Progress monitoring is a scientifically based practice used to assess your child's academic progress and evaluate the effectiveness of instruction. Progress monitoring tells the teacher what your child has learned and what still needs to be taught.
Progress monitoring can be implemented with individual students or an entire class. In progress monitoring, the teacher uses short tests to evaluate your child's progress in specific areas. The teacher may tests your child often - every week or two.
The teacher creates progress graphs that show the child's progress toward the IEP goals. You may receive copies of these progress graphs every few weeks. If you do not, write a short letter to request your child's progress graphs.
To meet the challenges of implementing effective progress monitoring, the Office of Special Education Programs (OSEP) has funded the National Center on Student Progress Monitoring, at the American Institutes for Research in conjunction with Vanderbilt University. This project has come to the end of its five-year contract but will continue to maintain this website with valuable resources.
National Center on Student Progress Monitoring provides technical assistance to states and districts and disseminates information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).
You can find additional resources on student progress monitoring at National Center on Response to Intervention.
Progress Monitoring Resources for Families. This section offers resources about progress monitoring, written in family-friendly language, explaining the benefits of implementing student progress monitoring for the student, the teacher and the family.
Progress Monitoring and IEPs
Applications of Progress Monitoring to IEP and Program Development
This presentation describes progress monitoring procedures for elementary grades in reading and mathematics and illustrates how data can be translated into meaningful statements for Individualized Educational Programs. In addition to using data for monitoring progress toward annual goals, the presentation describes how teachers can use this information for strengthening instructional. National Center on Student Progress Monitoring, presented by Dr. Pam Stecker and Michelle Hosp, January 2005.
Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement
Curriculum-Based Measurement (CBM) encompasses an assessment methodology that can be used to develop goals, benchmarks, or short-term objectives for individualized educational programs for students with disabilities. Teachers also use curriculum-based measurement as a means for monitoring student progress across the year. This paper describes CBM in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described. By Pamela M. Stecker, Clemson University.
Improving Student Outcomes Through Progress Monitoring
This presentation, a combination of two consultative meetings that Center staff held with the Virginia Department of Education and Prince William County Schools in Manassas, Virginia, provides a basic overview of student progress monitoring and how it is applied in the context of Adequate Yearly Progress (AYP), Response-to-Intervention (RTI), and Individualized Education Programs (IEPs). Presented by Nancy Safer, Jacki Bootel and Rebecca Holland-Coviello, September 28, 2006.
Is Your Child Making Adequate Progress in Special Ed? Is your child on track to meet the measurable annual goals in the IEP? Schools are implementing systems that monitor student progress objectively. The No Child Left Behind Act requires schools, school districts and states to measure their progress objectively and report their progress every year.
My Child is Making Progress. WHY Would the School Switch Reading Programs? Ask for these reports when your daughter starts the Wilson program and each time the WADE is administered for progress monitoring. The post-test at the end of each Step covers Reading, Concepts, and Spelling. Ask for these reports as part of the progress monitoring and reporting on progress toward the annual IEP goals.
Why Use Research Based Reading Programs? Progress monitoring assessments are used to measure growth in short amounts of time. Some assessments are not sensitive enough to measure all the components of reading. These assessments are chosen because they can show growth over short periods of time. Other assessments may not be sensitive enough to do that for all the components of reading. Just looking at fluency or comprehension is not enough.
A Parent's Guide to Response to Intervention (RTI) by Susan Bruce, Regional Education Coordinator. Although, schools RTI models may look different, there are several essential and necessary components that parents need be aware of, one is continuous progress monitoring.
The Value of Progress Monitoring. Progress monitoring is especially useful with students who have difficulty showing what they know in typical assessments. When the accommodations specified in each student's IEP are consistently provided, progress monitoring allows a real view of what skills and knowledge a student has.
How to Know If Your Child's Making Progress Toward IEP Goals. As the parent of a child receiving special education services, you are entitled to data-based information that clearly demonstrates what progress, if any, your child is making. Learn how and why to monitor your child's progress toward his IEP goals.
Student Progress Monitoring: What This Means for Your Child. Progress monitoring can give you and your child's teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child. Article from Reading Rockets by Kathleen McLane (2006).
What is Progress Monitoring. This parent page from the National Research Center on Learning Disabilities (NRCLD) was developed to help you understand progress monitoring—a scientifically based process of assessing students’ performance on a regular basis—and how progress monitoring may be used in your son’s or daughter’s school.
Screening, Diagnosing, and Progress Monitoring for Fluency: The Details. Screening, diagnosing, and progress monitoring are essential to making sure that all students become fluent readers - and the words-correct per-minute (WCPM) procedure can work for all three. Article from Reading Rockets by Jan Hasbrouck (2006).
Linking Progress Monitoring Results to Interventions by Jennifer N. Mahdavi and Diane Haager at RTI Action Network. Progress-monitoring assessment is becoming more widely adopted than ever before as a means of tracking the reading development of students with dyslexia and reading difficulties.
Assessment in Support of Instruction: Improving Learning Outcomes Using Progress Monitoring. John Hintze, Ph.D, says whatever it takes, classroom assessment is a critical component of effective instruction and we need to work hard to restore it to its proper place in education. Powerpoint presentation from the k8 Access Center.(April 2006)
Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement.
US Office of Special Education Programs (OSEP) Ideas that Work - Assessment, Toolkit on Teaching and Assessing Students with Disabilities.Progress Monitoring and Differentiation. Differentiated instruction is essential for all students, not only those receiving Tier 2 and Tier 3 interventions. Teachers can vary instruction by changing content focus, amount of instructional time, and degree of scaffolding. Progress monitoring is critical for regrouping students based on changing skill levels. From Doing What Works.
Research Institute on Progress Monitoring. The Office of Special Education Programs (OSEP) has funded the Research Institute on Progress Monitoring to develop a system of progress monitoring to evaluate effects of individualized instruction on access to and progress within the general education curriculum.
Copyright © 1998-2014, Peter W. D. Wright and Pamela Darr
Wright. All rights reserved.
Copyright © 1998-2014, Peter W. D. Wright and Pamela Darr Wright. All rights reserved.