Progress Monitoring of Mathematics Among Students with Learning Disabilities

Abstract

This article describes a statewide project in which weekly progress monitoring of mathematics was implemented with 120 special education students. Curriculum-based measurement probes for computation and concepts/applications skills were administered weekly over seven months. Students were assessed at levels identified as instructional by their teachers, and goals for performance were set based on recommendations from the research literature. Improvements of 0.38 digits per week (in computation) and 0.38 points per week (in concepts/applications) were found across students. A total of 66% of students achieved the expected goals in computation and 37% in concepts/applications. These levels of improvement were comparable to those reported in the literature for general education students. Perceived benefits and challenges of conducting progress monitoring in mathematics are discussed.