Nuts and Bolts of Progress Monitoring. Response to Instruction and Intervention RtII. Benchmarking To screen and identify students who are at-risk and in need of interventions All students Three times a year All areas At grade-level. Progress Monitoring
Instruction and Intervention
To screen and identify students who are at-risk and in need of interventions
Three times a year
To monitor progress of individual students and determine rate of improvement and need for adaptation of intervention
Students who are not achieving benchmarks (PLP, IEP)
Weekly, biweekly, monthly assessments
In area of need
At instructional levelAssessment in an RTI model
Benefits of Progress Monitoring
Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd.
Sample page from a three-page test for Grade 2 Math Concepts and Applications
Total Words Written
Correct Word Sequences
Words Correctly Spelled
Number of Words Read Correctly
- Statement: Rebecca read 39 WRC per minute in Fall of 2nd grade. Benchmark is 52 WRC per minute for fall of 2nd grade.
The recommendation for Rebecca falls into the category of intensive support.
This refers to interventions that incorporate something more or something different from the
core curriculum or supplemental support.
Intensive support might entail:
• delivering instruction in a smaller group,
• providing more instructional time or
• presenting smaller skill steps in instruction,
• providing more explicit modeling and instruction,
• providing greater scaffolding and practice.
are likely to have individual and sometimes unique needs,
it is important that their progress be monitored frequently and
their intervention modified