Progress+Monitoring

Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of the curriculum. For students who are not responsive to classroom instruction, alternative interventions can be provided and again the students' response to that instruction can be monitored. Progress monitoring is a valid and efficient tool for gauging the effectiveness of instruction, determining whether instructional modifications are necessary, and providing important information for educational decisions.

The following guidelines are to be used for progressing monitoring:
 * Tier I** - Once a Month
 * Tier II** - Once Every Two Weeks
 * Tier III** - Two to Three Times a Week


 * For more information, view the following PowerPoints & PDF documents:**

Manual (From Intervention Central.org) includes: Appendix, which includes:
 * **Topic** || **PowerPoint** || **PDF**
 * Document** ||
 * Progress Monitoring || [[file:Progress Monitoring.ppt]] || [[file:Progress Monitoring.pdf]] ||
 * Measuring Behavior || [[file:Measuring Behavior.ppt]] || N/A ||
 * Curriculum-Based Measurements (CBMs) || [[file:CBM.ppt]] || [[file:cbaManual.pdf]]
 * Overview of Curriculum-based Measurement
 * Administration & Scoring of CBM Probes
 * Charting & Interpreting CBM Data
 * Research, Classroom & School-wide CBM Norms
 * Advanced Applications of CBM
 * Random-number table
 * CBM fluency charts based on research norms
 * Progress-monitoring charts for CBM
 * List of computational goals
 * Record form for CBM reading fluency ||
 * ABCs of CBM: Summary of a Practical Guide to Curriculum-Based Measurement || [[file:ABCs of CBMs.ppt]] || N/A ||
 * CBM Assessment Areas || N/A || [[file:CBM Assessment Areas.pdf]] ||
 * AIMSweb || N/A || http://chathamcountyaimsweb.wikispaces.com/Home ||
 * easyCBM || N/A || [|easyCBM.com] ||
 * DIBELS || N/A || [] ||
 * Alternative Progress Monitoring Sheet ||  || [[file:Part III Progress Monitoring.pdf]] ||

=Decision Rules=

__Positive Response to Intervention:__ Significant improvement is evidenced by a change in the slope of the progress line that indicates the student is making adequate progress toward the benchmark within acceptable time limits. The gap is closing at an acceptable rate.
 * Continue intervention with current goal
 * Continue intervention with goal increased
 * Fade intervention to determine if student(s) have acquired functional independence

__Questionable Response to Intervention:__ Improvement is evidenced by a positive change in the slope of the progress line. However, the rate at which this progress is being made is determined to be too slow OR the improvement indicates that the student's rate of progress is equal to that of peers but that the gap is not narrowing.
 * Was intervention implemented as intended?
 * If no- employ strategies to increase implementation integrity
 * If yes - Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

__Poor Response to Intervention:__ This condition exists anytime that the gap continues to widen.
 * Was intervention implemented as intended?
 * If no- employ strategies to increase implementation integrity
 * If yes -
 * Is intervention aligned with the verified hypothesis? (Intervention Design)
 * Are there other hypotheses to consider? (Problem Analysis)
 * Was the problem identified correctly? (Problem Identification)

If the response is questionable or poor, the following steps should be taken:
 * 1) Evaluate whether the intervention is being implemented as designed and for an appropriate amount of time. If not, adjustments should be made to ensure intervention integrity and sufficiency.
 * 2) Consider whether the intensity of an intervention needs to be increased by:
 * 3) Reducing the size of the group
 * 4) Increasing the amount of time/frequency that the intervention is delivered
 * 5) Narrowing the focus of the instruction

**Some resources (not a limited list) of things you can use to progress monitor at Tier I & II include:**
//**__Reading__**// & Comprehension || 3-Minute Reading Assessments || Short passages and step-by-step directions to assess reading performance in the areas of word recognition, fluency, & comprehension. Grades 1-4. || Scholastic || $$ || //Marking in Text// || Teacher Created Chart || Teacher created chart for progress monitoring a student's use of the AVID critical reading strategy marking in text in order to improve reading comprehension. The rubric also assists with writing a goal. || || Free || //**__Math__**// Intervention Central provides several probes that can be used for progress monitoring. Click on CBM Warehouse. The following probes are provided: Missing Number Quantity Discrimination Number Identification Computation: Addition, Subtraction, Multiplication, Division, Mixed Computation Skills Advanced Computation: Fractions, Percentages, Rounding, Averages, Exponents, Factorials || Website || Free ||
 * **Area** || **Resource** || **Description** || **Publisher/**
 * Company** || **Cost** ||
 * Word Recognition, Fluency,
 * Word Recognition, Fluency, & Comprehension || 3-Minute Reading Assessments || Short passages and step-by-step directions to asses reading performance in the areas of word recognition, fluency, & comprehension. Grades 5-8. || Scholastic || $$ ||
 * Sight Word Identification || Teacher Created Rubric || Teacher created rubric for progress monitoring sight word identification. The rubric also assists with writing a goal. || [[file:Wordlist Identification.pdf]] || Free ||
 * Reading Comprehension/
 * Reading/Running Record || Teacher Created Chart || Teacher created chart for keeping up with the progress monitoring data of a running record. || [[file:Running Record.pdf]] || Free ||
 * **Area** || **Resource** || **Description** || **Publisher/**
 * Company** || **Cost** ||
 * Number Sense and Computation || Intervention Central || [|www.interventioncentral.org]

//**__Writing__**// || Free ||
 * **Area** || **Resource** || **Description** || **Publisher/**
 * Company** || **Cost** ||
 * 1st & 2nd Grade Essential Skills || Teacher Created Rubric || Teacher created rubric for progress monitoring the following five 1st & 2nd grade essential skills: uses upper/lower case letters correctly, spells high frequency words correctly, temporary spelling can be read by others, applies correct usage of punctuation marks, and edits writing with help. The rubric also assists with writing a goal. || Christa Morgan, teacher at Silk Hope Elementary

//**__Behavior__**// Completion || Teacher Created || Teacher created chart for progress monitoring a student's percentage of assignment completion. The rubric also assists with writing a goal. || || Free || || Free || || Free || || Free || __Open in Excel__ || Free || __Open in Excel__ || Free || __Open in Excel__ || Free ||
 * **Area** || **Resource** || **Description** || **Publisher/**
 * Company** || **Cost** ||
 * Assignment
 * Behavioral Scatterplot || School Psychologist Created || This form can be used to collect data that may be used to help locate clusters of behavioral incidents suggesting meaningful patterns || James McDougal/oswego.edu
 * Teacher Behavioral Log || School Psychologist Created || A form for use in the classroom that allows for the description of the nature, duration, and frequency of incidents || James McDougal/oswego.edu
 * Daily Behavior Report Card || School Psychologist Created || FThis daily report card may be used to ease communication with parents and caregivers, and indicates how positive a child's behavior was in the classroom in a given day. || James McDougal/oswego.edu
 * Daily Behavior Report Card Graphing Template || School Pschologist Created || This template can be used to chart behaviors (up to 3) for up to 6 weeks. The behaviors in the current template consist of completion of assigned work, complied with adult request, and interacted appropriately with peers. The behaviors can be modified to fit the individual needs of the student being monitored. || James McCougal/oswego.edu
 * Time on Task Template || School Psychologist Created || This template is used to chart percentage of time on task observations for a target student and a peer across time. This graph could be used similarly for observations consisting of percentage of time in seat/percentage of time participating in class discussion, etc. || James McCougal/oswego.edu
 * Frequency Template || School Psychologist Created || This template is designed to chart any monitoring information that is frequency-based. This might include and is not limited to the following: calling-out, bus referrals, etc. || James McDougal/oswego.edu