Dr. Eric J. Smith
: The purpose of this document is to provide technical assistance regarding the
monitoring of progress of all students participating in Supplemental Educational Services (SES)
pursuant to the requirements in 20 U.S.C.§6316 of the No Child Left Behind (NCLB) Act. NCLB
requires state-approved SES providers to monitor a student’s progress toward meeting the
measurable goals on his or her Student Learning Plan (SLP). In addition, the provider must
regularly inform the student’s parents and teacher(s) of the student’s progress. Through
progress monitoring, a student’s progression of achievement is monitored, and instructional
techniques are adjusted to more effectively meet the student’s learning needs.
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Services (SES)? ................................................................................................ 2
How often should a student’s progress be measured? ...................................... 2
What is the purpose of reporting progress to parents and the district/school?... 3
What should be included in the progress report?............................................... 3
student’s progress?............................................................................................ 6
report? ............................................................................................................... 7
Is there a progress report form SES providers are required to use?.................. 7
given to parents and teachers?.......................................................................... 7
B-11 Are SES providers allowed to report student progress orally with the parents?. 7
B-12 Are there other considerations for SES providers for reporting progress?......... 7
•
accelerates learning because students are receiving more appropriate instruction
•
allows tutors and teachers to make more informed instructional decisions to meet
the individual needs of the student
•
provides a means of documenting student progress for accountability purposes
•
facilitates efficient communication with parents and other professionals about
students’ progress.
A-4 Is progress monitoring a required component of supplemental educational
services (SES)?
The No Child Left Behind (NCLB) Act requires each school district to develop an
agreement in consultation with parents of students participating in SES and the provider
that includes [20 U.S.C.§6316(e)(3)(A)(B)]:
•
a statement of specific achievement goals for the student
•
how the student’s progress will be measured
•
timetable for improving the student’s academic performance
•
how the students’ parents and the student’s teachers will be regularly informed
of the student’s progress.
This agreement must be developed in consultation with the parents, district, and SES
provider as part of the Student Learning Plan (SLP). Progress monitoring is the tool to
ensure the student’s progress toward meeting his or her academic goals, and the
results are shared with his or her parents and teachers. This enables the tutors to also
adjust curriculum and instruction to more effectively meet the needs of the student. In
addition, many districts address progress monitoring and reporting requirements in the
contract between the SES provider and the district.
A-5 How often should a student’s progress be measured?
It is recommended that a student’s progress be monitored and reported at regular
intervals but at a minimum of once each month. Progress must be reported as often as
described in the state-approved SES application and according to the specific timeline
identified in the SLP and the contract with the district.
Regular monitoring and reporting will enable the tutor, parent, and teacher to determine
if the academic intervention and support is effective; and if not, to revise or make
accommodations to the instruction to reflect a more effective intervention.
Reporting Student Progress
B-1 Are SES providers required to report progress based on the individual goals
identified in the Student Learning Plan or overall progress?
Student progress must be measured and reported at least monthly based on each of
the measurable goals of the SLP. Since the measurable goals of the SLP include a
clear description of what the student is expected to learn and the criterion or measure
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that will be used to show if the goal has been achieved, reporting student progress
provides a clear indicator of how far the student has come in reaching the goals of the
SLP.
B-2 What is the purpose of reporting progress to parents and the district/school?
Regular reports to parents provide a mechanism to monitor a student’s progress toward
the goals of the SLP and to evaluate the effectiveness of the tutoring the student is
receiving. The process of assessing, evaluating, and reporting student progress enables
the school and the parents to monitor student learning and identify what action, if any, is
needed to help a student succeed.
B-3 What should be included in the progress report?
The report of the student’s progress must, at a minimum, inform parents of the progress
the student is making toward meeting the goals on the SLP and whether this progress is
sufficient in order for the student to achieve the goals by the end of the tutoring
sessions.
Establishing goals that are measurable is important so that progress can be adequately
assessed. The measurable goals provide the criteria, timeline, and method for
evaluating the student’s progress. To report student progress, the tutor must gather
evidence to support what each student has accomplished with regard to the goals of the
SLP and their correspondence to the Sunshine State Standards. Progress should be
based on specific assessment results, such as quizzes, tests, and any additional
student scored work. Current status of reaching each goal should be noted as mastery
or non-mastery. Establishing a systematic data collection system is the first step to
effective progress reporting to parents.
Effective progress reports may include comments on the level of student engagement
and information on how parents can support the child’s learning at home. It is also
recommended that the tutor list the goals and objectives to be taught in the next tutoring
reporting period. These should focus on the goals on which the student is showing the
greatest weakness. Contact information should also be included to facilitate
communication between the parent and the tutor or the tutoring coordinator.
B-4 Are there recommended components for the progress report?
Staff may wish to develop progress reports including the following components:
S=Support
for the student’s learning at home and at school.
M=Monitor
student progress in meeting the goals identified on the SLP. The
comments should describe in observable terms the child’s improvements,
growth, and successes.
A=Affirm
what the child can do by indicating the student’s strengths.
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R=Relate
current and past instructional growth with future plans. The progress
reports should identify the progress the student has made and what the tutor will
focus on next.
T=Timely and frequent
reports to parents, tutors, and teachers are necessary
so adjustments in the instructional program may be made, if necessary.
B-5 How should progress be reported?
The method(s) to inform parents of their child’s progress must be described in the SLP.
Many districts also outline specific information in the contract with SES providers related
to reporting student progress. Based on the unique needs of the students, the manner
selected to inform parents might vary from student to student. As with all communication
between parents, SES providers, and school districts, results should be reported in a
format which is easily understandable, including alternate formats upon request, and to
the extent practicable, in a language the parents can understand.
Keeping records of progress monitoring activities will assist providers in reporting
progress. Record keeping procedures may include anecdotal records, observation
notes, running records, comments and descriptions, time sampling, tracking sheets,
checklists, portfolios, rating scales, or student profiles.
Providers may inform a student’s parents of their child’s progress in many ways,
including, but not limited to periodic parent-tutor conferences, written progress reports,
documentation of parent-tutor conferences, and documentation of student-parent-tutor
conferences. Reports to the parent do not need to be lengthy or burdensome, but they
do need to be informative. For example, the report to parents may include a statement
of the goals with a written report of the level on which the student is currently functioning
in that goal area and a rating of progress to indicate whether the student’s progress to
date will likely result in the student reaching the goal by the end of the tutoring sessions.
The following chart from a progress report is an example of how to document a
student’s progress towards meeting a goal on the SLP.
SLP Goal:
By the end of the tutoring sessions, Bobby will be able to recognize 75% of the
220 Dolch sight words when assessed orally using flashcards.
Initial Results
October
1
st
period ending
November
2
nd
period ending
December
Final Results January
Bobby can correctly
identify 20 of the 220
sight words on the
Dolch sight word list.
Bobby can correctly
identify 55 of the 220
sight words on the Dolch
sight word list. This is an
improvement of 35 words
from the beginning of
tutoring sessions.
Goal not met.
Bobby can correctly identify
125 of the 220 sight words on
the Dolch sight word list. This
is an improvement of 105
words from the beginning of
tutoring sessions.
Goal not met.
Bobby can correctly identify
175 of the 220 sight words on
the Dolch sight word list.
Goal met.
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Parents may provide additional help at home by:
Practicing with the
flashcards each
night.
Thank you for your help
at home. Bobby is doing
better. Enclosed with this
report is the next set of
flashcards to use at
home.
Bobby is progressing nicely
with sight words. Please
continue to practice with the
flashcards. It will also help
Bobby if you listen to him
read aloud each night.
Thank you for the support
you provided during the
tutoring process. Please
continue to practice during
the summer. Enclosed are
flashcards for the words
Bobby will need to know next
year. Keep listening to Bobby
read aloud each night.
Attached to this report is a
flyer for the summer
programs at the public
library. I believe Bobby will
enjoy these programs. They
will also help him with his
reading.
The following statements demonstrate effective and ineffective methods for reporting
student progress:
Progress Report Statements
Ineffective
Effective
Juan is reading better.
Juan is now able to break words with four sounds into the
individual parts. For example, he is able to break the word
cards
into the four sounds: /c/, /ar/, /d/, and /s/. Please
continue to read with Juan and practice rhyming words and
words with the same beginning and ending sounds.
Desiree is getting better
with adding and
subtracting two digit
numbers.
Desiree is able to add two digit numbers with carrying with
80% accuracy. She is also able to subtract two digit numbers
without borrowing with 70% accuracy. We will continue to work
on subtraction with and without borrowing. Please continue to
practice the basic subtraction facts with Desiree.
Ramon’s writing is much
better.
Ramon’s writing is improving. He is now able to write a main
idea and three supporting sentences on a given topic. We will
continue to work on his ability to write the concluding sentence
and then expand these to supporting paragraphs. Please help
him develop the ideas and supporting details in his writing.
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B-6 How can SES providers determine if progress reports adequately describe
the student’s progress?
Answers to the following questions will help SES providers and districts determine if the
information provided is adequate to describe the student’s progress:
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Is the progress reported based on the specific goals of the SLP?
•
Is the information provided with sufficient frequency?
•
Is the report in an understandable format for parents?
•
Is progress reported positively or negatively?
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Does the progress report provide the next steps for tutoring?
•
Does the report suggest ways the parents can assist their child?
B-7 How can an SES provider measure and document a child’s progress when the
goal was developed based on results of the Florida Comprehensive Assessment
Test (FCAT)?
The Department has encouraged districts to allow SES providers to use FCAT data in
the development of the goals of the SLP as a way to streamline the enrollment process
and ensure that services begin as soon as possible. Since FCAT will not be given again
until the spring, providers must use other means to measure and report progress.
The Department has many resources posted on the FCAT home page
(http://fcat.fldoe.org/default.asp) which providers may find helpful including sample test
items and released test items. There are also many commercially available FCAT-like
materials. The following is an example of how to use these materials in determining a
student’s progress.
Student’s current level of performance: Fifth grade student with FCAT Level 2 with
specific weaknesses in comprehension, main idea, and comparisons.
Measurable Goal: By the end of the tutoring sessions, Jose will be able to comprehend
a fifth grade reading passage with 80% accuracy.
Measuring Progress: Using FCAT-like commercially available materials.
Report: When assessed using a grade level passage, Jose is making great progress.
He is now able to identify the main idea and can explain orally the sequence of events
in the story. On our last assessment, he answered 75% of the questions accurately. We
are continuing to work on comparing the characters within the passage.
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B-8 Are SES providers allowed to comment on student’s behavior on the
progress report?
Yes, however, if a provider wishes to include comments regarding a student’s behavior,
the comments should be limited to a description of how the behavior impacts student
learning.
B-9 Is there a progress report form SES providers are required to use?
The Department has not created a uniform progress report that must be used by all
SES providers. However, many districts have progress report forms that must be used
by all providers serving students within that district. A sample progress report can be
found in Appendix A.
B-10 How should an SES provider document that progress reports have been
given to parents and teachers?
Many SES providers use a progress report form created on carbonless (NCR) copy
paper with one copy to the parent, one copy to the school, one copy to the district with
the invoice, and one copy for the provider’s files. Other providers make photocopies of
the report and send them to each of the above entities. Some providers require a
parent’s signature acknowledging receipt of progress reports. It is important for
providers to maintain documentation which indicates the date and manner in which
progress reports are delivered to parents.
B-11 Are SES providers allowed to report student progress orally with the
parents?
Yes, however, the provider must also report the information to the district and teacher.
The provider must be able to clearly document that progress has been reported to the
parents. This clear documentation may be difficult if it is only reported orally. It is
suggested that documentation of progress be provided in a formal written report at least
monthly.
B-12 Are there other considerations for SES providers for reporting progress?
Yes, while the purpose of the progress report is to provide information to parents and
teachers, SES providers and tutors should be sensitive to the impact the reports have
on the child. Some children experience severe punishment based on progress reports.
The comments on the progress reports should encourage the child to make future
progress. A list of sample words and phrases is located in Appendix B to assist tutors in
preparing the progress reports.
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Resources
The
National Center on Student Progress Monitoring
has conducted an extensive
review of available progress monitoring tools. They use a standard process to evaluate
the scientific rigor of thirteen commercially available tools to monitor student’s progress.
More information about the review and the available tools can be found at
http://www.studentprogress.org/chart/chart.asp.
The Progress Monitor
is the National Center on Student Progress Monitoring monthly
newsletter, http://www.studentprogress.org/news/spmnews_feb_06_vol5.htm.
The National Center on Student Progress Monitoring has an extensive compilation of
questions on progress monitoring for mathematics at
http://www.studentprogress.org/progressmonitoring_math_faq.asp.
Rick Kubina, Ph.D., has created a website dedicated to supporting those interested in
using
Precision Teaching and Standard Celeration Charting
. There are many
probes which can be used as models to develop other tools to measure student
progress in reading and mathematics. The site may be accessed at
http://www.precisionteachingresource.net/.
Techniques of Precision Teaching
, Parts 1 (Training Manual), 2 (Math Probes), and 3
(Reading Probes). Available through the Florida Department of Education
Clearinghouse Information Center. (ESE 3716, ESE 3717 and ESE 3718).
AIMSWeb®
is a scientifically based assessment system which provides the
assessment materials and ability to organize and report Curriculum-Based
Measurement (CBM) - standardized measures of basic skills - including reading, early
literacy, early numeracy, mathematics, spelling, and written expression. For more
information on AIMSWeb access http://www.aimsweb.com.
Mazes
are composed of a variety of passages with mixed genres and styles. The
passages begin with a complete sentence. For every remaining sentence, the 7th word
is replaced with a word choice. The word choice is composed of 3 words: one correct
and two distracters. There are 2 passages administered at each of the assessment
periods and they are averaged to obtain a score. As with the FORF, a risk level chart is
used to determine the level of instruction indicated by performance on the maze
measure. Mazes measure fluency, comprehension and vocabulary, and are group
administered. For more information see the Florida Center for Reading Research
(FCRR) website at http://www.fcrr.org/assessmentMiddleHighSchool.htm.
The FCRR has compiled a
list of assessments
commonly used in Florida schools to
assess reading development and reading difficulties in students in late elementary,
middle, and high school. Presence on this list does not constitute an endorsement by
FCRR or the Florida Department of Education. This list is provided to facilitate the
search of schools and districts for tests that might be used to provide information to help
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guide reading instruction for older students. The list may be accessed at
http://www.fcrr.org/assessmentMiddleHighSchool.htm.
At School: SPMS,
The Student Progress Monitoring System® (SPMS) is a suite of
reading, math, and science assessment tools for teachers, students, and administrators.
Designed for ease of use and to meet the needs of K-12 schools and districts, SPMS
measures student progress in core academic skills and allows for prescriptive
intervention and individualized learning strategies to help students meet proficiency
levels and academic standards. For more information access the website at
http://www.vantagelearning.com/spms/.
Intervention Central’s Curriculum-Based Measurement (CBM) Warehouse
offers a
variety of tools for implementing student progress monitoring in schools. The
Warehouse website offers training materials that introduce CBM, sample reading and
math probes, and links to CBM tools on the Internet. For more information access the
website at
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml.
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