Technical Assistance Paper
Monitoring and Reporting Student Progress for Supplemental
Educational Services
Summary
: The purpose of this document is to provide technical assistance regarding the
progress monitoring of all students participating in Supplemental Educational Services (SES)
pursuant to the requirements in 20 United States Code (U.S.C.) Section 6316 of the No Child
Left Behind (NCLB) Act. No Child Left Behind 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 teachers 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.
Contact
:
Melvin Herring
Melvin.Herring@fldoe.org
(850) 245-0684
Samantha Love
Samantha.Love@fldoe.org
(850) 245-9947
Status
:
New Technical Assistance Paper
Revises and Replaces Existing Technical Assistance (DPS 2009-200)
Issued by the
Florida Department of Education
Division of Public Schools
Bureau of Federal Educational Programs
F
LORIDA DEPARTMENT OF EDUCATION
Dr. Eric J. Smith
Commissioner of Education
DPS:
2010-203
Date: November 29, 2010
Monitoring and Reporting Student Progress for Supplemental Educational Services
i
TABLE OF CONTENTS
INTRODUCTION..........................................................................................................................1
PROGRESS MONITORING .......................................................................................................2
A-1.
What is progress monitoring? ............................................................................................. 2
A-2
. What is the purpose of progress monitoring? ..................................................................... 2
A-3.
What are the benefits of progress monitoring? ................................................................... 2
A-4.
Is progress monitoring a required component o
f SES? ...................................................... 3
A-5.
Can a provider invoice a school district for the time spent to conduct assessments to
determine and report a student’s progress toward mastery of the goals in the SLP? ......... 3
A-6.
How often should a student’s progress be monitored and reported? .................................. 3
REPORTING STUDENT PROGRESS .......................................................................................4
B-1.
Are SES providers required to report progress based on the individual goals identified in
the SLP?
...............................................................................................................................
4
B-2.
What is the purpose of reporting progress to parents and the local educational ...................
agency/school?
.....................................................................................................................
4
B-3.
What should be included in the progress report?
.................................................................
4
B-4.
Are there recommended components for the progress report?
............................................
5
B-5.
How should progress be reported? ...................................................................................... 5
B-6.
How can SES providers determine if progress reports adequately describe the student’s
progress? ............................................................................................................................. 7
B-7.
How can SES providers measure and document a child’s progress on the goals identified
in the SLP? .......................................................................................................................... 7
B-8.
Are SES providers allowed to comment on student’s behavior on the progress report? .... 7
B-9.
Is there a progress report template SES providers are required to use? .............................. 7
B-10.
How should an SES provider document that progress reports have been given to parents
and teachers? ....................................................................................................................... 8
B-11.
Are SES providers allowed to report student progress verbally with the parents? ............. 8
B-12.
Are there other considerations for SES providers for reporting progress? ......................... 8
RESOURCES .................................................................................................................................9
Appendix A: Sample Progress Report (Example 1) .................................................................10
Appendix B: Words and Phrases for Progress Reports ...........................................................12
Monitoring and Reporting Student Progress for Supplemental Educational Services
1
INTRODUCTION
This guidance outlines the requirements regarding the monitoring of progress of all students
participating in Supplemental Educational Services pursuant to the requirements in 20 U.S.C.
Section 6316 of the No Child Left Behind Act. No Child Left Behind requires state-approved
SES providers to monitor a student’s progress toward meeting the measurable goals on his or her
SLP.
This guidance is non-binding, but compliance with it will be deemed by the Florida Department
of Education (FDOE) as compliance with applicable regulations and State Board Rule 6A-1.039,
Florida Administrative Code. Although this document outlines specific requirements for progress
monitoring and reporting, the examples provided should not be regarded as exhaustive or
limiting. Providers may develop alternative approaches to monitoring and reporting student
progress that are consistent with the regulations.
Summary of New and Revised Items
The Resources have been updated to reflect current research.
Monitoring and Reporting Student Progress for Supplemental Educational Services
2
PROGRESS MONITORING
A-1. What is progress monitoring?
Progress monitoring is a method to assess the student’s academic performance and
evaluate the effectiveness of instruction. The student’s academic performance is
measured regularly (e.g. weekly or monthly) by comparing expected rates of learning to
actual rates of learning. Based on these results, instruction is adjusted as needed. Through
this process, student’s progression of achievement is monitored and instructional
techniques are adjusted to meet the student’s learning needs.
A-2. What is the purpose of progress monitoring?
The purpose of progress monitoring is to inform parents and teachers of the student’s
progress and to suggest techniques and strategies to keep the student engaged in the
tutoring sessions.
The most effective way to keep parents and teachers regularly informed of the student’s
progress is to continually assess and monitor students as part of instruction, and
communicate the results. While annual data from state assessments provide a snapshot of
the student’s academic performance at a single point in time, daily instruction continues
between the time the tests are taken and the time the results are returned to the students.
Instructors need to know how students are doing in relation to the student’s goals in order
to make adjustments in curriculum and instruction to more effectively meet the needs of
the student.
When used in conjunction with quality controls built into program monitoring, progress
monitoring is the primary assessment tool for determining the progress of students on
individual goals. Results are communicated to the parents and teachers. Progress
monitoring is used to:
•
determine whether students are benefiting from the instructional program;
•
track progress toward mastering the goals specified in the SLP;
•
communicate effectively with the students, parents, and Local Educational
Agency (LEA)/classroom teacher regarding the student’s progress;
•
provide opportunities to develop and enhance the communication between the
parent and the tutor; and
•
make necessary program or curricular adjustments to meet the individual needs of
students.
A-3.
What are the benefits of progress monitoring?
Progress monitoring results in more targeted instructional techniques, which help all
students attain their academic goals and improve academic performance. Effectively
monitoring a student’s progress:
Monitoring and Reporting Student Progress for Supplemental Educational Services
3
•
allows tutors and teachers to make more informed instructional decisions to meet
the individual needs of the student;
•
accelerates learning because students are receiving more appropriate instruction;
•
provides a means of documenting student progress for accountability purposes;
and
•
facilitates efficient communication with parents and LEA staff regarding the
student’s progress.
A-4.
Is progress monitoring a required component of SES?
Yes. The NCLB Act requires LEAs to develop an agreement, in consultation with parents
of students participating in SES and the provider, that includes [20 U.S.C. Section
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; and
•
how the student’s parents and teachers will be regularly informed of the student’s
progress.
This agreement must be developed by the LEA in consultation with the parents, LEA
staff, and the SES provider as part of the SLP. Progress monitoring is the tool used to
track the student’s progress toward meeting the academic goals, and report the results to
the parents and teachers. This enables the tutors to adjust curriculum and instruction to
more effectively meet the needs of the student. Progress monitoring and reporting
requirements are included in the contract between the SES provider and the LEA.
A-5.
Can a provider invoice a school district for the time spent to conduct assessments to
determine and report a student’s progress toward mastery of the goals in the SLP?
No. A provider cannot bill the school district for conducting pre-assessments, post-
assessments, and progress monitoring assessments of a student. A provider shall only
invoice for the actual time spent tutoring the student.
A-6.
How often should a student’s progress be monitored and reported?
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 LEA.
Regular monitoring and reporting will enable the SES provider, parent, and teacher to
determine if the academic intervention and support is effective; and if not, revise or make
accommodations to the instruction to reflect a more effective intervention.
Monitoring and Reporting Student Progress for Supplemental Educational Services
4
REPORTING STUDENT PROGRESS
B-1.
Should SES providers report progress based on the individual goals identified in the
SLP?
Yes. Student progress should be monitored and reported at least monthly based on each
of the individual goals of the SLP. The individual goals of the SLP include a clear
description of what the student is expected to learn and the criterion or measure that will
be used to show if the goal has been achieved. Therefore reporting student progress based
on the individual goals provides a clear indicator of how the student is performing in
reaching the goals of the SLP [20 U.S.C. Section 6316 (e)(3)(A),(B)].
B-2.
What is the purpose of reporting progress to parents and the local educational
agency/school?
Regular reporting to parents provides 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 student progress report should, 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 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 SLP
provides the criteria, timeline, and method for evaluating the student’s progress.
To determine student progress, the tutor must gather evidence to support what each
student has accomplished with regard to the goals of the SLP. Progress should be based
on specific assessment results, such as quizzes, tests, and any additional scored student
work. 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. The report should focus on the goals on which the student is showing
the greatest weakness. The report should also emphasize the student’s strengths, indicate
progress made toward mastery of goals, and state the goals that have been mastered.
Contact information should also be included to facilitate communication between the
parent and the tutor or the tutoring coordinator.
Monitoring and Reporting Student Progress for Supplemental Educational Services
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B-4.
Are there recommended components for the progress report?
Yes. It is recommended that the progress report provide a visual guide that reflects the
student’s progress toward meeting the goals of the SLP. Progress reports should include
the following components.
S=Support
for the student’s learning at home and at school.
M=Monitoring
results of the student’s progress in meeting the goals identified on the
SLP. The comments should describe the child’s improvements, growth, and successes in
observable terms.
A=Affirm
what the child can do by indicating the student’s strengths.
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 LEAs 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 LEAs, 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 parent of their child’s progress in many ways, including, but not
limited to, periodic parent-tutor conferences and written progress reports. 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.
Monitoring and Reporting Student Progress for Supplemental Educational Services
6
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.
Subject Area:
Reading/LA
Mathematics
Science
Benchmark
:
Objective:
Beginning Level of
Mastery _____%
1
st Reporting
period
Ending October
_____%
2
nd Reporting Period
Ending November
_____%
Projected Level of
Mastery _____%
The following statements suggest ways parents can assist their child.
Parents may
provide additional help at home by:
Practicing
with the
flashcards
each night.
Thank you for your help
at home. Bobby can
recognize 15 sight
words. Enclosed with
this report is the next set
of flashcards to use at
home.
Bobby is beginning to read
words in groups. 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.
Providers should include specific comments regarding the student’s progress or inform
parents of what the student will work on in future tutoring sessions. 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.
Monitoring and Reporting Student Progress for Supplemental Educational Services
7
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.
B-6.
How can SES providers determine if progress reports adequately describe the
student’s progress?
Answering the following questions will help SES providers and LEAs determine if the
information provided is adequately describing the student’s progress:
•
Is the progress reported based on the specific goals of the SLP?
•
Is the report in an understandable format for parents?
•
Is progress reported accurately?
•
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 SES providers measure and document a child’s progress on the goals
identified in the SLP?
State-approved assessments should be used to measure a student’s progress towards
meeting the goals of the SLP. The provider administered pre-assessment data should be
documented on the progress report as the beginning level of mastery. The progress
towards meeting the individual goals should be clearly documented each reporting
period. Frequent progress monitoring assessments should be administered to identify the
progress toward the projected level of mastery as outlined and documented in the SLP.
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 template SES providers are required to use?
The FDOE has not created a uniform progress report that must be used by all SES
providers. However, many LEAs have progress report templates that must be used by all
providers serving students within that LEA. A sample progress report can be found in
Appendix A.
Monitoring and Reporting Student Progress for Supplemental Educational Services
8
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 created on carbonless copy paper with one
copy to the parent, one copy to the school, one copy to the LEA submitted 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 that indicates the date and manner in which progress reports are
delivered to parents.
B-11.
Are SES providers allowed to report student progress verbally with the parents?
Yes. However, the provider must also report the information to the LEA 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 verbally. It is suggested
that documentation of progress be provided in a formal written report at least monthly or
as specified in the LEA contract. Supplemental educational services providers may use
translators to report student progress verbally to non-English speaking parents to ensure
that they understand the information in the report [20 U.S.C. Section 6316 (e)(3)(A), (B);
34 C.F.R. §200.46(b)(2)(i)(B), (ii)].
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.
Monitoring and Reporting Student Progress for Supplemental Educational Services
9
RESOURCES
The
National Center on Student Progress Monitoring (NCSPM)
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.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm.
The
NCSPM
has exciting downloadable articles, PowerPoint presentations, FAQs, and
additional resources about student progress monitoring, Curriculum-Based Measurement,
applying decision making to Individual Educational Plans and other researched based topics at:
http://www.studentprogress.org/library/articles.asp.
The
NCSPM
has an extensive compilation of questions about curriculum based measurements
for mathematics and reading at http://www.studentprogress.org/faq.asp.
The
Progress Monitor
is the National Center on Student Progress Monitoring monthly
newsletter, http://www.studentprogress.org/discusshome.asp.
The
Florida Center for Reading Research (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 LEAs for tests that might be used to provide information to help guide
reading instruction for older students. The list may be accessed at
http://www.fcrr.org/assessment/pdf/Commonly%20Used%20Assessments%20for%20Older%20
Students%20_3_.pdf.
Monitoring and Reporting Student Progress for Supplemental Educational Services
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Appendix A: Sample Progress Report (Example 1)
Student Progress in Meeting the Goals of the Student Learning Plan
Student
School Name & School Number
Grade
Provider
Contact Person
Telephone Area/No.
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Level of Mastery
_____%
Progress to date
_____%
Projected Level of Mastery
_____%
Have the goals been met?
Yes
No
Comments/Next steps for tutoring:
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Level of Mastery
_____%
Progress to date
_____%
Projected Level of Mastery
_____%
Have the goals been met?
Yes
No
Comments/Next steps for tutoring:
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Level of Mastery
_____%
Progress to date
_____%
Projected Level of Mastery
_____%
Have the goals been met?
Yes
No
Comments
/Next steps for tutoring:
Ways parents can support the learning:
If you need additional information, please feel free to contact the tutor at:
Parent Comments:
Teacher Comments:
Monitoring and Reporting Student Progress for Supplemental Educational Services
11
Student Progress in Meeting the Goals of the Student Learning Plan (Exa
mple 2)
Student
School Name & School
Number
Grade
Provider
Contact Person
Telephone Area/No.
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Leve
l of
Mastery
_____%
1
st Reporting period
Ending (date)
_____%
2
nd Reporting Period
Ending (date)
_____%
Projected Level of Mastery
_____%
Have the goals been met?
Yes
No
Comments/Next steps for tutoring:
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Level of
Mastery
_____%
1
st
Reporting period
Ending (date)
_____%
2
nd
Reporting Peri
od
Ending (date)
_____%
Projected Level of
Mastery
_____%
Have the goals been met?
Yes
No
Comments/Next steps for tutoring:
Subject Area:
Reading/LA
Mathematics
Science
Benchmark:
Objective:
Current Level of
Mastery
_____%
1
st Reporting period
Ending (date)
_____%
2
nd Reporting Period
Ending (date)
_____%
Projected Level of
Mastery
_____%
Have the goals been met?
Yes
No
Comments/Next steps for tutoring:
Ways parents can support the learning:
If you need more information, please feel free to contact the tutor at:
Parent Comments:
Teacher Comments:
