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Using Assessment for Progress Monitoring

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Assessments can be used to systematically observe and record student improvement. Progress monitoring can include systematic review of any existing student assessments or more specific situational, job or task assessments conducted over time.

A systematic review of records is a comprehensive, ongoing process for analyzing assessment data from multiple sources. The data sources may include academic achievement, speech/language, behavior, and occupational/ physical therapy data, as well as any other individualized assessments. Reviewing assessment data through a transition lens enables you to determine if a student’s gaps are decreasing at an adequate pace to lead toward student mastery. Additionally, teachers can use the systematic review to verify instructional effectiveness.

Progress monitoring may also include specific situational, job or task assessments. These assessments, if used for progress monitoring purposes, will provide student growth data on situational learning, job skills and specific task growth which can readily link to an identified PSG.

Below are a few examples of assessments that can be used for progress monitoring and may be readily viewed through a “transition lens”:

“Transition Lens” for Progress Monitoring

Progress Monitoring Assessment Example/Purpose
Systematic review of Records Periodic review of progress data (OT, PT, S/L, behavior, and educational reports)
Curriculum Based Measures (CBM) Assess student skill development
Situational Assessments Student assessed doing real work and progress is recorded over time
Job Tryouts Student progress is recorded on a series of hands-on tasks over time
Task Assessment Student performs a specific task multiple times, and progress is recorded

Possible Options for Developing Jenny’s Transition Plan Based on the Results of Progress Monitoring

  • Refinement of instruction based on progress/lack of progress.
  • Ongoing conversations with Jenny regarding her PSGs—are they still appropriate based on her interests and strengths or are they changing.
  • Direct instruction provided to Jenny in independently using O*NET to research different career options.
  • Revise PSGs based on O*NET research and progress monitoring data.

No matter how the progress monitoring data impact the development of the IEP, it has still provided Jenny and her family with information relevant for her future planning.

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