Implementing & Using Progress Monitoring Assessments

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  • 0:03 Monitoring Student Progress
  • 0:27 Baseline
  • 1:23 Weekly or Monthly Monitoring
  • 2:06 Adjust Instruction
  • 3:29 Lesson Summary
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Lesson Transcript
Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

In this lesson, we'll learn about progress monitoring and explore some of the ways that educators can use progress monitoring in the classroom to improve student achievement.

Monitoring Student Progress

What is progress monitoring? Progress monitoring is frequent assessment that is provided for students who have been identified as needing intervention. As interventions are administered, progress monitoring informs teachers of the effectiveness of the selected intervention for improving individual student outcomes. Let's examine the implementation and use of progress assessments in the classroom.


How do I know if a student needs intervention? Identifying students for intervention begins with a universal screener. Universal screeners are assessments that are given to all students in the Fall, Winter, and Spring to identify those who are not meeting standards. If a student is unable to meet expectations according to universal screening data, interventions are selected for the student that target improvement in challenging areas.

For example, if Colton's oral reading fluency scores are low on the universal screener, he may be assigned to work in an intervention group that focuses on repeated reading and partner reading as those are research-based approaches to improving fluency. On the other hand, Lilian's universal screening scores indicate that she has strong fluency but poor comprehension. Lilian is assigned to an intervention group that practices QAR (Question Answer Response) to improve her reading comprehension skills.

Weekly or Monthly Monitoring

How do we know we picked the right intervention? For as long as students are receiving intervention, they should be receiving regular assessments according to a schedule. The schedule may be weekly, biweekly, or monthly. These assessments are intended to measure the student's growth in the identified area of challenge according to the baseline that was identified during the universal screener. As long as the student is making growth, the teacher concludes that the intervention is working, even if the student is still below grade-level expectations. If the student is not showing growth, that is an indicator that the intervention is not working. Students will need a minimum of three data points using a progress monitoring tool before conclusions may be drawn.

Adjust Instruction

What should we do if students are making progress? If the progress monitoring tool indicates that students are making progress, then you know the student is receiving the right intervention. In this case, the student should continue to receive the identified intervention until that student reaches grade-level expectations.

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