Progress Monitoring

Progress monitoring involves implementing the frequent and ongoing collection and use of formal data for assessing students’ performance, quantifying students' rate of improvement or responsiveness to instruction and supports, and evaluating the effectiveness of instruction and supports.

Essential Features

Quality progress monitoring tools and sources are in place and used for collecting progress monitoring data in both academic and non-academic areas.

  • Brief, reliable, easy to administer, and easy to understand
  • Appropriate for the student’s grade and/or skill level

A written process is in place and used to ensure students are progress-monitored, scores are accurate, and data-based decision rules are applied consistently.

Students are assessed at regular intervals.

  • At least monthly for students receiving targeted instruction
  • At least weekly for students receiving intensive instruction

Progress monitoring data are analyzed in a timely manner and used to inform the effectiveness of targeted and intensive instruction in academic and non-academic areas.

The implementation of high-quality instructional materials and evidence-based programs and practices — as designed for targeted and intensive instruction — is evaluated prior to concluding that a student is not responsive to instruction.

Conditions for Success

Shared Leadership

  • Progress monitoring tools are selected and provided for measuring progress.
  • A written process is developed and provided to ensure students receiving targeted and intensive instruction are progress-monitored, scores are accurate, and decision-making rules are applied consistently in both academic and non-academic areas.
Learn more about shared leadership in the context of Ohio's Integrated Multi-Tiered System of Supports.

Professional Capacity

  • Staff are trained in and can articulate the purpose, benefits, and limitations of the assessments being used.
  • Staff are trained in progress monitoring, ensuring that processes are followed as designed.
  • Staff are trained in the collection, interpretation, and use of progress monitoring data.
Learn more about professional capacity in the context of Ohio's Integrated Multi-Tiered System of Supports.

Communication and Collaboration

  • Staff collaboratively review progress monitoring data and apply written data-based decision rules to inform decision-making.
  • Staff have bidirectional communication with leadership.
  • General education teachers, special education teachers, and specialized support staff share responsibility for student progress/outcomes in both academic and non-academic areas.
  • Processes exist to communicate with and involve families/caregivers regarding progress monitoring data.
Learn more about communication and collaboration in the context of Ohio's Integrated Multi-Tiered System of Supports.

Resources

Last Modified: 8/22/2025 1:39:50 PM