Progress Monitoring Best Practices

Progress Monitoring Best Practices

Introduction

Classworks Progress Monitoring pairs Curriculum-Based Measurement (CBM) probes with tools to track progress and real-time reports to help you identify what is or isn't working with a student's intervention plan and make informed, instructional decisions.
 

Teachers

  1. Assign the probe that corresponds to the students grade equivalency. It is important that the probe matches the student's level of their intervention or SDI. This data is readily available from most screening tools, including the Classworks assessments. 

  • Students see their current and previous results which helps them understand the importance of the short probe they are completing each week. This ensures the work being done both by the student and the student support team is making a difference. 

  • Make sure students are taking their probes each week. They automatically reappear when it is time to take them. Students need to be reminded to do their best early and often. 


  • Review data monthly to determine if intervention modifications are needed. Reach out to your Account Manager if you are unsure of the modifications to make.

Site Administrators

  • Teachers should ensure students are taking CBM probes each week, at consistent times.

  • Review the results regularly with teachers (tier 2) and interventionists (tier 3) to ensure students are responding appropriately to all of the interventions put in place. 

  • Use the results to move students from tier to tier as appropriate. 

  • Monitor Completion and Rate of Improvement data using the Progress Monitoring Insights Dashboard

District Administrators 

  1. Ensure you have a clear process for identifying students for tiers two and three. If it is not the Classworks assessment, make sure a process is in place to take the data from another assessment and identify those students in Classworks. 
  1. Classworks strongly believes that effective progress monitoring should only be used for students receiving interventions, not for all students. 
  1. Once a student is identified for an intervention, establish a process for ‘starting’ their progress monitoring.

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