WGU D152 Module 2: Progress Monitoring to Inform Instruction (Inclusive Classroom WGU D152) Qs & As

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 c