This document provides an overview of progress monitoring in inclusion classrooms. It discusses what progress monitoring is, how it works, and its importance. Examples are given of IEP goals and how to measure them. The document describes how progress monitoring can occur in regular education classrooms and examples of tools that can be used, such as bi-weekly reports, observation forms, and checklists. It emphasizes using data-driven practices to evaluate instruction and student progress to ensure legal compliance and meet student needs.

2. Progress Monitoring in the
Inclusion Classroom
Kristen Fonda and Sarah Cyprowski
August 25, 2008
McGuffey School District In-Service Inclusion Fair

3. AGENDA
What is Progress Monitoring?
How does Progress Monitoring work?
What is the importance of Progress Monitoring?
Examples of IEP Goals and how to measure them
How can Progress Monitoring happen in the regular
education classroom?
How will we monitor progress at McGuffey?
How progress is reported
Questions

4. What is Progress Monitoring?
A scientifically based practice that is used to assess
students’ academic performance and evaluate the
effectiveness of instruction
Progress monitoring can be implemented with individual
students or an entire class

5. How does Progress Monitoring Work?
The student’s current levels of performance are determined
and goals are identified for learning that will take place over
time (IEP goals created by IEP team)
 The student’s academic performance is measured on a
regular basis (daily, weekly, monthly depending on need
and/or goal)
Progress toward meeting the student’s goals is measured by
comparing expected and actual rates of learning
The student’s progression of achievement is monitored and
instructional techniques are adjusted to meet the individual
students learning needs

6. What is the importance of Progress
Monitoring?
 Monitoring student progress through data collection
and analysis is an effective way to determine if the
classroom instruction is meeting the needs of the
student and benefits all those involved in the education
process.
Teachers can evaluate their instruction based on data not hunches
Parents are kept well informed about their child's progress,
supported by specific information about how their child is responding
to instruction. Parents can review the data and make suggestions for
instructional adjustments when necessary.
Students know what is expected of them. They receive specific
feedback about their performance along the way, and not just at the
end of the marking period.

7. What is the importance of Progress
Monitoring?
The IEP team has the data-based information
needed to:
Determine current instructional levels (aids in IEP
development)
Write measurable annual goals and objectives
Determine if the student still meets eligibility for special
education and needs specially designed instruction

8. What is the importance of Progress
Monitoring?
TO KEEP US LEGAL!
For example: In the event of a Due Process hearing we must be
able to prove two things:
(1) What evidence do we have that what we're doing is
working
(2) How will we respond when we find out what we're doing is
not working?
WE MUST BE ABLE TO PROVE THAT WE ARE DOING
EVERYTHING POSSIBLE FOR THE STUDENT!

9. Example IEP Goals and how to
measure them

10. How can Progress Monitoring happen
in the regular education classroom?
PM can happen in the regular education classroom if the IEP
goal(s) coincide with the subject’s curriculum and is not a
remediation skill.
Example:
Subject: Algebra A
Goal: Susie will correctly solve 8/10 two step equations in 3
out of 5 trials.
Can PM take place in the regular
education classroom based on this
goal?

11. How can Progress Monitoring happen
in the regular education classroom?
Example:
Subject: Algebra A
Goal: Joe will correctly solve 10 one-digit division problems
without the use of a calculator in 3 out of 5 trials.
Can PM take place in the regular
education classroom based on this
goal?

12. How can Progress Monitoring happen
in the regular education classroom?
Depending on your school, you may collect student
work/data differently.
Example: At the high school level, the special education case
managers provide a copy of the student’s goal which pertains to
a particular subject to that classroom teacher. When the student
completes an assignment that relates to the goal, it is filed and
given to the case manager to use in the Progress Monitoring
process.
Example: At the middle school level, the special education case
manager collects all student work from academic classes and
pulls out work that pertains to each goal.

13. How will we monitor progress at McGuffey?
 Bi-weekly reports
 IEP/ Reevaluation input forms
 Behavioral checklists
 Organizational checklists
 Student agendas
 Homework tracking by teacher
 Edline/ Missing work/ Makeup tests
 Daily co-teaching tracking forms
 Contact Log
 Student Observations

14. Bi-weekly reports
 McGuffey School District
 Special Services Biweekly Progress Report
 Name of Student_______________________________________ Date______________________________
 Course____________________________ Period___________ Teacher___________________________
 Grade 6 7 8 9 10 11 12 Marking Period 1 2 3 4
 Current Grade_________ Has parent contact been made if grade is a D or F? YES NO
 Does this student complete homework? Yes No
 If no, what homework assignments are incomplete? _________________________________________________
 _____________________________________________________________________________________________
 Class Behavior Assigned Work
 ___ Uncooperative ___ Cooperative ___ Unprepared ___ Well prepared
 ___ Inattentive ___ Attentive ___ Unsatisfactory ___ Satisfactory
 ___ Creates disturbances ___ Overdue ___ On time
 ___ Other____________________ ___ Careless ___ Neat
 ___ Incomplete ___ Complete
 ___ Does not follow ___ Follows
directions directions
 ___ Other_______________________________

 Work Habits Other Areas of Concern
 ___ Wastes time ___ Uses time well ___ Tardiness ___ Absence
 ___ Avoids extra help ___ Seeks extra help ___ Materials ___ Peer problems
 ___ Apathetic ___ Works hard ___ Other_______________________________
 ___ Shows improvement
 ___ Other_____________________________
 Comments regarding student performance:
________________________________________________________________________________________________
________________________________________________________________________________________________

15. Bi-weekly reports
 If any of the following specially designed instruction is being used, please indicate with a yes or no if it has been
successful.
 (See the case manager if you need assistance with this.)
 _____ Resource Room _____ Clear/concise directions _____ Homework assignment sheet
 _____ Extended time _____ Use of calculator _____ Structured study guides
 _____ Preferential seating _____ Adapted tests _____ Repetition/drill
 _____ Task analysis _____ Redirect inappropriate behavior _____ Behavior contract
 _____ Read tests orally _____ Reduce assignment _____ Frequent monitoring of
comprehension of skill
 _____ Test only what is taught _____ Classroom rules clearly defined _____ Prompting/cues
 _____ Parent communication _____ Work completion checklist
 _____ Orally presented notes paired with visual study guide
 Additional Specially Designed Instruction which has been successful and needs to be added to the IEP:
 Additional Specially Designed Instruction which has not been successful:
 Check yes or no if a meeting is needed with the case manager to discuss reopening the IEP to add specially
designed instruction: YES NO
 Thank you for taking the time to complete this progress report.
 Please return to:___________________________________ by_____________________
 ---------------------------------------------------------------------------------------------------------------------------------------------------------
 Case Manager Feedback to Regular Education Teacher:
 ________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________

16. Bi-weekly reports
Submit on time to case managers
Attach missing work
Check SDI’s that are needed for SPECIFIC student; do not
generalize or check all
Feedback will be returned to regular education teachers
within a week after receipt
Regular education teacher input is valuable and utilized to
make decisions regarding student needs

17. IEP/ Reevaluation Input Forms
Link

18. Behavioral checklists/ plans
 Behavior Report Card
 Student: _______________________ Date: __________________________
 Teacher: _______________________ Classroom: _____________________
 Directions: Review each of the Behavior Report Card items below. For each item, rate the degree to which the student showed the behavior or
met the behavior goal.
 The student wrote down homework assignments correctly and completely.
 The student turned in his or her completed homework on time.
 The student focused his or her attention on teacher instructions, classroom lessons and assigned work.
 The student remembered academic instructions and directions without needing extra reminders.
 The student was motivated to work on class assignments/projects.
 The student took care in completing his or her assignments and avoided careless errors.
 The student completed and turned in his or her assigned class work on time.
 The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers).
 The student arrived on time to school or to class.

19.
Organizational checklists

20. Organizational Checklists
Does student have required materials?
Did student write down homework?

21. Student Agendas
Agendas should be maintained by all students
Agendas should list homework assignments daily
Agendas should be checked weekly to ensure students are
maintaining them

22.
Homework Tracking
Teachers should keep track of homework daily
If homework is not complete on a regular basis, the case
manager and parent will need to be notified

23. Edline
Edline should be updated weekly
Parents often contact case managers regarding their child’s
grades in all classes
Case managers have access to students’ grades that are on
their caseload only
Missing work should be discussed with case manager
Students must be re-tested in a timely manner
Students will need to work with regular education teacher in
homeroom to make up assignments/ tests

24. Daily co-teaching tracking
Class: Teacher: Period: Date:
Student Name Monday Tuesday Wednesday Thursday Friday

25. Contact Log
 Contact Log Student Name: ______________________________________
 Attempts Made:

Date: Time: Method:
 _______ Meeting with student
 _______ Meeting/ phone conference/ e-mail with parent/ guardian
 _______ Meeting/ phone conference/ e-mail with teacher
 Who initiated contact: _____________________________________________________
 Reason for contact: _______________________________________________________
 ______________________________________________________________________
 ______________________________________________________________________
 Issues discussed:
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 Action to be taken:
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________

26. Student Observations
Student Observation Form
Student Name: _____________________ Observer: _________________________
Teacher(s): ________________________ Class: ____________________________
Date: ___________ Beginning Time: ___________ Ending Time: ___________
Observed behaviors: Yes: No, please explain:
1. Student was on time for class.
2. Student had required materials.
3. Student participated in class.
4. Student completed class work.
5. Student was respectful to peers.
6. Student was respectful to school
personnel.
7. Student asked for assistance.
8. Student completed homework
(if applicable)
9. Student followed class rules.
10.
Data Collection using frequency: Time Interval ____ minutes
Behaviors:
Out of Seat 0 1 2 3 4 5 6 7 8 9 10
Off- task 0 1 2 3 4 5 6 7 8 9 10
Refusal of teacher directives 0 1 2 3 4 5 6 7 8 9 10
Talk outs 0 1 2 3 4 5 6 7 8 9 10
Accommodations used during observation:
____seating ____adapted materials/ tests ____peer buddies
____verbal cues ____organizational aids ____other
Notes: _________________________________________________________________
________________________________________________________________________
________________________________________________________________________

27. How progress is reported
Example Goal: Joey will increase from 67 to 80 correct
words per minute (CWMP) during the second marking
period.

28. How progress is reported
Example goal: After reading a passage at his instructional
level, John will correctly answer 8/10 comprehension
question in 3 out of 5 trials.
C:UserssarahDocumentsExample goal sheet-
presentation.doc

29. Questions?

30. Take a deep breath, count to
ten, and tackle each task
one step at a time.
Linda Shalaway