I often think about an afternoon many years ago when I took my daughter to our local coffee shop to treat ourselves to a special dessert. She was around four or five years old, and as she stood in front of the enormous display of pies, cakes and puddings, she became overwhelmed and said, “What to choose? There is too much of much!” Too much of much... I found such meaning in those unexpected words and as a result, the phrase has stayed with me throughout the years.
Effective progress monitoring is critical for a successful MTSS/RTI practice. In addition to universal screening assessments--which are given to all students three times a year--students receiving tier 2 or 3 levels of support should be given a progress monitoring assessment every other week or weekly, respectively. These data allow us to have better visibility into whether or not our support is working for a given student, and more importantly, when it is not so that we can adjust the intervention approach quickly to better meet the needs of that student. Assessments used for progress monitoring should be quick, skill (not content) based, and valid and reliable (i.e., having demonstrated to accurately and consistently measure what they are supposed to be evaluating). The Center for Intensive Intervention has a helpful chart that evaluates and compares these qualities for common progress monitoring assessments.