Progress Monitoring *What Does Special Ed Want?

Melinda Deckman
Barbara Hargrove
August 21, 2013
This is an approach used to increase the
opportunity for all students to meet academic
achievement standards through early
identification of students whose academic
and/or behavioral needs place them at risk.
RTI ensures that resources and interventions
are appropriately targeted to serve all
struggling learners as early as possible
through high–quality instruction.
Data-based decision making: Critical educational decisions
should be based on assessment results. Data should be carefully
analyzed to determine why academic or behavioral problems
Universal screening: Universal screenings are assessments
administered to all students to determine as early as possible
which students are at risk of not meeting academic or behavioral
Progress monitoring: Progress monitoring is a scientifically
research-based practice that shows data about student growth
over time. Progress monitoring should be used to determine the
effectiveness of instruction and/or interventions.
Fidelity of implementation: Fidelity of implementation is the
delivery of instruction in the way in which it was designed to be
delivered. Fidelity must also address the integrity with which
screening and progress monitoring procedures are completed.
Is providing high-quality core instruction and
behavioral supports by highly-qualified
Analyzing student data and make
Providing whole or small group differentiated
Implementing scientifically research-based
interventions and monitor progress regularly.
SIT plans are not required at the Tier 1 level.
Supports 80-90% of all students
Provides small group targeted skill instruction that
supplements and reinforces high-quality core
instruction and/or behavioral expectations.
Provides small group interventions in 6/12 wk
Documents intervention and monitor progress.
Supports 5-15% of all students.
Interventions ranging from 6 to 12 weeks; minimal
90 minutes per week.
Paper documentation should include graphs,
charts, tutoring times, etc.
Teachers will be trained on setting up Tier 2
Interventions in Skyward.
Provides intense, individualized
interventions in addition to core instruction
delivered by highly trained staff. The
intervention targets skill deficits.
Provides intense, individualized intervention
in 6/12 week cycles.
Document interventions and monitor
progress in SIT.
150 minutes per week in addition to core
instruction weekly.
Supports 1-5% of all students.
This should be done as the last resort.
SIT committee (Campus Based Intervention
Team) with Assessment Personnel (LSSP or
Diagnostician or Speech Therapist) and
parent meet to discuss data and plan.
There has to be data based on the deficits
showing lack of progress even though RTI
has been done with fidelty. This Tier 2 and 3
data should reflect at least 6-12 weeks of
tutoring with graphs and charts supporting
your case.
Please note that these reports are not
progress monitoring information. This is
data to show their could be a need or
improvement is happening.
-TPRI and TEMI and Tejas LEE
-District CBAs, Benchmarks, Fluency Tests
-CSCOPE Unit Assessments; Six Week Grades
-DRA and EDL
-Rubrics for Writing
What Questions
should I ask?
-After reviewing math and reading data, select an
area of deficit.
-Student should be working on Waterford daily and
should be receiving small group intervention from a
staff member – total of minimum 30 minutes each
day for 5 days a week. Small group intervention
progress should be charted with time noted and
data points/journaling (once a week) while
Waterford will produce a report.
Waterford Report
Page 1
Page 2
 is a great website for
weekly progress monitoring –covers K-5. It is
free and will produce charts when student
does weekly tests. is a great
website for weekly progress monitoring. It is
free and has all types of items that you can
use for weekly checkups. There is a special
area that covers K-2 TEMI areas (3 of the 4). is a free reading
progress monitoring system.
One way to document
STAR Early Literacy Reading Program
Renaissance Math
Teachers will be trained on these programs in
the fall.
Istation—TISD Universal Screening for Reading
a. How did student perform on overall reading
compared to other students his age? (normative
b.How did he perform on overall reading compared to
other students in his class?
c. How did he perform on overall reading compared to
other students in his grade level?
d.If it is a valid concern, is their supporting evidenceState assessment results, STAR testing, DRA, TPRI.
Do not rely on district CBAs and Benchmarks as they
are not standardized.
Is he 2 or more years behind in Overall
Reading or Text Fluency? If not, has he been
retained? Look at Student Summary
Is he making significant progress? Look at
Trend Line.
What is his area of strength and weakness?
What area will you target for intervention?
Teachers should use Priority Report to plan
instruction. Expectation if that 100% of
alerts are acknowledged in 10 days or less.
Is he receiving computerized instruction on
the Istation software for 90 minutes per
week? (remember needs 150 minutes a
week on TIER 3, so small group
interventions with separate reporting
should occur.) Most administrators like to
see human intervention and not only
computer time.
k. If not using Istation lessons to deliver
instruction, be sure interventions are
consistent with target area.
l. Is progressing monitoring using ISIP
occurring on a weekly basis? If not, is there
another method of weekly progress
monitoring established?
Istation Report
Page 1
Istation Report
Page 2
Student Diagnostic Report- key information
to help work with student one-on-one
Student Reading Report –tracks student
progress from segment to segment.
Student Progress Report –graphs results
Student Action Report – tracks history,
provides reading ranges, and offers teaching
Student Quiz Success Report
Overview Report
◦ Identify student who are meeting suggested usage
benchmarks as well as classroom goals.
 Students should be completing 2-3 lessons per week
 Students should be working towards passing a
minimum of 70% of attempted lessons.
 Students should be working towards passing 100% of
Target Lessons.
◦ Identify students who may need additional support.
Students need to be using Learning Coach and Live
Help appropriately. If failing lessons and not
accessing Coach and Help, they may need guidance.
For students with repeated office referrals, a
first referral that is of significant concern or
absences, behavioral RTI may need to be
Assistant principal and School Counselor will
be contact persons.
Low incidence disabilities – significant signs of autism,
deaf, blind, auditory impaired (depends on degree of
hearing loss), medically fragile or significant medical
concerns that interfere with educational progress will
not follow RTI process.
Parent request – if parent requests a referral, request
must be considered by student intervention team. If
campus data does not support need for referral (i.e,.
Tiered interventions have not been delivered or student
is responding to interventions), campus must issue a
written statement informing parents that referral will
not be initiated. See RTI manual for form.
Your campus instructional coach (IC) is your go
to person. She can help you set up programs
and can help you with reports.
Your diagnostician or LSSP –if you are not sure
that you are on the right track ASK the person to
look at your data collection up to this point. No
need going through motions and then risk being
turned down.
Remember that “FIDELITY” is so important—if
Johnny is suppose to be on Waterford daily he
better be; if progress monitoring and tutoring
charts are noted, they better exist or you are
wasting your time and possibly hindering your
student from getting extra help.

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