WGU D152 Module 2: Progress Monitoring to Inform
Instruction (Inclusive Classroom WGU D152) Qs & As
Progress Monitoring
• allows teachers to determine whether students are on track to meet their goals
• involves collecting multiple data points (performance measures) over time and
analyzing that data to identify trends
Progress monitoring and Curriculum-based measurement CBM
A common form of progress monitoring is curriculum-based measurement (CBM). CBM
tracks your child’s progress in specific skill areas like reading, spelling, or math. The first
test provides the “baseline.” This is the level of skill your child starts with. The teacher
uses this baseline to help set a goal of where your child should be by the end of the
intervention.
8 Features of Effective Progress Monitoring
1. Conducted in all tiers of instruction
2. Measures must be easy to administer and effective
3. Cut scores and decision rules must have a clear rationale.
4. Rules for decision making must be determined for all aspects of progress monitoring
data; including cut scores for level (performance score, slope (change in performance
over time), and percentage of mastery.
5. Measures must be collected frequently enough to inform instructional and placement
decisions. Frequency of administration may differ across different tiers, and guidelines
for these should be specified.
6. Results must be easily interpreted, for example, in charts or line graphs.
7. Results should be considered only one of several sources that inform instructional
decision making.
8. Measures are based on the curriculum, the grade level, and tier level of RTI.
The difference between screening measures and progress monitoring
Screening measures can help to identify which students need additional support in
order to be successful in school, whereas progress monitoring helps teachers to assess
how students are progressing academically.
What is Intensive Intervention?
• addresses severe, persistent learning and/or behavior difficulties
• uses data-based individualization (intervention)
• professionals/specialists use data to improve instruction when students do not respond
to Tiers 1 and 2 interventions
• provided in addition to primary instruction in settings of 1-3 students
• Intensive interventions are more effective when implemented with Multi-tiered system
of support and happen at the tier 3 level.
Data-Based Individualization
An ongoing and dynamic process that allows one to select a valid evidence-based
instructional intervention or program, make that program more intense (for example,
duration and/or frequency) through instruction, and develop goals for and monitor
progress of individual student learning.
Data-Based Individualization/Intervention (DBI)
, An intensive intervention that helps students with severe, persistent learning and
behavioral needs, including students with disabilities.
• research-based process for individualizing and intensifying interventions using
systematic assessment, validated interventions, and research-based adaptation
strategies
• uses data to make decisions regarding the individualization of interventions for
students
Intensive Instruction is and is not:
Intensive Intervention IS:
• a process
• a sustained and ongoing level of support
• individualized to student needs
• data-based relying on progress monitoring and diagnostic data
• for a small subset of students
Intensive Intervention IS NOT:
• a program
• a quick fix
• more of the same Tier 2 instructional strategies
• based on personal, anecdotal information or notes
• for all students who score poorly on a screening measure
Who can intensive intervention help?
Intensive intervention is intended to help students, including those with disabilities, who:
• are not making adequate progress
• are not meeting individualized education program (IEP) goals
• have persistently low academic achievement
• have high intensity/frequency behavior
• have not responded to evidence-based interventions delivered with fidelity
DBI and Special Education
Many students in need of the most intensive intervention using DBI are students with
disabilities.
DBI provides a systematic data-based process for:
• designing specialized instruction based on student need.
• evaluating progress on IEP goals.
• intensifying specialized instruction for students who are not making adequate
progress.
Schools must ensure that students with disabilities have access to the most intensive
supports available within the school including DBI when appropriate.
Check-In/Check-Out (CICO) Procedures
• dedicated staff person "checks in" with the student to get ready for the day
• teachers provide feedback on student goals (aligned to school-wide expectations)
throughout the day
• dedicated staff person "checks out" with the student to reflect on the day
• student accumulates points that can be traded at predetermined times for activities,
Instruction (Inclusive Classroom WGU D152) Qs & As
Progress Monitoring
• allows teachers to determine whether students are on track to meet their goals
• involves collecting multiple data points (performance measures) over time and
analyzing that data to identify trends
Progress monitoring and Curriculum-based measurement CBM
A common form of progress monitoring is curriculum-based measurement (CBM). CBM
tracks your child’s progress in specific skill areas like reading, spelling, or math. The first
test provides the “baseline.” This is the level of skill your child starts with. The teacher
uses this baseline to help set a goal of where your child should be by the end of the
intervention.
8 Features of Effective Progress Monitoring
1. Conducted in all tiers of instruction
2. Measures must be easy to administer and effective
3. Cut scores and decision rules must have a clear rationale.
4. Rules for decision making must be determined for all aspects of progress monitoring
data; including cut scores for level (performance score, slope (change in performance
over time), and percentage of mastery.
5. Measures must be collected frequently enough to inform instructional and placement
decisions. Frequency of administration may differ across different tiers, and guidelines
for these should be specified.
6. Results must be easily interpreted, for example, in charts or line graphs.
7. Results should be considered only one of several sources that inform instructional
decision making.
8. Measures are based on the curriculum, the grade level, and tier level of RTI.
The difference between screening measures and progress monitoring
Screening measures can help to identify which students need additional support in
order to be successful in school, whereas progress monitoring helps teachers to assess
how students are progressing academically.
What is Intensive Intervention?
• addresses severe, persistent learning and/or behavior difficulties
• uses data-based individualization (intervention)
• professionals/specialists use data to improve instruction when students do not respond
to Tiers 1 and 2 interventions
• provided in addition to primary instruction in settings of 1-3 students
• Intensive interventions are more effective when implemented with Multi-tiered system
of support and happen at the tier 3 level.
Data-Based Individualization
An ongoing and dynamic process that allows one to select a valid evidence-based
instructional intervention or program, make that program more intense (for example,
duration and/or frequency) through instruction, and develop goals for and monitor
progress of individual student learning.
Data-Based Individualization/Intervention (DBI)
, An intensive intervention that helps students with severe, persistent learning and
behavioral needs, including students with disabilities.
• research-based process for individualizing and intensifying interventions using
systematic assessment, validated interventions, and research-based adaptation
strategies
• uses data to make decisions regarding the individualization of interventions for
students
Intensive Instruction is and is not:
Intensive Intervention IS:
• a process
• a sustained and ongoing level of support
• individualized to student needs
• data-based relying on progress monitoring and diagnostic data
• for a small subset of students
Intensive Intervention IS NOT:
• a program
• a quick fix
• more of the same Tier 2 instructional strategies
• based on personal, anecdotal information or notes
• for all students who score poorly on a screening measure
Who can intensive intervention help?
Intensive intervention is intended to help students, including those with disabilities, who:
• are not making adequate progress
• are not meeting individualized education program (IEP) goals
• have persistently low academic achievement
• have high intensity/frequency behavior
• have not responded to evidence-based interventions delivered with fidelity
DBI and Special Education
Many students in need of the most intensive intervention using DBI are students with
disabilities.
DBI provides a systematic data-based process for:
• designing specialized instruction based on student need.
• evaluating progress on IEP goals.
• intensifying specialized instruction for students who are not making adequate
progress.
Schools must ensure that students with disabilities have access to the most intensive
supports available within the school including DBI when appropriate.
Check-In/Check-Out (CICO) Procedures
• dedicated staff person "checks in" with the student to get ready for the day
• teachers provide feedback on student goals (aligned to school-wide expectations)
throughout the day
• dedicated staff person "checks out" with the student to reflect on the day
• student accumulates points that can be traded at predetermined times for activities,
