What is Progress Monitoring?
Overview
While student progress monitoring sounds fairly self-explanatory, it has a distinct meaning when used in an MTSS model or as an element of a student's IEP. Student progress monitoring is a repeated measurement of performance, using curriculum independent, equated probes, to inform instruction of individual students in general and special education, especially in grades K-8.
The purpose of progress monitoring is to measure the overall effectiveness of any intervention. Curriculum-Based Measurement (CBM) Probes are used for identified students and can serve as documentation as part of the tiered intervention process or for referral for special education testing. These probes have multiple forms equated for the same skills at the same level of difficulty. They truly measure progress and show retention of gains with successive test administrations.
The progress monitoring reports track results for every test instance during the intervention period and include targeted Rate of Improvement goals and a trend line to establish the student's current Rate of Improvement. As students complete their weekly CBMs, their progress monitoring results automatically inform their learning paths, reflecting the student's response to the intervention.
What are CBM Probes?
CBM stands for Curriculum-Based Measurement. It is the process by which a student’s general learning is measured, with repeated administrations of equated probes. When used for progress monitoring, Curriculum-Based Measurements should have the following characteristics:
Brief and easy to administer
Assess the same way each time, either a specific content domain or sample of the year-long grade-level curriculum
Administered the same way every time
Incorporate automatic tests of retention and generalization
Offer reliable and valid scores
Have 20 parallel forms
Scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student
Highly prescriptive and standardized
CBM measures any instructional approach, making no assumptions about instructional hierarchy for determining measurement.
Classworks offers two types of CBM Progress Monitoring:
Curriculum Sampling
Domain Based
CBM is the gold-standard accepted methodology for progress monitoring.
Within Classworks, both types of progress monitoring automatically inform the student’s individualized learning intervention.
Teachers can easily choose between these two approaches for each student when they activate progress monitoring within Classworks.
Related Articles
How do I review previously completed progress monitoring sessions for my students?
Introduction Previously completed progress monitoring sessions can be accessed from the Student Detail Progress Monitoring screen. Access Previous Progress Monitoring Sessions for a Student Navigate to the Progress Monitoring page and select a ...
How do I start a Progress Monitoring session for my student?
To turn Progress Monitoring Probes on for a student: 1. Using the toggle on the left-hand side, select the subject you want the student to begin Progress Monitoring (Mathematics or Language Arts) and then click the Start button. 2. Select either ...
How do I print Progress Monitoring results?
Progress Monitoring Results are printed through the Reports screen. This report can be viewed, printed, saved, or scheduled to run automatically. Step-by-Step Guidance Curriculum Sampling Progress Monitoring Results Domain-based Progress Monitoring ...
How do I determine my student's progress monitoring level?
If the student has taken the Classworks Universal Screener (or an assessment partner screener) the student's CBM level is automatically recommended based on their results. Curriculum-based Measurements (CBM) are considered formal progress monitoring ...
How do I interpret students' domain based progress monitoring results?
Introduction Students' Progress Monitoring results are automatically graphed A trend line is added to the graph after the student has completed at least 3 CBMs Classworks measures the effectiveness of the intervention by taking into account the ...