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A technically adequate progress monitoring tool is required to evaluate student progress in academic intervention(s) in accordance with the Wisconsin state law for identifying a student as having a Specific Learning Disability (SLD) to qualify to receive special education services. The eight achievement areas of SLD referenced throughout the rule are: Oral expression; Listening comprehension; Written expression; Basic reading skill; Reading fluency; Reading comprehension; Mathematics calculation; and Mathematics problem solving.
An excerpt from the Wisconsin SLD Eligibility Technical Guide states that:
“An IEP team is required to consider and document… whether the student has made sufficient or insufficient progress based on the student’s response to intensive, scientific research based or evidence-based intervention (SRBI). This is required of all initial Specific Learning Disability evaluations of public-school students. ... The rule requires IEP teams to analyze progress monitoring data collected during two SRBIs implemented with fidelity in each area of concern. The IEP team analyzes the data to determine whether or not the student’s response to intensive intervention was sufficient.”
The Wisconsin state law for SLD requires that progress monitoring probes must be:
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Brief,
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Direct measures of specific academic skills,
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With multiple equal or nearly equal forms,
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sensitive to small changes in student performance and
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reliable and valid measures of pupil performance during intervention [Wis. Admin. Code § PI 11.02(9)].
The progress monitoring tool needs to include a technology component that allows for seamless electronic data analysis (e.g., computation of ambitious goals based on normative Rate of Improvement, graphs that include baseline and intervention phases, goal and trendlines), and communication across platforms to facilitate problem-solving and strategic use of the data to plan for student instructional needs.
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