Improvement) are required to have strong, moderate, or promising evidence (Tiers 1-3) to support them. All other programs under Title I-IV can rely on Tiers 1-4. ESSA describes these tiers as: