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Progress Monitoring Tools Chart

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The tools chart below reflects the results of the first annual review of reading and math progress monitoring tools by the Center's Technical Review Committee (TRC).

The National Center on Response to Intervention defines progress monitoring as repeated measurement of academic performance to inform instruction of individual students in general and special education in grades K-8. It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

For more information on how to conduct progress monitoring in an RTI context, see the Center library's resources on progress monitoring here.

For a glossary of terms related to the technical adequacy of progress monitoring tools, click here. pdf

Chart Features

  • The tools in this chart have been rated against one or both sets of technical adequacy standards related to progress monitoring: General Outcome Measures (GOMs) and Mastery Measures (MMs). The tabs above the chart will bring you to the tools rated under the set matching the tab name.
  • Across the top of the chart are the standards by which the TRC reviews each tool. Click on each standard for a detailed description of how the rating was defined.
  • The vendors of the tools have provided implementation information which includes the cost of the tool, what is needed to implement it, the support you will receive from the vendor, how the tool is intended to be used, and with whom it should be used. To access this information, click on name of the tool in the "Area" column.

The National Center on RTI publishes this tools chart to assist educators and families in becoming informed consumers who can select progress monitoring tools that best meet their individual needs.

The Center's Technical Review Committee (TRC) on Progress Monitoring independently established a set of criteria for evaluating the scientific rigor of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Progress Monitoring or the National Center on RTI.

Please note that all submissions to the TRC review process were voluntary. An individual, firm, or other vendor whose tool appears on the chart chose to submit its tool for TRC review and then to have its tool and TRC ratings displayed on the chart. The National Center on RTI does not publish the names of individuals, firms, or other vendors who submit tools for review but decide against having the results included on the tools chart.

The National Center on RTI will issue another review of available progress monitoring tools in fall 2009.




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Use the scroll bar feature on the right to view all of the tools on the chart. For a print-friendly version of the entire chart, click here.

TOOLSbrace
 AREAbrace1 Reliability
of the Performance Level Score		 Reliability of the Slope
Validity of the Performance Level Score Predictive Validity of the Slope of Improvement
Alternate Forms Sensitive to Student Improvement End-of-Year Benchmarks Rates of Improvement Specified Norms Disaggre-
gated for Diverse Populations
Disaggre-
gated Reliability and Validity Data
Chart Legend: convincing direct evidence Convincing Direct Evidence | partially convincing evidence or convincing indirect evidencePartially Convincing Evidence or Convincing Indirect Evidence |unconvincing evidenceUnconvincing Evidence | no evidence submitted No Evidence Submitted
AIMSweb
Math
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Oral Reading
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Literacy - Letter Naming Fluency
 convincing direct evidence
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Literacy - Letter Sound Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Literacy - Nonsense Word Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Literacy - Phonemic Segmentation Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Numeracy - Missing Number
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Numeracy - Number ID
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Numeracy - Oral Counting
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Test of Early Numeracy - Quantity Discrimination
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence partially convincing evidence or convincing indirect evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Curriculum Based Measure-
ment in Reading (CBM-R)
Letter Sound Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Maze Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Passage Reading Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Word Identification Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Initial Sound Fluency
 convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted convincing direct evidence convincing direct evidence unconvincing evidence unconvincing evidence No no evidence submitted
Nonsense Word Fluency
 convincing direct evidence no evidence submitted convincing direct evidence unconvincing evidence convincing direct evidence convincing direct evidence unconvincing evidence unconvincing evidence No no evidence submitted
Oral Reading Fluency
 convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence No convincing direct evidence
Phonemic Segmentation Fluency
 convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence No no evidence submitted
Word Use Fluency
 convincing direct evidence no evidence submitted unconvincing evidence no evidence submitted convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence No no evidence submitted
Monitoring Basic Skills Progress (MBSP)
Basic Math Computation
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Basic Math Concepts
/Applications
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
mClass Math
Computation
 convincing direct evidence unconvincing evidence convincing direct evidence unconvincing evidence no evidence submitted no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Concepts
 convincing direct evidence unconvincing evidence convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Oral Counting
 convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted no evidence submitted no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Missing Number
 convincing direct evidence unconvincing evidence convincing direct evidence unconvincing evidence partially convincing evidence or convincing indirect evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Next Number
 convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted partially convincing evidence or convincing indirect evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Number Facts
 convincing direct evidence unconvincing evidence convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Number Identification
 convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Quantity Discrimination
 convincing direct evidence unconvincing evidence convincing direct evidence unconvincing evidence convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted No no evidence submitted
Scholastic
Reading Inventory
 convincing direct evidence no evidence submitted convincing direct evidence no evidence submitted convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
STAR
Early Literacy
 convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Math
 convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No convincing direct evidence
Reading
 convincing direct evidence convincing direct evidence convincing direct evidence unconvincing evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No convincing direct evidence
STEEP
Oral Reading Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Yearly ProgressPro
Math
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Reading Language Arts
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted
Reading Maze Fluency
 convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence convincing direct evidence No no evidence submitted