Progress Monitoring: Reading
Perspectives & Resources
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, you should be able to:
- Identify the different types of classroom assessments
- Understand how progress monitoring, in particular general outcome measurement (GOM), can inform instruction
- Administer, score, and graph GOM measures
- Evaluate student data to make informed instructional decisions
- Use graphs to facilitate communication with student, parents, and other educators
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 4: Assessment
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
- A1. Practitioners work with the family to identify family preferences for assessment processes.
- A2. Practitioners work as a team with the family and other professionals to gather assessment information.
- A3. Practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics.
- A4. Practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests.
- A5. Practitioners conduct assessments in the child’s dominant language and in additional languages if the child is learning more than one language.
- A6. Practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life.
- A7. Practitioners obtain information about the child’s skills in daily activities, routines, and environments such as home, center, and community.
- A8. Practitioners use clinical reasoning in addition to assessment results to identify the child’s current levels of functioning and to determine the child’s eligibility and plan for instruction.
- A9. Practitioners implement systematic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed.
- A10. Practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs.
- A11. Practitioners report assessment results so that they are understandable and useful to families.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 6: Assessment
- Standard 7: Planning for Instruction
- Standard 10: Leadership and Collaboration
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
When you are ready, proceed to Page 1.