Data Collection

Progress Monitoring

• • According to NCDPI, Progress Monitoring: Quantifying Instructional Response, NC Policies Governing Services for Children with Disabilities, defines progress monitoring as “an evidence-based practice used to assess students’ academic and/or behavioral performance and evaluate the effectiveness of instruction and/or specific interventions. 

  • Progress monitoring can be implemented with individual students, groups of students, or an entire class. Central to the practice is data-based documentation of repeated assessments that produce quantitative results that are charted over time to document rates of improvement. The measures should be brief, reliable, valid, sensitive, linked to the area of intervention/instruction, and measure the same construct/skill over time (NC 1500-2.14[b][14]).”  

  • To progress monitor a student or students receiving intervention, multiple measures are essential for making sound decisions of instructional response. Determinations of progress should never be based on a single measure or on rigid cut points. 

  • Measures used to evaluate student response to instruction and intervention may include:

    • Curriculum Based Measures

    • Computer Adaptive Testing

    • Intervention-Embedded Assessments

    • Informal Assessments

    • Anecdotal data. 

All of these together provide a complete picture of a student’s progress with intervention and instruction (NCDPI MTSS Implementation Guide). 

Tracking & Analyzing Data

• • Metro staff have been instrumental in developing and using multiple data collection tools to report scholar’s progress for grading purposes and generating quarterly progress reports in ECATS. 

  • Teachers a responsible for recording progress-monitoring data in Able Space. Teacher Assistants may assist with the data collection. 

  • Data is tracked in ECATS for the following:

    • Attendance

    • Behavior

    • Academics

  • Each grade level PLC (Collaborative Team) will continue to use the data collection tools shown below, upload scholar’s data into their PLC team data folders, and discuss/analyze data to improve teaching and learning (also found on Metro School’s Document Directory, under the Instructional Focus section, housed in the 8454-Staff-Metro shared drive must be logged into your CMS Google account to access). 

Resources

• Please, make a copy of these before using the following resources, then “edit” for use:   

  • • Unpacking the Standards Chart (used to create lesson plans and instructional activities)

• Google form example with Prompting Hierarchy  (used for instructional activities)

• Copy of Prompt Descriptions (full physical to independent)

• Copy of Prompt Point System (full physical to independent)

• Sample blank IEP Data Sheet (“short” method to record data)

• Pre/Post Test template (created for each academic content unit)

• SEL lesson template - Yes/No responses (Google doc to collect each scholar’s responses)

• SEL lesson template - PECS responses (Google doc to collect each scholar’s responses)