This brief offers some suggestions for teachers on how to use student progress monitoring in an integrated way in the classroom, so that monitoring does not seem like a series of isolated assessments unconnected to other parts of the learning experience.
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.
This brief provides an overview of student progress monitoring. It may be of particular use for parents in helping them gather key information from their child’s school.
This brief explains factors that you must consider before implementing student progress monitoring in your school. Three main issues are discussed, including: goal oriented issues, staff oriented issues, and administrative and logistical issues.
This 2007 brief studies an RTI model as a method of identifying children for special education services. The brief illustrates the role of progress monitoring within RTI through two student profiles.
This presentation discusses issues related to successfully implementing progress monitoring at the school or district level. It also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners (ELLs).
This collection of resources provides information about data-based decision making. Data analysis and decision making occur at all levels of RTI implementation and all levels of instruction. Teams use data to make decisions about instruction, movement within the multi-level prevention system, and disability identification (in accordance with state law).
This series of self-paced learning modules defines the essential components of RTI: screening, progress monitoring, the multi-level prevention system, and data-based decision making.
I’ve been collecting progress monitoring data, when do I know it’s time to make an intervention change?
Watch and listen as Dr. Erica Lembke addresses this question.
The Progress Monitoring Tools Chart is designed 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.