Educational Service Guidelines for the Students who are Deaf and Hard of Hearing

Standard 17: Progress Monitoring

Individual student progress is monitored frequently using informal and formal measures that align with the content curriculum. Data is used to modify instruction and, when necessary, programming and services. Ohio Operating standards for students with Disabilities: 3301-51-07(H)(b-e)

Student and teacher sitting at a table reading a book and signing 'butterfly'

Progress monitoring is a process of collecting ongoing data to monitor skills that are important for students to be successful in school. The results of the data are used to adjust instruction to support student's learning. These performance benchmarks are an integral part of instruction and need to be conducted frequently to monitor progress in core academic subjects including language, reading, and math.

Depending on the child's performance levels, measurements may occur weekly, bi-weekly, monthly, or as needed by the student who are D/HH. Curriculum-based measurements (CBM) can take as little as one minute and are often part of the content curriculum (e.g. reading or math program). Student performance data can be graphed to provide visual representation of progress. Progress monitoring is also part of the IEP goal process, as the teachers implement the IEP. Here is a list of various methods used to monitor IEP progress.

Curriculum Based Assessment
Portfolios
Observations
Anecdotal records
Short-cycle assessments
Performance assessments
Checklists
Running records
Work samples
Inventories
Rubrics

Note: Data and IEP goals should be recorded in a means that is readily understood by the family and school staff.