Small Group Manual 2019-2020

Progress Monitoring Progress monitoring involves frequent measurement of student performance for the purposes of: (1) measuring student growth toward a targeted objective, (2) making decisions about intervention effectiveness, and (3) determining how and when to continue, adapt, or discontinue intervention. Progress monitoring has been demonstrated to have a high effect size on student achievement, particularly when data are graphed, shared with students, and decision rules are used to determine when an intervention is working or when interventions need to be intensified.

Students currently performing below or well- below benchmark on curriculum-based measures (e.g., Acadience Reading) should be regularly progress monitored. Students well-below benchmark should be progress monitored at least bi-weekly and students below benchmark should be progress monitored at a minimum of monthly. To best inform problem solving and accurate decision making, progress monitoring data need to be shared with all teachers responsible for a student’s learning, the student, and the members of the IPLC team on a regular basis.

Data and Problem Solving 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, teams need to have ready access to current student data and establish a regular schedule for reviewing student progress data. AcadienceLearning.net is the District platform for all Acadience Reading assessment data, including progress monitoring data. Student performance data that are entered into AcadienceLearning.net are automatically graphed. Graphing data makes skill improvement visible to students, teachers, and problem solving teams. 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 fidelity in order to accurately draw conclusions about intervention effectiveness. It is strongly recommended that a standard procedure be established in each school that specifies: § who is responsible for progress monitoring data entry,

§ how frequently data entry occurs (at a minimum, weekly), and § who is responsible for ensuring that data entry is occurring regularly.

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2019.08.20

©Canyons School District

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