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This guide provides an overview of some of the tools and techniques you can consider using to evaluate the impact that your work is having and suggests when they might be appropriate to use. Where available, links to more detailed “how to” guides or templates are included. • Before thinking about what tools or techniques you want to use ...
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Progress monitoring is the standardized process of evaluating progress toward a performance target, based on rates of improvement from frequent (usually weekly or biweekly) assessment of a specific skill.
Progress Monitoring Plan and Approaches. This resource includes guidance on progress monitoring as well as a sample plan. Common Approaches to Progress Monitoring & Collecting Data. Determine Data: Start by determining what data you need to collect to measure progress to your goals. Below are sample data points that early implementers tracked:
Progress monitoring allows instructors to evaluate the effectiveness of instruction and to judge student progress toward important goals based on data rather than hunches or intuition.
Students learn more when teachers implement progress monitoring (Safer & Fleischman, 2005). By monitoring students’ progress, teachers can make instructional changes to improve the academic growth of all students, including those who are struggling with reading (Fuchs & Fuchs, 2007).
What are the Benefits of Progress Monitoring? • accelerated learning because students are receiving more appropriate instruction • more informed instructional decisions • documentation of student progress for accountability purposes • more efficient communication with families and other professionals about students’ progress
People also ask
What is progress monitoring?
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Why do teachers use systematic progress monitoring?
Do progress monitoring measures match the student's learning goal?
What causes a progress monitoring measure?
Progress monitoring is when teachers assess students’ academic performance on a regular basis (weekly or monthly) for two purposes: to determine whether children are profiting appropriately from the typical instructional program and to build more effective programs for the children who benefit inadequately from typical instruction.
