• Progress Monitoring

    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:

    • brief
    • repeatable
    • sensitive to improvements over time
    • reliable 
    • valid
    • 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.