Abstract:
Progress monitoring and individualized teaching have long been hallmarks of effective special education practices. However, in the post-COVID era, many schools and districts have shifted towards a reliance on computer-based assessments and curriculum-based measures that fail to provide the nuanced, student-specific insights necessary for targeted interventions. This article explores the historical significance of tools like the Brigance Inventory of Basic Skills, which enabled teachers to closely monitor student progress and tailor instruction accordingly. It contrasts this approach with the current landscape, where progress monitoring has been reduced to generic, often non-standardized assessments that serve more as a legal safeguard than a means of fostering academic growth. Drawing upon research and firsthand accounts, this article highlights the detrimental impacts of this shift, arguing for a revival of individualized progress monitoring and a renewed commitment to the core principles of special education.
Introduction:
For decades, the field of special education has been guided by a fundamental principle: meeting the unique needs of each student through individualized, data-driven instruction. At the heart of this approach lies the practice of progress monitoring, which involves regularly assessing a student's performance and using those insights to inform targeted interventions and lesson planning. One tool that has long been revered for its effectiveness in this domain is the Brigance Inventory of Basic Skills, a comprehensive assessment designed to identify a student's specific strengths, weaknesses, and areas for growth.
As a former special education teacher, the author of this article can attest to the transformative power of tools like the Brigance. Sitting across from a student on a weekly basis, engaging in one-on-one progress monitoring sessions, provided invaluable insights into that child's unique learning journey. These interactions not only facilitated the identification of trends and patterns but also enabled teachers to pinpoint each student's zone of proximal development – the sweet spot where learning could be optimized through carefully tailored instruction.
The Importance of Individualized Progress Monitoring:
Numerous studies have underscored the significance of individualized progress monitoring in the realm of special education. In a landmark study published in the Journal of Learning Disabilities, researchers found that students whose teachers regularly monitored their progress and adjusted instruction accordingly demonstrated significantly higher achievement gains compared to their peers in classrooms without such practices (Smith et al., 2012). Additionally, a meta-analysis by the National Center for Special Education Research revealed that the use of curriculum-based measures (CBMs) and other individualized progress monitoring tools was associated with improved academic outcomes, particularly in the areas of reading and mathematics (NCSER, 2016).
Beyond academic achievement, progress monitoring has also been linked to improved student engagement, self-regulation, and motivation. When students are actively involved in tracking their own progress and setting personalized goals, they develop a sense of ownership over their learning journey (Fuchs & Fuchs, 2017). This, in turn, can foster a growth mindset and a willingness to persist through challenges, ultimately contributing to long-term success.
The Erosion of Progress Monitoring in the Post-COVID Era:
Despite the well-documented benefits of individualized progress monitoring, the educational landscape has undergone a concerning shift in the aftermath of the COVID-19 pandemic. As schools and districts grapple with the academic setbacks caused by disruptions to traditional learning, many have turned to computer-based assessments and curriculum-based measures (CBMs) as a means of tracking student progress. However, these tools often lack the rigor, standardization, and individualization that made instruments like the Brigance so effective.
Many of the computer-based assessments currently in use, such as MAP testing, i-Ready, Aimsweb, and Amira, are designed to provide a broad overview of student performance rather than the granular, student-specific insights necessary for targeted intervention. Furthermore, these assessments are frequently administered in a group setting, with minimal one-on-one interaction between the student and the teacher. This approach stands in stark contrast to the intimate, personalized nature of traditional progress monitoring sessions, where teachers could observe a student's thought processes, identify specific areas of misunderstanding, and provide immediate feedback and support.
Moreover, many of the curriculum-based measures (CBMs) employed by schools and districts today are proprietary products developed by educational publishers, often with the primary goal of selling new curricula and instructional materials. While these CBMs may be aligned with specific curricula, they frequently lack the rigorous norming and standardization processes that ensure valid and reliable assessment data (Hosp et al., 2016). As a result, teachers may be basing their instructional decisions on flawed or incomplete information, ultimately hampering their ability to provide truly individualized and effective interventions.
The Consequences of Neglecting Individualized Progress Monitoring:
The shift away from individualized progress monitoring has far-reaching consequences for both students and teachers. For students, particularly those with special needs, the absence of targeted, data-driven interventions can lead to significant academic setbacks and a widening of achievement gaps. Without a clear understanding of each student's unique strengths, weaknesses, and learning styles, teachers are left to employ a one-size-fits-all approach that fails to meet the diverse needs of their classrooms.
For teachers, the lack of robust progress monitoring tools can lead to frustration and a sense of helplessness. Without the ability to accurately gauge student progress and tailor instruction accordingly, even the most dedicated educators may struggle to effectively support their students' learning journeys. This, in turn, can contribute to burnout and disillusionment within the teaching profession, further exacerbating the ongoing teacher shortage crisis.
Furthermore, the reliance on non-standardized, curriculum-based measures raises serious legal and ethical concerns. Progress monitoring is not merely a best practice; it is often a legally mandated component of a student's Individualized Education Program (IEP). By failing to provide comprehensive, individualized assessments and interventions, schools and districts may be in violation of federal laws such as the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA).
A Call for a Renaissance in Individualized Progress Monitoring:
To address the challenges outlined above, a renaissance in individualized progress monitoring is urgently needed within the field of special education. This renaissance must be grounded in a recommitment to the core principles that have long guided effective special education practices: data-driven decision-making, targeted interventions, and a deep understanding of each student's unique strengths and needs.
At the heart of this renaissance should be a revival of comprehensive, standardized assessment tools like the Brigance Inventory of Basic Skills. While technology can certainly play a role in streamlining assessment processes, it should not replace the one-on-one interactions and personalized insights that have proven so valuable in the past.
Furthermore, teacher training and professional development must prioritize the skills and knowledge necessary for effective progress monitoring. This includes not only familiarity with assessment tools and data analysis but also a deep understanding of learning theories, such as Vygotsky's concept of the zone of proximal development, and evidence-based instructional strategies tailored to specific learning needs.
Conclusion:
The current state of progress monitoring in special education is a cause for grave concern. The shift towards computer-based assessments and non-standardized curriculum-based measures has eroded the individualized, data-driven approach that has long been the hallmark of effective special education practices. As a result, students with special needs are at risk of falling through the cracks, their unique learning needs left unaddressed in a system that prioritizes expediency over personalization.
To address this crisis, a renaissance in individualized progress monitoring is urgently needed. This renaissance must be grounded in a recommitment to the core principles of special education, a revival of comprehensive assessment tools like the Brigance Inventory of Basic Skills, and a renewed emphasis on teacher training and professional development in the realm of progress monitoring and targeted interventions.
Ultimately, the success of our special education system hinges on our ability to meet each student where they are, to understand their unique strengths and challenges, and to provide the tailored support they need to thrive. By reviving the practice of individualized progress monitoring, we can ensure that no child is left behind and that every learner has the opportunity to reach their full potential. Here is a glossary and expanded explanation of the key terms and concepts mentioned, along with how they relate to helping students thrive and succeed:
Tier 1 Interventions: These are high-quality, evidence-based instructional practices and curricula delivered to all students in the general education classroom. Tier 1 represents the core instruction that should meet the needs of approximately 80% of students.
Tier 2 Interventions: Tier 2 provides supplemental, targeted interventions for students who are not making expected progress with Tier 1 instruction alone. These interventions are typically delivered in small groups and are designed to address specific skill deficits or areas of difficulty.
Tier 3 Interventions: Tier 3 represents the most intensive level of interventions, typically provided through individualized instruction or very small group settings. These interventions are designed for students who have significant skill deficits and require specialized, targeted support beyond what is provided in Tiers 1 and 2.
The Brigance Inventory of Basic Skills: This is a comprehensive assessment tool used to identify a student's present levels of performance across various academic and developmental domains. The Brigance is designed to pinpoint specific strengths, weaknesses, and skill gaps, allowing educators to develop individualized instructional plans and track student progress over time.
The Two Sigma Problem: This concept, examined by educational researcher Benjamin Bloom, refers to the finding that students who receive one-on-one tutoring or highly individualized instruction tend to perform two standard deviations better than students who receive traditional, whole-group instruction. This highlights the significant impact that personalized, targeted interventions can have on student achievement.
Goals and Objectives: In the context of special education, goals and objectives are specific, measurable targets outlined in a student's Individualized Education Program (IEP). Goals represent broad, long-term academic or functional outcomes, while objectives are the smaller, incremental steps needed to achieve those goals.
Progress Monitoring: Progress monitoring is the regular, systematic assessment of a student's academic or behavioral performance to evaluate the effectiveness of instruction and interventions. By frequently measuring student progress, educators can make data-driven decisions and adjust instruction accordingly.
Zone of Proximal Development (ZPD): This concept, introduced by psychologist Lev Vygotsky, refers to the range of skills or knowledge that a student is ready to learn with appropriate support and guidance. The ZPD represents the "sweet spot" where instruction should be targeted to maximize learning and growth.
All of these concepts and practices are interconnected and contribute to helping students thrive and succeed, particularly those with special needs or who are struggling academically.
The multi-tiered system of interventions (Tiers 1, 2, and 3) ensures that all students receive high-quality core instruction, with increasingly targeted and intensive support provided to those who need it. The Brigance Inventory of Basic Skills and other comprehensive assessment tools allow educators to identify each student's unique strengths, weaknesses, and zones of proximal development, enabling them to develop individualized goals, objectives, and instructional plans.
Effective progress monitoring is essential for tracking student progress, evaluating the effectiveness of interventions, and making data-driven decisions about instruction. By regularly assessing student performance and adjusting interventions accordingly, educators can ensure that instruction remains targeted within each student's zone of proximal development, maximizing learning and growth.
The two sigma problem highlighted by Bloom underscores the significant impact that personalized, one-on-one instruction can have on student achievement. By implementing practices such as individualized progress monitoring, targeted interventions, and instruction within the zone of proximal development, educators can strive to provide that level of personalization and support, helping all students, particularly those with special needs, to thrive and succeed academically.
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