Progress Monitoring Plan

Sarah Jones and Maeve McGannon

Scenario:
The 1st week back from break, a new student arrives in the classroom for students
with high intensity needs at your public separate school. The child is lying on a
mat, smiling, making eye contact and engaging with the environment, although not
talking. Further observation reveals the student cannot sit independently, scoots
around the room and has trouble with utensils at mealtime.

Area of Need Identified:

Mode of communication

Assessment Used:
Wisconsin Assistive Technology Institute (WATI) Section 4 - Communication (see
end of document)

Progress Monitoring Plan:

We have established that this student would benefit from the use of AT in order to
improve his communication skills. The team decided to begin by using an app,
such as Proloquo2go, in order to see how well he can use that to communicate. As
we follow the timeline, we will be evaluating his functional use of the app and any
progress he does or does not make.

Timeline - 6 week rule

Every 6 weeks we would evaluate how well the student is doing with his AT
(specifically in regards to his communication goals). If he is not making progress,
then we’d need to implement different strategies. If he is making progress, we’d
build on current strategies with supplemental measures.

First Six Weeks:

● Goal - The student will use the AT to communicate basic wants and needs
using one word combinations across all academic settings, increasing his
usage each week.
 ● In order to monitor this, the student’s teachers, service providers, and other
support staff will document how many times he uses the AT to communicate
on a daily basis.

● After six weeks, the team will review the data collected and determine if he
has met the goal, specifically did he use the AT more frequently each week.

● If the student did not meet this goal, the team would discuss more explicit
instruction strategies (i.e. teacher modeling) that can be used with him in
order to promote his use of the device.

● If the student did meet this goal, we would want to focus on increasing his
usage and model more complex productions (i.e. two or three word
responses).

Second Six Weeks:

● Goal - The student will use the AT to communicate basic wants and needs
using two or three word combinations across all academic settings,
increasing his usage each week.

● To monitor his progress, the team would follow the same format as the first
six weeks.

● If the student did not meet this goal, the team would discuss more explicit
instruction strategies (i.e. teacher modeling) that can be used with him in
order to promote his use of the device.

● If the student did meet this goal, we would want to focus on the student
using the device to respond to questions.

Third Six Weeks:

● Goal - The student will use the AT to answer questions (i.e. asked by
teachers and service providers) across all academic settings, successfully
doing so four out of five opportunities (80% accuracy) for three consecutive
days.
 ● To monitor his progress, the team would record all opportunities and the
student’s response to questions. At the end of the six weeks, the team would
evaluate the data and determine if he met the goal.

● If the student did not meet this goal, the team would discuss more explicit
instruction strategies (i.e. teacher modeling) that can be used with him in
order to promote his use of the device.

● If the student did meet this goal, we would want to focus on the student
using the device to comment on different experiences.

Fourth Six Weeks:

● Goal - The student will use the AT to comment during shared reading/group
activities across all academic settings, successfully doing so four out of five
opportunities (80% accuracy) for three consecutive days.

● To monitor his progress, the team would record all opportunities and the
student’s ability to comment. At the end of the six weeks, the team would
evaluate the data and determine if he met the goal.

● If the student did not meet this goal, the team would discuss more explicit
instruction strategies (i.e. teacher modeling) that can be used with him in
order to promote his use of the device.

If after this point, or any point during the progress monitoring, the team felt this
particular AT device was not working for this student, they would come together to
reevaluate and decide on a different device. The above plan would continue with
any newly selected device until the team feels confident the correct one has been
chosen.

If after this point the team feels the student is doing well with this device, they
would move forward with further implementing the device and exploring future
uses and options.