# data[].attributes.headline
The progress monitoring tools that I use are goalbook, informal and formal assessment such as statewide assessments and teacher made assessments, teacher observation. I use goalbook because it is program that is given to special education teacher. It provides progress monitoring assessments and it helps to develop Present level of performance, and goals. I use statewide assessments because the assessment inform of students progress. Teacher made assessment are beneficial because  I know the learning style of the students and zone of proximal development of the child.

# data[].attributes.subject
The progress monitoring tools that I use are goalbook, informal and formal assessment such as statewide assessments and teacher made assessments, teacher observation. I use goalbook because it is program that is given to special education teacher. It provides progress monitoring assessments and it helps to develop Present level of performance, and goals. I use statewide assessments because the assessment inform of students progress. Teacher made assessment are beneficial because  I know the learning style of the students and zone of proximal development of the child.

# data[].attributes.body
The most available tools and intervention methods used at my school are iReady Math, iReady Reading, Lexia, and DIBELS. These resources are very beneficial giving me additional data to support progress of my students. I am open to more progress monitoring resources!

# data[].attributes.body
For my population of students, I use the essential elements as a guide for what the grade-level expectations are on the alternative framework. From there, I use the adaptations and modifications in the students' IEP (e.g. physical materials, answer choices, using multiple means of communication) to determine how the students should respond. I take data daily and use the data each day to drive the next days' emphasis. At the beginning of the year, I probed the students to see what they already knew and then from there, used the essential elements to determine the next steps.

# data[].attributes.body
I am influenced by what intervention programs are available and student profile and needs. For example, I had a student part of the Lexia reading intervention. However, he would shut down when it was time to use it because he did not respond well to computer-based interventions. I worked with the county to move him towards a face-to-face intervention and we ended up using SPIRE. He began making progress because he became more engaged with the intervention and enjoyed participating.

# data[].attributes.body
My students are all on different levels and retain information differently. This is the joy and challenge of being a teacher.
Elements that influence my progress monitoring decisions are Achieve 3000, students work, and observation of students interacting with assignments, and assessments. When students grasp the ideology of a concept and learn to master their goals I know it is time to move them forward but if they are still struggling I do smaller activities that helps them understand the concept of the lesson. As a new teacher if a student does grasp the lesson, I am not sure of what should be done. Also, reading the data that is already in their IEP is a bit confusing and I'm not sure how to read it and use it.

# data[].attributes.headline
I use Benchmark interim assessments, DIBELS, MAP-P, Eureka Mid Module and Topic Module Assessments, Orton-Gillingham, and Really Great Reading to assess students comprehension and understanding of a specific topic. I additional will collect exit tickets with one problem to summarize if the student took away the objective.

# data[].attributes.subject
I use Benchmark interim assessments, DIBELS, MAP-P, Eureka Mid Module and Topic Module Assessments, Orton-Gillingham, and Really Great Reading to assess students comprehension and understanding of a specific topic. I additional will collect exit tickets with one problem to summarize if the student took away the objective.

# data[].attributes.body
I use i Ready Reading and Math, as well as Lexia. These are research based interventions , which adjust the  lessons to students level of performance, and then increase in complexity as students progress.  I also use data collection tool in the class to help to monitor student performance and to  gauge instruction.
Pearline

# data[].attributes.headline
I use research based interventions like I-ready and Lexia core. The assignments can be adjusted as needed, and the lesson can be printed and used in small group for progress monitoring. I also keep spreadsheets of classroom assessment data and social/emotional observation sheets. I am able to do a deeper dive on my reteach in small group instruction. I feel that for my student population, small group is most effective or engagement, student achievement and daily progress. -Humphries

# data[].attributes.subject
I use research based interventions like I-ready and Lexia core. The assignments can be adjusted as needed, and the lesson can be printed and used in small group for progress monitoring. I also keep spreadsheets of classroom assessment data and social/emotional observation sheets. I am able to do a deeper dive on my reteach in small group instruction. I feel that for my student population, small group is most effective or engagement, student achievement and daily progress. -Humphries

# data[].attributes.body
My progress monitoring decisions on based on data needed for progress reports, IEP updates, or skills that need to be retaught. Progress needs to be tracked sufficiently in order to have accurate information to speak on progress of update goals to meet the needs of the student. I also use progress monitoring in the classroom to gauge student understanding of topics/concepts and what they need more support with.

- Niarah

# data[].attributes.headline
MAP testings, common writing assessments, progress checks, End of Unit assessments, and quzzies. I also use classwork and check for understanding games such as quizzes, to see what students are confused about the most. -AZ

# data[].attributes.subject
MAP testings, common writing assessments, progress checks, End of Unit assessments, and quzzies. I also use classwork and check for understanding games such as quizzes, to see what students are confused about the most. -AZ

# data[].attributes.headline
Lexia, iReady Math, iReady Reading, Imagine Espanol are major ones used at my school. We also do DRAs in both English and Spanish. I also use observational data for behavior issues. SPED in my district provides students with Lexia for reading and iReady Math as the provide directed, scaffolded lessons and immediate as well as BOY, MOY and EOY data to help us see how the students are progressing. We also do the DRAs to see how their fluency is coming along. We do both English and Spanish as the students learn primarily in Spanish with 1 45 minute English class a day starting in second grade. 

# data[].attributes.subject
Lexia, iReady Math, iReady Reading, Imagine Espanol are major ones used at my school. We also do DRAs in both English and Spanish. I also use observational data for behavior issues. SPED in my district provides students with Lexia for reading and iReady Math as the provide directed, scaffolded lessons and immediate as well as BOY, MOY and EOY data to help us see how the students are progressing. We also do the DRAs to see how their fluency is coming along. We do both English and Spanish as the students learn primarily in Spanish with 1 45 minute English class a day starting in second grade. 