Progress Monitoring
What is Progress Monitoring?
Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.
To implement progress monitoring, the student's current levels of performance is determined and goals are identified for learning that will take place over time. The student's academic performance is measured on a regular basis for example, weekly or monthly. Progress toward meeting student's goals are then measured by comparing expected and actual rates of academic performance. Based on these outcomes, teaching is adjusted as needed to meet student's individual learning needs.
To implement progress monitoring, the student's current levels of performance is determined and goals are identified for learning that will take place over time. The student's academic performance is measured on a regular basis for example, weekly or monthly. Progress toward meeting student's goals are then measured by comparing expected and actual rates of academic performance. Based on these outcomes, teaching is adjusted as needed to meet student's individual learning needs.
Resources and Tools
progress_monitoring_overview.ppt | |
File Size: | 858 kb |
File Type: | ppt |
progress_monitoring_rti_webinar.pdf | |
File Size: | 2716 kb |
File Type: |
rti_tier_1_teacher_data_collection_form.pdf | |
File Size: | 44 kb |
File Type: |
using_progress_monitoring.pdf | |
File Size: | 1852 kb |
File Type: |
iris_case_study.pdf | |
File Size: | 1755 kb |
File Type: |
how_progress_monitoring_assists_decision_making.pdf | |
File Size: | 129 kb |
File Type: |
progressmonitoringwhatwhyhowwhenwhere.pdf | |
File Size: | 546 kb |
File Type: |
progress_monitoring_manual_2007.pdf | |
File Size: | 4681 kb |
File Type: |
progressmonitoring-rti2007.pdf | |
File Size: | 2691 kb |
File Type: |
national_centers_progress_monitoring_tools_chart.pdf | |
File Size: | 946 kb |
File Type: |
national_centers_progress_monitoring_glossary.pdf | |
File Size: | 155 kb |
File Type: |