PROGRESS MONITORING PLAN1

Progress Monitoring Plan

Assessment to Practice Alignment:

I. Evaluation Results Henry is a transfer student in Mr Franklin’s inclusive
classroom. An evaluation identifies some academic areas
that he is struggling with and needs to be addressed. After
Woodcock-Johnson education assessment test was
administered, Henry performed as follows;
 letter-word identification- his standards score was
88, and this was within the low average range
 Word Attack- Henry’s standard score was 87, and
this too was a low average score showing that he
struggles with decoding and phonetic pronunciation
of words
 Passage Comprehension- the standard score was 77
which was also within the low average range
 Reading vocabulary- the student scored within the
low range and had a standard score of 76
 Writing fluency- he managed to score 82 which falls
within the low average score
 The test also measured writing samples, math
calculation, and math fluency whose scores were all

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within the average range. The standard scores were
92, 95, and 90, respectively.

II. Present Levels of
Performance

Henry’s evaluation report shows that he is strong at math
calculation, math fluency and writing samples. His score for
the three areas above were 95, 92, and 92, respectively. This
means that Henry is good at basic addition, subtraction,
multiplication and division equations. He is also good at
complex computations that involve fractions, decimals, and
geometry. Other than math, he is also strong at formulating
sentences that combine auditory and visual information.
When the sentences are not checked for spelling, and
punctuation errors, his score is high.

However, he is struggling with formulating sentences that
are grammatically correct. When the sentences involve three
words and are checked for spelling and punctuation, then his
score is low.

Other deficit areas are in letter-word identification. Henry
struggles with reading a list of words correctly; when
reading a passage, he omits certain words. His score in
decoding is within the low average range, and this is a clear

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indication that he struggles with phonetic pronunciation of
words.

III. Annual Goals Goal 1: In order to read a list of ten words beginning at his
level of independence and gradually becoming difficult,
Henry will be given guided reading and individualized
reading instruction in the use of context and word chunking,
and he will be able to read aloud with an accuracy of 93 %
at a rate of 70 correct words per minute in two-thirds of
three trials by the end of August.
Goal 2: Before the end of the year, given direct instruction,
practice and necessary support, and then prompted to
formulate and write five sentences comprised of three given
words along with a picture within a 6-minute timeframe,
Henry will write four out of the five sentences correctly
after two trials and by the end of September.
Goal 3: Given the necessary support and then provided with
a list of ten words to phonetically pronounce using letter
patterns that gradually advance in difficulty, within five
minutes, Henry decodes nine words correctly in three
consecutive trials by the end of August.

Data Collection and Management System Alignment

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IV. How will the
student’s progress
be measured?

Goal #1:
Henry will be provided with a list of ten words. The list will
begin with simple words, and as it progresses, it will contain
more complex words. Some of the words that will be in the
list include; “soar, table, write, and gap”. He will then be
asked to read the words. The assessment will be timed. He
will be required to read the words within one minute. He
will do so in three trials, and the highest score will be
recorded.
Henry will also be given a list of words recorded in a tape.
He will be required to listen to the words as many times as
possible. He will then write the words down and record
himself as he reads the words. The teacher will then listen to
Henry’s tape and evaluate his effectiveness at listening,
writing, and then reading the same words.
Goal #2:
Henry will be provided with the following words and
pictures and asked to use them to construct five sentences
within 6 minutes
in, cat, above, box, small, the, is, a, big, under, on

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some of the sentences he will be expected to create include:
The cat is on the box.
The cat is under the box.
The box is big.
Henry will also be asked to listen to a tape of someone
reading five three-word sentences. He will be asked to listen
to the tape severally, and then write the sentences down.
Goal #3:
The teacher will stick ten flashcards on the board containing
a list of words arranged in order of complexity. Henry will
then read the words in order. The teacher will use a pointer
to indicate the word that Henry should read at a time. He
will be given a total of five minutes to read as many of the
ten words as possible. The teacher will listen to how he
pronounces the words.
Other than flashcards, Henry will read words provided by
the teacher on the worksheet. The teacher will listen for
accuracy and speed as the activities will all be timed.
V. How often will Progress will be measured on a weekly basis. After

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progress be
measured?

receiving the necessary support from the teacher and other
teaching materials throughout the week, Henry will be
tested at the end of every week. Periodical assessment is
important in noting his progress and also adjusting the kind
of support being provided. In case the teacher realizes that
no progress has been achieved by the end of the week, then
he will change the instructional techniques being used. The
aim is to ensure that effective techniques are used to help
Henry do better and improve in the areas where his scores
fall within the low average range.
There will also be formative assessments that will be
conducted in the course of instruction or during the lessons.
These will be aimed at helping the teacher know whether
Henry has understood content taught during the lesson.

VI. Data collection
process: Where
and when will
assessments occur?

Informal and periodic assessments will be conducted during
the lessons. These will be short, unstructured and informal.
No records will be kept as these will be aimed to help the
teacher tailor instruction to better meet Henry’s learning
needs.
Assessment will occur in the classroom. It will be done
every Friday at 3.00 pm. Scores from these assessments will
be recorded for review.

VII. Who is responsible Mr Franklin will be responsible for collecting and managing

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for collecting and
managing this
data?

the data. Henry is in his inclusive classroom. Being the
teacher-in-charge, he will collect the data and use it to make
decisions concerning the student’s progress. Depending on
whether the goals set will be met, then adjustments will be
made accordingly. Learning and assessment are learner-
entered, and the data collected will further help in ensuring
that Mr Franklin understands Henry’s needs even more.

VIII. Where will these
data be stored?

Data will be stored in an online grade book. Online grade
books store student records safely, and they can be accessed
by students by parents using a username and a password
(Gallagher, Magid, & Pruitt, 2020). Henry’s parents will
have access to the results, and they will be able to follow
and get periodical updates of their child’s academic
performance.

IX. How will these
data be
communicated to
the IEP team?
How will it be
shared with
parents/guardians
?

Henry’s parents will have access to the child’s academic
results. However, for follow and be-on-one discussions, the
teacher will call them and update them on areas that Henry
is doing better and where he will require more support and
encouragement.
The results will be communicated to the IEP team through
emails. A reevaluation meeting will only be convened if
need be. Some of these instances may if the student does not
improve and may require additional resources or even to be

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taken to another classroom, such as a resource classroom
where his needs will be met better. Also, he may improve
necessitating a change in his IEP. In such a situation, then
Mr Franklin will reach out and inform the team of any
changes in academic performance or behaviour that he will
observe.

X. How often will
these data be
shared and
communicated
with the IEP
team?

The data will be shared and communicated with the IEP
team on a monthly basis. It may change depending on the
prevailing circumstances. For instance, in the case of Goal
2, Henry will take two months to accomplish it. Thus,
during these two months, the team may be updated on the
results for the formative assessments or the general progress
of the student. Complete results will be analyzed after the
said two months. Then the results will determine the next
course of action depending on whether the goal has been
fully achieved or the extent to which the child has
progressed.

XI. How will you use
these data to drive
your instructional
practices?

Data from the formative assessments will be used to make
decisions during the lessons. If a certain instructional
technique has been used and Henry appears not to be
understanding the content, then the technique will be
changed. Formative assessment will be used to inform

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instruction. However, results on the achievement of the
goals will e used to make major decisions. The goal may be
adjusted if it is not achieved, and the complexity of the
assessment adjusted as well to realistically measure Henry’s
progress. If the goals are achieved, then higher goals will be
set using the results to inform their complexity.

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References

Gallagher, K., Magid, L., & Pruitt, K. (2020). The Educator’s Guide to Student Data Privacy |
ConnectSafely. Connectsafely.org. Retrieved 27 July 2020, from
https://www.connectsafely.org/eduprivacy/.