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:
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.
Consider whether the intensity of an intervention needs to be increased by:
Reducing the size of the group
Increasing the amount of time/frequency that the intervention is delivered
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.
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.
Poor Response to Intervention: This condition exists anytime that the gap continues to widen.
If the response is questionable or poor, the following steps should be taken:
Progress Monitoring Resources
Adaptive Skills
Cognition (Pre-Academic)
Communication
Motor
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
Early Numeracy
Mathematics
addition and subtraction with and without regrouping, multiplication, division, etc)
K- 6
Reasoning Ability
Reasoning Ability
Written Language
(Emphasis on Correct Writing Sequences)
AIMSweb (must use Qualitative Checklist as well)
Behavior
BASC- II Progress Monitor*
Evidence Based Interventions