In today’s post, I am going to list and give a brief description of some, not all, of the different progress monitoring tools your child’s school may use. In my next post I will write more about progress monitoring and what it means to your child.
The Center on Response to Intervention describes progress monitoring as:
Progress monitoring is used to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.
In progress monitoring, attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.
Information in the descriptions are taken from the website for the progress monitoring tool or from the National Center on Intensive Intervention. The National Center on Intensive Intervention has a longer list of tools including a ratings system.
AIMSweb: Is a comprehensive K-12 assessment system that supports Response to Intervention (RTI) and tiered instruction. This system provides brief, accurate measures of reading, math, spelling, and writing. Testers will require 4-8 hours of training. AIMSweb Math-CBM is designed for Benchmarking all students for universal screening and more frequent progress monitoring for those with severe basic skill performance discrepancies, and writing evidenced-based IEP goals for students who receive special education. To ensure effective interventions in IEPs, weekly monitoring is required.
Curriculum-Based Measurement in Reading (CBM-R) Word Identification: Is a progress monitoring tool for individual first grade students, based on Curriculum Based Measurement. Testers will required 1-4 hours of training. Testing accommodations should be consistent with those specified on the student’s IEP for high-stakes testing and implemented consistently for every progress monitoring occasion across the school year.
Curriculum-Based Measurement in Reading (CBM-R): (Letter Sound Fluency, Maze Fluency, and Passage Reading Fluency) Is a progress monitoring tool for individual students, based on Curriculum Based Measurement (CBM). Testers will required 1-4 hours of training. Testing accommodations should be consistent with those specified on the student’s IEP for high-stakes testing and implemented consistently for every progress monitoring occasion across the school year.
DIBELS 6th Edition: (Nonsense Word Fluency) Is a standardized, individually administered test of student’s alphabetic principle skills, including letter sound correspondence and the ability to blend letters into words in which letter represent their most common sounds. NWF is designed for progress monitoring use with students in grades K-1. Testers will require 1-4 hours of training.
DIBELS 6th Edition: (Oral Reading Fluency) Is a standardized test of accuracy and reading fluency with connected text for students in Grades 1-5. Testers required 1-4 hours of training.
DIBELS 6th Edition: (Phoneme Segmentation Fluency) Is a standardized test of phonological awareness requiring students to say the sounds in words. This measure is typically administered from the middle of kindergarten. Testers required 1-4 hours of training.
DIBELS Next: Measures are brief, powerful indicators of foundational early literacy skills that: are quick to administer and score; serve as universal screening (or benchmark assessment) and progress monitoring; identify students in need of intervention support; evaluate the effectiveness of interventions; and support the RTI/Multi-tiered model. DIBELS Next comprises six measures: First Sound Fluency (FSF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and Daze. DIBELS Next is an assessment instrument well-suited for use with capturing the developing reading skills of special education students learning to read, with a few exceptions: a) students who are deaf; b) students who have fluency-based speech disabilities, e.g., stuttering, oral apraxia; c) students who are learning to read in a language other than English or Spanish; d) students with severe disabilities. Use of DIBELS Next is appropriate for all other students, including those in special education for whom reading connected text is an IEP goal. For students receiving special education, it may be necessary to adjust goals and timelines. Approved accommodations are available in the administration manual. Testers will require 4-8 hours of training.
i-Ready: i-Ready Diagnostic adapts to each student, providing easier or harder questions depending on students’ answers to previous questions. By adapting across grades K–12, i-Ready Diagnostic helps teachers understand the root causes behind student challenges. This is especially beneficial for providing differentiated instruction and for identifying gaps spanning back multiple years, or for determining where students are ready for further challenge. i-Ready Diagnostic assesses student performance across the key domains in reading and mathematics for grades K–12, providing a valid and reliable measure of student growth with detailed diagnostic results and individualized next steps for instruction.
mCLASS: (Math) Is a set of screening and progress monitoring measures for students in Grades K-3. Testers will require 4-8 hours of training.
mCLASS: (Reading: 3D-Text and Reading Comprehension) is a set of screening and progress monitoring measures for grades K-5. Testers will require 4-8 hours of training.