Actively Involving Students With Learning Disabilities in Progress Monitoring Practices

• Published in: Intervention in school and clinic Vol. 57; no. 5; pp. 329 - 337
• Main Authors: Furey, Jenlyn, Loftus-Rattan, Susan M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2022; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Curriculum Based Assessment; Educational programs; Evidence Based Practice; Feedback (Response); Goal Orientation; Goal setting; Inclusion; Individualized Education Programs; Learning Disabilities; Learning Strategies; Mathematics; Mathematics Achievement; Motivation; Outcomes of Education; Progress Monitoring; Reading Achievement; Self Determination; Student Motivation; Students; Students with Disabilities; Writing Achievement; assessment; disabilities; academic learning strategies; motivation; curriculum-based; learning; self-determination
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/10534512211032618

Academic progress monitoring is essential when implementing Individualized Education Programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students' progress is monitored frequently in schools today, these students often are not actively involved in this practice. Research has shown that actively involving students in progress monitoring through performance feedback and goal setting can lead to improved academic and motivational outcomes. This column describes a progress-monitoring performance feedback and goal-setting routine that supplements typical academic progress-monitoring practices. The ways in which the routine aligns with evidence-based practices to improve student outcomes in reading, writing, mathematics, and academic motivation are discussed. Step-by-step guidance, examples, and resources are provided to support practitioner implementation. Resources for evaluating outcomes are described.