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Assessment for Effective Intervention, Vol. 30, No. 2, 15-32 (2005)
DOI: 10.1177/073724770503000203

Progress Monitoring of Mathematics Among Students with Learning Disabilities

Edward S. Shapiro

Lehigh University

Lana Edwards

Lehigh University

Naomi Zigmond

University of Pittsburgh

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.


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This article has been cited by other articles:


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T. J. Christ, S. Scullin, A. Tolbize, and C. L. Jiban
Implications of Recent Research: Curriculum-Based Measurement of Math Computation
Assessment for Effective Intervention, September 1, 2008; 33(4): 198 - 205.
[Abstract] [PDF]

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 Assessment for Effective InterventionHome page
J. M. Leh, A. K. Jitendra, G. I. L. Caskie, and C. C. Griffin
An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence
Assessment for Effective Intervention, January 1, 2007; 32(2): 90 - 99.
[Abstract] [PDF]