Progress Monitoring

The focus for progress monitoring in year 1 is to complete a cycle of instruction for students which includes progress monitoring. Information gained from this instructional cycle helps teachers answer the question, “Is the student making enough progress as a result of instruction or intervention to achieve his or her goal?"

This information should be used to group students and determine whether or not they should continue with the same goals or move to another goal.

Purpose of Progress Monitoring

The purpose of progress monitoring is to inform and adjust instruction based on student data and need. Progress monitoring ensures that provided instruction is effective and appropriate. Progress monitoring is necessary and must be provided to all students in order for them to have direction in achieving high expectations. Frequency of progress monitoring is one variable based on student needs and risk classification. Refer to the next section for more information on frequency of monitoring. Progress monitoring needs to be aligned with intended outcomes and interventions, as well as assessing instructional efficacy. Therefore, progress monitoring must assess skills that are identified through diagnostic assessments or problem-identification procedures, and align with instruction provided in core and/or intervention.

How often should students be progress monitored?

The purpose for continuous and frequent progress monitoring is to provide multiple data points to inform instruction and the effectiveness of interventions. Given the variety of supports that may be in place for each student, best practice recommendations are provided for students in each instructional tier.

  • Students only receiving Tier 1/Core Instruction: Students should be monitored 3-4 times per year. Best practice recommends using at least two of the following assessments, but not limited to: universal screeners, interim assessments, summative unit assessments, and common formative assessments.
  • Students receiving Tier 2 Intervention: Students should be monitored bi-weekly to monthly. Best practice recommends that Tier 2 students are monitored bi-weekly. Progress monitoring data may include, but is not limited to, common formative assessments (i.e., curriculum-based measurements, behavior time sampling observations, skill-based assessments). Progress should be monitored for a minimum of six weeks, although longer monitoring is recommended to increase accuracy in evaluating response to instruction.
  • Students receiving Tier 2 Intervention: Students should be monitored no less than weekly. Best practice recommends that students are monitored for six to eight weeks using an intensive and research based intervention.

 

PK-12 Math Assessment and Intervention Matrix