Re-Examining Progress Monitoring: Are We Reporting What We Think We Are?

Presenter Information

Kathleen Winterman, Xavier UniversityFollow
Clarissa Rosas, University of Mt. St. JosephFollow

Abstract

Legislation mandates that special education service providers report their students with disabilities progress in attaining IEP goals on a regular basis. These reports are referred to as progress monitoring. Progress monitoring is considered an evidence based practice that requires frequent, systematic, and consistent assessments to directly measure both the student’s growth in meeting IEP goals and the teaching practices employed to address the skills delineated in the IEP. This study investigated the practice of progress monitoring in a Midwestern suburban public school district. Findings from this study suggest that progress reports lack effective communication as to the advancement of students’ goal attainment and adjustments made to instruction, as it pertains to growth toward the IEP goal, was not evident.

Recommended Citation

Winterman, Kathleen and Rosas, Clarissa (2016) "Re-Examining Progress Monitoring: Are We Reporting What We Think We Are?," Ohio Journal of Teacher Education: Vol. 30: No. 1, Article 6.
Available at: https://www.exhibit.xavier.edu/ojte/vol30/iss1/6