Progress Monitoring

Progress Monitoring FAQs For students with IEPs 

Who is responsible?

Based on high-quality present levels, the IEP team writes student specific annual goals related to the specific area of need to accurately reflect student performance and growth. The goals must indicate the evaluative criteria, evaluation procedures, and schedules to be used to measure progress toward meeting the annual goal. Goals should include the:

    ● Condition (e.g., materials, settings, etc.) with which the student will perform the task

    ● Clearly defined behavior, or what the student will do

    ● Criteria for mastery and schedule for evaluating mastery

It is then the responsibility of each service provider to enter data related to the goals they service and the case managers responsibility to generate the progress reports.

When to Progress Monitor?

The expectation is that progress monitoring of IEP goals will occur weekly as it should match what is happening in the RTI process. IEP Progress Reports should be generated and sent home every 4 ½ weeks on the same timetable as general education progress reports and report cards. 

What can Progress Monitoring help with?

• Consistent Progress Monitoring Helps Determine

  • • • Effectiveness of intervention

      •  Student rate of learning 

      •  Potential for meeting IEP goals (in a year, earlier, later)

      •  The student’s present level of performance

      •  This will guide future IEP goals.

      •  Need for additional intervention and/or supports

      •  Need for less intervention and/or supports

      •  Need for accommodations and/or modifications

      •  Which accommodation(s) and/or modifications are actually effective and needed?

Effective and Appropriate Skill Deficit Progress Monitoring informs data-based decision making

• Progress monitoring should occur for students with disabilities as frequently as for their non-disabled peers.

• Ongoing assessment of student learning provides continuous feedback on the effectiveness of instruction and intervention

•  Data indicate areas where a change in instruction and intervention may be required.

• Data points can be used to make decisions regarding instruction and intervention. Once several data points are collected, a pattern of response can be investigated.

Instructional Level Progress Monitoring:

• Instructional-level Progress Monitoring is used to monitor skill deficits identified in the student’s goals on their IEP.

•  Skill Deficit/Instructional Level PM:

  • • •  The focus is on the student’s progress towards meeting their IEP goals. 

      •  Weekly/Bi-weekly progress monitoring is the best practice

      •  Data is uploaded into TN PULSE for all students with an IEP goal 

      •  The student's progress report goes to parents every 4 ½ weeks

• Examples of Skill Deficit Data and Progress Monitoring Sources

  • • •  Observations

      •  Student self-monitoring checklist

      •  Written tests

      •  Behavior charting

      •  Work samples

      •  Summative assessments

      •  Formative assessments

      •  Curriculum Based Measures (CBMs)

      •  Academic achievement

      • Functional performance

      •  Social development

      • Physical development and management needs

 Grade level Progress Monitoring

• • • • Grade-level progress monitoring is used for re-evaluation and eligibility for students identified as having or is suspected of having, a Specific Learning Disability

      •  Progress monitoring processes that are focused, clearly defined, and completed will ensure meaningful educational programs for students with disabilities and ensure that students are correctly identified and receive appropriate support and intervention.

• SLD Eligibility & Re-evaluation Progress Monitoring

  • • •  Reevaluation progress monitoring is on grade level 

      •  FastBridge is what the district uses for reevaluation progress monitoring. 

      •  Monitoring is done weekly/bi-weekly to gauge the effectiveness of targeted deficit intervention(s)

It is important to remember that both skill deficit progress monitoring and grade level progress monitoring are equally important and need to take place with fidelity for our students with disabilities.