We measure all students’ progress frequently in order to ensure they are on track for success. Students receiving supplemental or intensive instruction should be progress-monitored more frequently in order to ensure the strategies implemented are moving a student toward a pre-determined goal.
Additionally, monitoring progress allows districts and schools to ensure the effectiveness of specific programs or protocols. Some key reasons for progress-monitoring are the following:
- to ensure effectiveness of interventions
- to measure student growth over time
- to Inform instructional decisions
- to measure a student and/or a group response to instruction
To progress-monitor a student or students receiving supplemental or intensive instruction, multiple measures are recommended. Measures used in progress-monitoring can include Curriculum-Based Measures (CBM), Computer Adaptive Testing (CAT), intervention-embedded assessments, and informal assessments/anecdotal data. All of these together provide a complete picture of a student or group of student’s progress with instruction.
Progress Monitoring assessments should be:
- sensitive to improvements over time
- have alternative equivalent forms
- measure accuracy and fluency with skills
**When interpreting progress-monitoring data, current research indicates that length of time of intervention is the primary method of determining when to assess a student’s response. Decisions cannot be made if the student has not been given enough time in the instruction to make progress.
A general rule of thumb (although each individual case will differ) is to monitor for a minimum of ten weeks and calculate the trend line with at least 7-10 data points to determine student response.