Frequently Asked Questions on Collecting Progress Monitoring Data Virtually

Frequently Asked Questions on Collecting Progress Monitoring Data Virtually

Resource Type
Developed By
National Center on Intensive Intervention

Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration. If you have additional questions, contact us at

Frequently Asked Questions on Collecting Progress Monitoring Data Virtually

  • Will the data be valid? Will the data be an accurate representation of student performance?
  • Will it be feasible? Can I collect data in this context? Can I still use my current progress monitoring tool or should I find a reasonable replacement?
  • Will it be useful? Will it help me improve communication with parents or planning and delivery of instruction?

In order to understand the resources available to practitioners interested in virtually administering progress monitoring assessments, NCII asked the vendors with assessments appearing on our Academic and Behavior Progress Monitoring Tools Charts to share resources to support virtual administration. This table summarizes information from vendors and links to available resources to support implementation shared during Summer 2020. Explore vendor websites or contact the vendor directly for the most up to date information.

Vendor & Tool(s)

Summary of COVID-19 Response/Resources

Acadience Learning

  • Acadience Reading, Math

The authors at Acadience Learning have released guidance documents with recommendations for conducting Acadience Reading K–6, and Acadience Math assessments during the fall of 2020 amongst COVID-19 disruptions to school operations.


  • aimswebPlus Math
  • aimswebPlus Reading
  • BASC-3
  • Pearson provides a list of its digital and telepractice-friendly assessments.
  • Pearson compiled content from professional organizations and qualified Pearson professionals on Staying Connected through Telepractice, such as Telepractice How-To's; information on using specific products in telepractice; administration tutorials; and a Newsroom with updates, news, webinars, and announcements about the latest developments in telepractice.
  • Pearson has elected to suspend all digital product expirations between April 1 and June 30, 2020; return and exchange fees on products are waived through June 30; and Pearson has created free access to 100+ digital manuals and stimulus books on Q-global’s Digital Resource Library.
  • On March 20, 2020, Pearson released a Letter of No Objection to permit delivery of tele-health services of certain copyrighted materials.
  • Pearson provides Practical Tips for Disinfecting Test Materials.

Curriculum Advantage

  • Classworks
  • Curriculum Advantage links to videos, tutorials, and guidance documents. These resources are organized by stakeholder: Educators, Parents, School/District Leadership.
  • Classworks includes links to register for upcoming webinars related to remote-learning, and links to watch recordings of past webinars and tutorials related to remote-learning. (Note: Registration is free and anyone who registers will also receive the recording and transcribed Q&A after the webinar.)
  • Curriculum Advantage links to a video Q&A with an interventionist from Jackson Public Schools who discusses how she is using online progress monitoring and digital instruction to continue learning for her students at home.

University of Oregon – Center on Teaching and Learning

  • DIBELS 8th Edition


  • mCLASS: Reading 3D
  • Amplify compiled and is offering free programs for at-home learning. These programs are organized by content-area (Science and Reading/Writing) and are offered for grades K-8. (Note: some programs are available to any individuals, but some–like Amplify Reading– require unique enrollment and logins. School administrators, not parents or students, must contact Amplify to set up free accounts for students.)
  • The vendor collaborated with the University of Oregon to provide guidance on the Remote Administration of mCLASS with DIBELS 8th Edition.

Riverside Insights

  • easyCBM Reading
  • Riverside released a letter to customers about their COVID-19 response and actions that are being taken to continue to serve customers. (Note: These actions are very general).
  • Riverside provides COVID-19 related resources for its Group/K-12 Customers and its Clinical Customers; these resources include answers to FAQs about product use and assessment administration, and links to register for free webinar sessions.

Illuminate Education

  • FAST CBM Reading
  • FAST earlyMath
  • FAST earlyReading

Curriculum Associates

  • i-Ready Diagnostic and Growth Monitoring

Note: All resources are available in both English and Spanish.


  • ISIP (Istation’s Indicators of Progress)
  • Istation provides in-depth guidance for parents, educators, and students on downloading and using the Istation app at home.
  • Istation created a cohesive document that offers detailed guidance to administrators, teachers, and parents about using Istation at home.
  • Istation links to free, daily Facebook videos that give brief and actionable tips for at-home instruction during this transition to remote learning. The content is geared towards parents with elementary school-aged children at home.

Note: All resources are available in both English and Spanish.


  • Star CBM
  • Star Math & Reading
  • Renaissance provides links to register for upcoming webinars related to remote-learning, and links to register to watch past recorded webinars on demand (Note: these webinars are free, but users must enter their name, email, organization, and job title to register).
  • Renaissance has created Implementation Guides, Learning Activities (including assignment suggestions to promote student engagement), and Family Letters for each of its programs/products (Note: Family Letters include directions on how to access software from home in English, Spanish, Mandarin, Vietnamese, and Arabic). For Star Assessments, key resources include Remote Testing Considerations, a Remote Administration Guide, and a Letter to Families.
  • Renaissance created videos for caregivers on tips for talking to children about COVID-19 and tips on reading to students of all ages.

Virtual progress monitoring provides continuous data to guide ongoing instruction for students who are still able to participate in an intervention virtually and can provide information to monitor progress on IEP goals as appropriate. It can also help to facilitate communication between educators and families.

  • It is possible that not all students will be able to participate in the progress monitoring due to limited access to computer equipment, internet, or family assistance. Recommendation: Focus on continuing to provide high-quality, evidence-based instruction and use more informal approaches to monitoring progress when possible.
  • The modifications necessary to accommodate distance-based administration could affect scores, increasing variation and error. Recommendation: Use these data to guide instruction and if necessary, to use theses data in high-stakes decision making, interpret scores with caution, and when possible gather data from additional sources.

The norms developed for most tools did not include students participating in the assessment virtually. For this reason, it is best to use caution when making comparisons to national benchmarks or national norms with scores obtained from distance-based methods.

  • Scores from progress monitoring assessments can help inform distance-based instruction and guide students and parents for at-home learning.
  • If using scores from assessments administered outside the school for high-stakes decision making, be sure to interpret scores with caution and when possible gather data from additional sources.

If there are concerns about the accuracy of the data, consider using additional data sources to assist in decision making about a student’s progress in the intervention. These data sources may include performance on classroom assessments, other progress monitoring measures, feedback from parents or the student, or review of previous performance data.

  • Ensure parents understand why you are collecting progress monitoring data and that the assessment will help inform decisions about instruction.
  • Explain to parents the importance of not providing additional support to the student while taking the progress monitoring assessment. Explain that when they provide support or change the environment, they may impact the data and make it difficult to understand and interpret the data.
  • Encourage parents to try to create a consistent environment for when the student takes the assessment.
  • Do an equipment check.
  • Plan for poor connectivity.
  • Prepare teacher materials and ensure student has access to any required materials.
  • Practice delivering in a virtual setting to increase fidelity of implementation.
  • Communicate with parent/family member about procedures.
Resource Type
DBI Process
Progress Monitoring
Implementation Guidance and Considerations
Data Meeting Processes
State and Local Leaders