Classworks Progress Monitoring and Specific Learning Disabilities

Classworks Progress Monitoring and Specific Learning Disabilities

Progress Monitoring is a key component of Classworks that provides ongoing snapshots of student progress on specific areas of concern. The importance of Progress Monitoring increases when implemented in an RtI or tiered intervention model. Progress Monitoring continually informs and measures the overall effectiveness of the Individualized Learning Classworks intervention.

Classworks Curriculum-Based Measurement (CBM) Probes

  • Can be used for Tier 3 students

  • Can serve as documentation for referral for special education testing

  • Can provide continual monitoring intervention effectiveness

Students who need to be tested for specific learning disabilities (SLD) have severe trouble learning or demonstrating skills in one or more academic areas.

Classworks progress monitoring skill categories align with one or more of these academic areas. This correlation provides important documentation that supports the Special Education Referral process.

How do I use this data?

Progress Monitoring helps in two ways. First, use curriculum sampling to monitor overall growth within the intervention and identify student areas of concern. Our Curriculum Sampling Progress Monitoring Report (see a sample here) breaks down how well the student is doing in each Skill Category.

In the example below, you can see that this student is struggling in a few areas. Looking at their cumulative totals, they are struggling in the Classworks Skill Categories "Writing Process" and “Grammar/Usage/Mechanics.” Using our table above, this indicates that the SLD Area of Concern is “Written Expression.”

Then, use the student Skills Based Progress Monitoring Results Report to drill down to specific objectives. Track results to inform instruction based on a specific outcome.

For example, below the student is being monitored in the domain of reading. Looking at the cumulative responses you see that the student is not proficient in the objective “Identify structural features of texts” which is correlated to the SLD Area of Concern “The understanding of text structure including, titles, paragraphing, illustrations and other details”.

What about Reading Fluency and Oral Fluency?

Student progress with the two remaining SLD Areas of Concern, Reading Fluency and Oral Fluency, can be measured through instructional activities connected to grade-level reading passages available in our Classroom Reading.

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