Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

DRAFT Progress Monitoring Decision Rules A student’s rate and level of progress is represented by a trend line, which is a line that is drawn through the data points representing the student’s performance over time. Rate of progress refers to how long it takes the student to reach the goal line. Teams can evaluate the rate of progress by reviewing student trend lines. The level of progress is thus refected as either an increasing, stable, or decreasing trend line. A general recommendation is to generate at least three to fve data points following the initiation of an intervention before considering a decision about whether or not a student is making adequate progress or an adjustment in intervention is needed. Every time student data are reviewed, an interpretation about the student’s response to intervention (positive, questionable, or poor) and a decision about what will occur next needs to be made. Decision options include continuing the intervention, intensifying the intervention, modifying the intervention, fading the intervention, or returning to the problem solving phase to gather additional data. In each of these scenarios, decisions about next steps are based on student data. Problem Solving Around Progress Monitoring Data Progress monitoring by itself does not change student outcomes; however, progress monitoring allows for data-based decision-making regarding adjustments in instruction and/or interventions to achieve better outcomes for each student. In order for data-based decision-making to occur in a systematic way, PLC teams need to have ready access to current student data and establish a regular schedule for reviewing student progress data. Regular review of progress monitoring data is essential for examining the effectiveness of Tier 2 interventions within an MTSS model and for adjusting instruction, as needed, based on student growth. An important component of effective problem solving involves establishing whether planned interventions were implemented with fdelity in order to accurately draw conclusions about intervention effectiveness. It is strongly recommended that a standard progress monitoring procedure be established in each school that specifes: ● who is responsible for progress monitoring which students, ● who ensures fdelity of progress monitoring probes, ● who is responsible for progress monitoring data entry, ● how frequently data entry occurs (ideally immediately, at a minimum, weekly), ● who ensures that data entry is occurring regularly, ● who is responsible for reviewing progress monitoring data to make decisions about potential instructional adjustments, and ● how frequently progress monitoring data are reviewed in order to ensure that instructional decision making is timely.

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