Educators, students and their families are dealing with high levels of stress and uncertainty due to school closures and other impacts of coronavirus. When students return to the classroom, educators will need to be more aware than ever of how students’ academic performance may be affected by their social emotional and behavior state.
Timely, accurate data to guide decisions about instruction, interventions, and support is one of the most important elements of a successful Multi-Tiered System of Supports (MTSS). Progress monitoring is the tool that provides educators with that critical data and insight into students’ growth.
In the early ’90s I entered into the world we now know as Multi-Tiered System of Supports (MTSS). We didn’t have the full vision and all the structures then, but progress monitoring was always a central practice within the framework. The practice carries a mindset of formatively evaluating our decisions as they relate to improved outcomes for students. It is this notion that what we do matters (and it matters a lot) that makes progress monitoring such a critical component of MTSS. Sometimes we get a good instructional fit right away, and sometimes we are humbled trying to figure it out.