Progress Monitoring is an assessment practice administered on a regular basis for the purposes of (1) determining if students are benefiting from instruction, and (2) to develop effective programming for those students who are not responding adequately to high quality, evidence- based instruction. Resources in this section provide detailed informing regarding progress monitoring within an RtI process and organized by type of format: journal articles, powerpoint presentations, monographs, briefs, webinars.

Articles

Title Monitoring Student Progress in Individualized Education Programs Using Curriculum-Based Measurement
Author

Stecker, P.

Summary

Written for the National Center on Student Progress Monitoring, the author describes the critical features of CBM for reading and math and discusses how to use CBM to generate IEP goals. Sample goals for reading and math are included.

Links

Monitoring_Student_Progress_in_IEPs_Using_CBM.pdf

Title The Value of Progress Monitoring
Author

Luke, S., & Schwartz, A. (2007)

Summary

This article is an excerpt from an existing article entitled, Assessment and Accommodations (Luke, Stephen D., & Schwartz, Amanda, 2007). It stresses the importance of progress monitoring as a tool for educators to use for continual assessment of student academic achievement. Included is a success story that describes how progress monitoring was used to target a young boy’s academic needs.

Links

http://www.nichcy.org/Research/EvidenceForEducation/Pages/AccomodationsProgressMonitoring.aspx

Title Validated Forms of Progress Monitoring in Reading and Mathematics
Author

Fuchs, L. (2006)

Summary

Provides a discussion of Curriculum Based Measurement (CBM) as a form of progress monitoring. Present background information regarding CBM measures in reading and math.

Links

http://www.rtinetwork.org/essential/assessment/prrogress/validated-forms-progressmonitoring

Modules

Title Progress Monitoring: Student Group Content Module
Author

Deno, S., Lembke, E., & Reschly-Anderson, A. ( 2007).

Summary

Organized into fifteen sections, this module provides information regarding the steps involved in student progress monitoring in the area of reading using Curriculum Based Measurement (CBM). Explains the procedures involved in the administration of progress monitoring probes, how to graph and interpret the data for instructional decision making.

Links

Progress Monitoring Study Group Content Module.pdf

Title Using Data to Differentiate Instruction
Author

Doing What Works

Summary

A multimedia overview presented by Doing What Works explaining the importance of differentiated instruction within an RtI model.  Schools can use progress monitoring data to vary content focus, instructional time on task, and degree of scaffolding within all the tiers. Emphasis is placed in skill mastery and regrouping of students.

Links

http://dww.ed.gov/media/DDI/RIR/DI/Learn/flashoverview/index.htm

Online Training

Title Progress Monitoring in the Context of Responsiveness to Intervention
Author

Fuchs, L., Fuchs, D., Hintze, J., & Lembke, E.

Summary

Provides an introductory or overview of student progress monitoring and Curriculum-Based Measurement (CBM) and makes a distinction between CBM and other types of assessment. Presents multiple examples of CBM usage across academic areas and a process for monitoring student progress.

Links

http://www.centeroninstruction.org/files/plugin-UsingCBMRTI_powerpoint.pdf

Title Using CBM for Progress Monitoring in Math
Author

National Center on Student Progress Monitoring

Summary

Accessible on-line, this training module describes a 7-step process for monitoring student progress in math using CBM. Lists the types of math probes available per grade level and explains administration and scoring procedures. Described the process for graphing scores, establishing goals, and using data to make decisions about student performance or response to intervention.

Links

http://www.studentprogress.org/library/mathcbm_module/NCSPM Math Module final.htm

Title Using Curriculum-Based Measurement (CBM) for Student Progress Monitoring
Author

Dr. Rebecca Holland-Coviello for the National Center on Student Progress Monitoring

Summary

Defines the concept of progress monitoring and provides examples of progress monitoring using CBM data that is graphed and interpreted Progress monitoring is only one section of this 200 slide presentation.

Links

http://www.studentprogress.org/library/Webinars.asp#RTI

Power Point Presentations

Title Conducting an Assessment Audit Relative to Diagnostic/Informal Literacy Assessments
Author

Stahl, K. (2010)

Summary

Diagnostic assessments are tools that prescribe the specificities required for differentiated, tiered instruction in an RtI model. This presentation delivered at the 2010 NYS RtI TAC Summer Institute focuses on the development of a school assessment system which includes how to conduct a diagnostic assessment audit that surveys current assessment tools used in each literacy domain. 

Links

Stahl_diagnostic_assessment_small_copy.pdf

Title Differentiating Instruction
Author

IRA Commission on RtI:  Valencia, S., Connor, C., Laster, B. (2010)

Summary

A powerpoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence.  Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports  planning for differentiation.

Links

RTI_Webinar_4_Differentiating_Instruction.IRA.pdf

Title Ensuring Fidelity to Diagnostic/Informal Assessments
Author

Strong, L. (2010)

Summary

This presentation was presented during the 2010 NYS RtI TAC Summer Institute. This powerpoint provides a brief big picture of RtI and discusses diagnostic assessment which helps teachers plan instruction by providing in-depth information about students' skills and instructional needs.  Other topics presented include threats to reliability, how to achieve standardization and ways to monitor fidelity of implementation.

Links

Lori_Strongs_powwerpoint.pdf

Title Progress Monitoring in the Context of Responsiveness to Intervention
Author

Fuchs, L., Fuchs, D., Hintze, J., & Lembke, E.

Summary

Defines the concept of progress monitoring and provides examples of progress monitoring using CBM data that is graphed and interpreted Progress monitoring is only one section of this 200 slide presentation.

Links

http://www.centeroninstruction.org/files/plugin-UsingCBMRTI_powerpoint.pdf

Title RtI Assessment
Author

IRA RtI Commission Members: Wixson, K., Valencia, S., Connor, C. (2010)

Summary

Begins with an overview and guiding principles on RtI developed by the International Reading Association. Two key ideas of assessment within an RtI framework are presented as well as a discussion related to the different purposes (screening, progress monitoring, diagnostic) of assessment. The powerpoint provides examples of each type of assessment and the kinds of information obtained.

Links

RTI_Assessment_Webinar.IRA.pdf

Title RtI: Progress Monitoring
Author

Stecker, P. (2006)

Summary

Defines progress monitoring and provides examples of progress monitoring measures in the area of reading and math. Discuss progress monitoring details and issues within each tier.

Links

http://www.nrcld.org/about/presentations/2006/SteckerCEC2006RTI.pdf

Title The ABC’s of Progress Monitoring in Reading
Author

Hosp. M.

Summary

Provides background information regarding CBM as a form of progress monitoring and how it differs from traditional assessments. Provides procedures for graphing and interpreting CBM data in the area of reading and how to write goals and objectives for the IEP using CBM data.

Links

http://www.studentprogress.org/doc/webinars/ABCsProgressMonitoringinReading.pdf

Title The Role of Assessment within a RtI Framework: Focus on Screening and Progress Monitoring
Author

Hintze, J. (2010)

Summary

RtI involves the systematic and regular use of data to make decisions about a student’s relative risk status and response to instruction or intervention.  In this keynote presented at the 2010 NYS RtI TAC Summer Institute, Dr. Hintze discusses the purpose of universal screening and progress monitoring within a RtI model and their significance within a multi-tiered intervention model.

Links

NYS_RTI_TAC_Keynote_HINTZE.pdf

Title The Role of Diagnostic Assessment within a RtI Framework: The Key to Needs Identification and Perspective Teaching
Author

McKenna, M. (2010)

Summary

An invited presenter at the 2010 NYS RtI TAC Summer Institute, Dr. McKenna presents an approach to diagnostic assessment based on the Cognitive Model of Reading Assessment.  This approach involves the use of informal measures useful in planning instruction at Tiers 2 and 3.  The principal focus is placed on fluency, decoding, sight words, and phonological awareness. 

Links

M._McKenna_Keynote.pdf

Reports

Title Responsiveness to Intervention (RTI): How to Do It. Section 2: Progress Monitoring
Author

Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A.

Summary

Part of an RtI Manual published by the National Research Center on Learning Disabilities (NRCLD). Section 2 of this manual provides an overview of progress monitoring (PM) that includes its’ definition, function, and distinguishing features at Tier 1 and beyond. Examples of progress monitoring measures are included along with task list relative to progress monitoring procedures and a set of standards for determining high-quality progress monitoring.

Links

http://www.ldaofky.org/RTI/RTI Manual Section 2 - Process Monitoring.pdf

Title Review of Progress Monitoring Tools
Author

National Center on Student Progress Monitoring (2007)

Summary

Presented in chart form, this review provides information on the psychometric properties (validity and reliability) of some of the most commonly used progress monitoring instruments.

Links

http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm

Webinars

Title Using CBM to Progress Monitor English Language Learners
Author

Dr. Laura Sáenz for the National Center on Student Progress Monitoring (2008)

Summary

Discusses how to use CBM data obtained from screening and progress monitoring procedures to make instructional decision. Provides a series of data-based decision making rules and guided questions to assist RtI teams with instructional decisions.

Links

http://www.studentprogress.org/library/Webinars.asp#PMReading

Title Using Student Progress Monitoring in a Response to Intervention Model
Author

Hintze, J. (2007)

Summary

Discussed how to use CBM in reading and math in a three-tiered RtI model and how to determine if students are responding to high-quality teaching and/or interventions. Explained later in this webinar is how to use CBM’s and data-based decision-making to design interventions suitable for students.

Links

http://www.studentprogress.org/library/Webinars.asp#RTI

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