Principal Investigators: Jessica Toste, Nathan Clemens
 

Students with reading disabilities (RD) require intensive, individualized interventions in order to make measurable gains in reading achievement. An essential feature of intensive intervention is the use of assessment data to drive instructional decisions. “Progress monitoring” refers to frequent (i.e., weekly), brief assessments of student progress which teachers use to inform when effective programs should continue or ineffective interventions need to be adjusted and customized further.

Progress monitoring data are typically summarized with line graphs that indicate students’ progress toward a predetermined goal. The goal of this project is to help us better understand how teachers understand and use student assessment data to inform their instructional decisions