How do I select the right Progress Monitoring for Individualized Education Programs (IEPs)?

Classworks offers multiple Progress Monitoring options. This article describes how to select the appropriate Evidence-based Domain-based Progress Monitoring probe for a student based on their IEP goal.

Resources

Choose the appropriate tool below to view how each Progress Monitoring probe correlates to your state standards

Launch Recommended Progress Monitoring by State Standards Tool

State-specific correlation tools are available for the following:

• AL High Schools: Launch Recommended Progress Monitoring for Alabama High School Progress Monitoring
• Georgia Extended Standards: Launch Recommended Progress Monitoring for Georgia High School Extended Content Standards
• South Carolina High Schools: Launch Recommended Progress Monitoring for South Carolina Employability Standards

Step-by-Step Guidance

• Select the content area
• Select your state standards
• Select the student’s enrolled grade 

• Select the student’s present level. The Classworks Universal Screener report provides this data if you are unsure.
• Looking at the standard the IEP goal is based on, the present level CBM (the last column) indicates which probe to assign to the student. 

Example

This student, April, is a sixth grader who completed the Universal Screener. She has an IEP goal for mathematics tied to the grade-level standard in Expressions and Equations:

"Apply and extend previous understandings of arithmetic to algebraic expressions."

A more detailed description of this standard reads:

"Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y."

Let's follow the steps outlined above, along with April's teacher or case manager:

• We navigated to the appropriate tool and selected "Mathematics" from the top left
• April is a student in Georgia, so we selected Georgia from the standards dropdown
• We selected Grade 6 in the "Student Grade" dropdown
• Before we select the Student Present Level, let's review April's Universal Screener performance
  • April's IEP goal is in the Expressions and Equations standard.
  • The Universal Screener provided domain scores for Numeration and Operations; both of those domains are prerequisites for Expressions and Equations.
  • April scored in the grade 4 equivalence range on the Operations Domain, the case manager/teacher chose to set that as the "Student Present Level."

• The case manager set the dropdown menus like this on the tool:

• The case manager/teacher located the IEP goal-related standard and reviewed the suggested Progress Monitoring Domain in the column to the right
• The Grade 4 Algebra Domain-based Progress Monitoring measures prerequisite skills at April's present or instructional level.
• April's case manager/teacher starts a Progress Monitoring session in this domain to measure April's growth.

This Process Connects Instructional Level with Grade-Level Standards and Goals

• To ensure the present level probe aligns to the student’s enrolled grade standards based IEP, a vertical alignment is conducted. The alignment considers all aspects of the content area and how the concepts build upon each other.  
• Students who are supported by an academic IEP goal are working below grade level in that content area.  In order to measure progress toward attaining this goal, deficit-based, specially designed instruction (SDI) is provided to meet them at their instructional level with explicit instruction on prerequisite skills.  Monitoring the effectiveness of this SDI is achieved through weekly progress monitoring probes that are delivered at the learner’s instructional level.