In this video, Michelle Hosp, Associate Professor in the College of Education at the University of Massachusetts Amherst discusses why your progress monitoring tool may not directly focus on the skills that you are teaching. 

In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.

This webinar addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making

In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.

In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs. 

This video provides an overview of the Direct Behavior Rating (DBR). DBR is a method for collecting data on student behavior that merges a rating scale approach and direct observation. The presentation describes: (a) considerations before using the DBR, (b) completing the DBR and (c) using the DBR to monitor progress and evaluate behavior.

This webinar presents a data-based decision-making framework to individualize instruction for students with intensive needs in writing.

These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.

Norms for oral reading fluency (ORF) can be used to help educators make decisions about which students might need intervention in reading and to help monitor students’ progress once instruction has begun. This paper describes the origins of the widely used curriculum-based measure of ORF and how the creation and use of ORF norms has evolved over time. Using data from three widely-used commercially available ORF assessments (DIBELS, DIBELS Next, and easyCBM), a new set of compiled ORF norms for grade 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.

Watch and listen to Erica Lembke address the question, "So I’ve been collecting progress monitoring data, when do I know it’s time to make an intervention change?"