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Currently, the wiki is under development.

Welcome to the Chatham County Schools Progress Monitoring Wiki. 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.

=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

__Adaptive Skills__

 * **Area** || **Resource** || **Publisher** ||
 * Drinking || Progress Monitoring Chart || University of Washington [[file:Drinking(2).doc.dot]] ||
 * Hand washing || Progress Monitoring Chart || University of Washington[[file:Hand_Washing(2).doc.dot]] ||
 * Pouring || Progress Monitoring Chart || University of Washington[[file:Pouring-1.doc.dot]] ||
 * Putting on Coat || Progress Monitoring Chart || University of Washington[[file:Putting_on_Coat-1.doc.dot]] ||
 * Removing Coat || Progress Monitoring Chart || University of Washington[[file:Removing Coat-2.doc.dot]] ||
 * Snack || Progress Monitoring Chart || University of Washington[[file:Snack-1.doc.dot]] ||
 * Toileting Routine || Progress Monitoring Chart || University of Washington[[file:Toileting_Routine-1.doc.dot]] ||
 * Utensil Uses || Progress Monitoring Chart || University of Washington[[file:Utensil_Use-2.doc.dot]] ||
 * Weekly Potty Training Record || Progress Monitoring Chart || University of Washington[[file:Weekly_Potty_Training_Record-4.doc.dot]] ||

__Cognition (Pre-Academic)__

 * **Area** || **Resource** || **Publisher** ||
 * Alphabet || Progress Monitoring Chart || University of Washington[[file:Alphabet-2.doc.dot]] ||
 * Body Parts || Progress Monitoring Chart || University of Washington[[file:Body_Parts-1.doc.dot]] ||
 * Colors || Progress Monitoring Chart || University of Washington[[file:Colors-1.doc.dot]] ||
 * Multitasking || Progress Monitoring Chart || University of Washington[[file:Completing_MultiStep_Task-1.doc.dot]] ||
 * Concepts 1 || Progress Monitoring Chart || University of Washington[[file:Concepts-1-1.doc.dot]] ||
 * Concepts 2 || Progress Monitoring Chart || University of Washington[[file:Concepts-2-1.doc.dot]] ||
 * Counting 1-10 || Progress Monitoring Chart || University of Washington[[file:Counting_1-10-1.doc.dot]] ||
 * Lowercase Letters || Progress Monitoring Chart || University of Washington[[file:Lowercase_Letters-1.doc.dot]] ||
 * Matching || Progress Monitoring Chart || University of Washington[[file:Matching-1.doc.dot]] ||
 * Phonetic Sounds || Progress Monitoring Chart || University of Washington[[file:Phonetic_Sounds-1.doc.dot]] ||
 * Specific Directions || Progress Monitoring Chart || University of Washington[[file:Specific_Directions-1.doc.dot]] ||
 * Uppercase Letters || Progress Monitoring Chart || University of Washington[[file:Uppercase_Letters-1.doc.dot]] ||

__**Communication**__

 * **Area** || **Resource** || **Publisher** ||
 * Responding to Name || Progress Monitoring Chart || University of Washington[[file:Respond_to_Name-1.doc.dot]] ||
 * Directive Commands || Progress Monitoring Chart || University of Washington[[file:Directive_Commands-1.doc.dot]] ||

__**Motor**__

 * **Area** || **Resource** || **Publisher** ||
 * Copying || Progress Monitoring Chart || University of Washington[[file:Copying-1.doc.dot]] ||
 * General Motor Imitation || Progress Monitoring Chart || University of Washington[[file:General_Motor_Imitation.doc.dot]] ||
 * Scribbling || Progress Monitoring Chart || University of Washington[[file:Scribbling-1.doc.dot]] ||
 * Trace-Copy-Cut || Progress Monitoring Chart || University of Washington[[file:Trace-Copy-Cut-1.doc.dot]] ||
 * Using Scissors || Progress Monitoring Chart || University of Washington[[file:Using_Scissors-1.doc.dot]] ||

= =


 * CBM Probes and Progress Monitoring Reference Sheet **

NOTE: **If you need to progress monitor in an area not mentioned below, please consult with your School Psychologist for further assistance.**

=__**Early Literacy**__= =__**Reading**__= Comprehension ||
 * Literacy ||  ||   ||
 * CBM || Location || Area(s) Assessed ||
 * Letter Naming Fluency || AIMSweb, DIBELS, EasyCBM, Intervention Central || Risk indicator for reading ||
 * Letter Sound Fluency || AIMSweb, DIBELS, EasyCBM, Intervention Central || Phonological Awareness ||
 * Letter Naming Fluency || AIMSweb, DIBELS, EasyCBM, Intervention Central || Phonological Awareness ||
 * Initial Sounds Fluency || DIBELS || Phonological Awareness ||
 * Phoneme Segmentation Fluency || AIMSweb, DIBELS, EasyCBM || Phonological Awareness ||
 * Nonsense Word Fluency || AIMSweb, DIBELS, EasyCBM || Phonics and Decoding ||
 * Picture Naming* || Get it, Got it, Go! || Expressive Language ||
 * Alliteration* || Get it, Got it, Go! || Beginning Sounds Fluency ||
 * Rhyming* || Get it, Got it, Go! || Rhyme Schemes ||
 * Normed for Early Intervention (age 3-5) populations
 * Reading ||  ||   ||
 * CBM || Location || Area(s) Assessed ||
 * Word Identification Fluency || Intervention Central, EasyCBM || Decoding, fluency ||
 * Oral Reading Fluency || AIMSweb, DIBELS, EasyCBM, Intervention Central || Phonics, Vocabulary, Fluency,
 * MAZE || AIMSweb, Intervention Central || Comprehension ||
 * Multiple Choice || EasyCBM || Comprehension ||

=__**Early Numeracy**__=
 * Early Numeracy ||  ||   ||
 * CBM || Location || Area(s) Assessed ||
 * Oral Counting || AIMSweb || Conceptual Knowledge/ Number Sense ||
 * Number Identification || AIMSweb, Numberfly (Intervention Central) || Conceptual Knowledge/ Number Sense ||
 * Quantity Discrimination || AIMSweb, Numberfly (Intervention Central) || Conceptual Knowledge/ Number Sense ||
 * Missing Number || AIMSweb, Numberfly (Intervention Central) || Conceptual Knowledge/ Number Sense ||

=__Mathematics__= addition and subtraction with and without regrouping, multiplication, division, etc) ||= AIMSweb, Intervention Central ||= Arithmetic Skill/ Fluency || Reasoning Ability || Reasoning Ability ||
 * MATH ||  ||   ||
 * CBM || Location || Area(s) Assessed ||
 * = Computation (Mixed skills or function specific:
 * Advanced Computation (Fractions, Percentages, Rounding, Averages, Exponents, Factorials) || Intervention Central || Arithmetic Skill/ Fluency ||
 * Numbers and Operations
 * K- 6** || EasyCBM || Conceptual Knowledge & Arithmetic Skill/ Fluency ||
 * Geometry **K- 3** || EasyCBM || Conceptual Knowledge & Arithmetic Skill/ Fluency ||
 * Measurement **K and 4th** || EasyCBM || Reasoning Ability ||
 * Number Operations and Algebra **1st – 5th and 7th** || EasyCBM || Problem- Solving ||
 * Geometry Measurement and Algebra **5th and 7th** || EasyCBM || Problem Solving, Arithmetic Skill, Conceptual Knowledge, and Reasoning Ability ||
 * Math Algebra **6th and 8th** || EasyCBM || Arithmetic Skill ||
 * Number Operations and Ratios **6th** || EasyCBM || Problem- Solving ||
 * Number Operations Algebra and Geometry **7th** || EasyCBM || Problem- Solving
 * Geometry and Measurement **8th** || EasyCBM || Problem Solving
 * Data Analysis Number Operations and Algebra || EasyCBM || Problem Solving, Arithmetic Skill, Conceptual Knowledge, and Reasoning Ability ||
 * Variety problems (MCAP) || Intervention Central || Problem Solving, Arithmetic Skill, Conceptual Knowledge, Reasoning Ability, Computation Skills ||

=__**Written Language**__= (Emphasis on Correct Writing Sequences) || Intervention Central AIMSweb (must use Qualitative Checklist as well) || Organization, Expressive Language ||
 * Writing ||  ||   ||
 * CBM || Location || Area(s) Assessed ||
 * Spelling || AIMSweb || Spelling ||
 * Total Words Written || AIMSweb, Intervention Central || Graphomotor ||
 * Total Words Written
 * Total Words Written Qualitative Features Checklist || AIMSweb || Ideation ||

=__**Behavior**__= BASC- II Progress Monitor* || Behavior Contracts, Daily Report Cards, Reinforcement Schedules, Response- Cost Strategies, etc. ||
 * Other Areas ||= ====== ====== ||  ||
 * CBM ||= Location || Progress Monitoring Areas ||
 * Behavior ||= Intervention Central
 * = Behavior ||= ====== Evidence Based Interventions ====== ||  ||
 * BASC- II Progress Monitor:** Licensed product; please see your School Psychologist for additional assistance.