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Progress Monitoring

Behavior and Social Emotional Learning

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Sept 2025

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Learning Objectives

Participants Will Be Able To:

Understand legal requirements for data collection.
Select and use tools and methods for monitoring behavior and SEL.
Define and measure target behaviors.
Embed data collection into daily routines efficiently.
Assign clear roles and responsibilities.
Visualize and interpret data to guide decisions.
Apply best practices for sharing progress with teams and families
Use data to adjust interventions, celebrate growth, and motivate students.

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"By the end of this session, participants will be able to do several key things that make progress monitoring practical and meaningful."
"You’ll understand legal requirements for data collection and be able to select and use the right tools and methods for monitoring both behavior and SEL."
"You’ll know how to define and measure target behaviors clearly and embed data collection into daily routines efficiently."
"We’ll also cover assigning clear roles and responsibilities, visualizing and interpreting data to guide decisions, and sharing progress effectively with teams and families."
"Finally, you’ll see how to use data not just to track behavior, but to adjust interventions, celebrate growth, and motivate students."
"These objectives set the stage for practical, actionable strategies you can take back to your classrooms and teams."

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Disclaimer

These materials constitute the Oregon Department of Education’s interpretation of various state laws and are provided to support public education programs’ understanding of their obligations under these laws. The information in these materials is subject to change based on future legal and policy changes. These materials are intended for informational purposes only and do not constitute legal advice.

Oregon Department of Education

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Introduction And Overview

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🎯 Purpose of This Presentation:

To guide you in developing effective tools & processes for monitoring:

🧍‍♂️ Behavioral skills 🤝 Social-emotional skills

🔍 What is Progress Monitoring?

Definition: A systematic & frequent assessment of student performance.
Purpose: Tracks progress toward specific goals—especially crucial for students with IEPs.

💡 Why It Matters for Behavior & SEL

Non-academic skills (behavior, emotional regulation, social skills) need just as much tracking as academic ones.
Requires intentional planning tailored to individual student needs.

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Why Progress Monitoring for Behavior & SEL Matters

Behavior & SEL skills are key to learning.
IEP goals often target self-regulation, peer interaction, coping, or classroom behavior.
Ongoing data shows if supports are effective.
Data-driven decisions help meet student needs and IDEA requirements.

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Legal and Educational Context

The quality of the data collected is critical for showing that the student made progress appropriate in light of their circumstances.
Each team should determine what success looks like, how members of the team can know that, and metrics for when they need to reconvene.
If in doubt about adequacy of progress, come back together to problem solve as a team.
Frame all goals in a positive, actionable way!

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"Now that we understand why progress monitoring is important and how ongoing data supports student success, the next step is to focus on the quality of the data we collect. High-quality data ensures that we can truly see whether students are making meaningful progress."

"The quality of the data is critical. We need information that accurately reflects the student’s progress in light of their unique circumstances."

"Each team should clarify: What does success look like? How will each member know when progress is being made? And what metrics indicate that the team needs to reconvene to problem-solve?"

"If there’s any doubt about the adequacy of progress, it’s better to come back together as a team rather than assume everything is on track. Collaboration is key."

"Finally, always frame goals in a positive and actionable way. This ensures we’re supporting growth rather than just tracking deficits."

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Start with SMART Goals

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"Now that we’ve emphasized the importance of collecting high-quality data and ensuring the team has a shared understanding of what success looks like, the next step is translating that into specific, actionable goals. This is where SMART goals come in — goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. SMART goals give us a clear target, so both the team and the student know exactly what progress looks like and how we’ll track it."

S – Specific� The goal clearly states what is to be accomplished, by whom, where, and sometimes why.�Example: “Improve reading skills” → “Increase 5th grade reading fluency scores by 10 words per minute.”
M – Measurable� Progress can be tracked and the outcome evaluated using quantifiable criteria.�Example: “Increase student engagement” → “Track a 20% increase in student participation in weekly discussions.”
A – Achievable� The goal is realistic and attainable given available resources and time.�Example: “Have every student meet grade-level standards by next week” → Not achievable; a better goal might focus on measurable growth.

4. R – Relevant� The goal aligns with broader objectives or priorities

Example: For a student struggling in math, a reading goal may not be relevant.

5. T – Time-bound� There is a clear deadline or timeframe for completion.� Example: “By the end of the second quarter,” or “within 6 weeks.”

Example SMART Goal:

“By the end of the first semester, 80% of 9th grade students will improve their reading comprehension by one grade level as measured by the STAR Reading Assessment.”

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Measure What Matters!

How will we know we’re on track?

Goal Type → Monitoring Tool

Countable, discrete behaviors → Frequency Recording
Duration or delay → Duration / Latency Recording
Behaviors in structured time blocks → Interval Recording
Subjective or social-emotional growth → Rating Scales
Daily school-wide behaviors → Check-in/Check-out Systems
Student self-management → Self-Monitoring

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Now that we’ve written clear SMART goals, the next question is: how will we know if we’re on track? This is where progress monitoring comes in. The key is to match your monitoring method to the type of goal you set—not every tool fits every goal."
"For example, if your goal is counting discrete behaviors, like reducing classroom interruptions, you’d use frequency recording to tally each occurrence. If you want to measure how long a behavior lasts or how quickly a student responds, duration or latency recording is the better fit."
"Sometimes behaviors are observed in blocks of time, like attention checks every 5 minutes—that’s when interval recording works. For social-emotional or subjective goals, teacher or student rating scales—or even Goal Attainment Scaling—let you track growth along a continuum."
"For school-wide or daily behaviors, Check In / Check Out systems give students frequent feedback and measurable points across the day. And when we want students to take ownership, self-monitoring through checklists or reflection logs is incredibly effective."
"The takeaway here is simple: your monitoring method should align with your goal. If you pick the right tool, you’ll know quickly whether interventions are working and when adjustments are needed. This makes your data meaningful, actionable, and tied directly to the goal you set.

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Collecting Quality Data

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Clear, Measurable Behaviors

Define the behavior in objective, observable, specific terms.

Plan Your Data Collection

Decide who collects the data, where, and how often.

Choose the Right Tool

Google Forms, paper checklists, tally sheets, or apps.

Consistency is Key

Train staff for a shared understanding of the data process.

Once you’ve picked the right monitoring tool for your goal, the next step is collecting quality data. The first step is to make sure your behavior is clearly defined—objective, observable, and specific. For example, instead of saying a student ‘follows expectations,’ we’d say they ‘are on task with expected activities and transition independently.’"

"Next, plan your data collection. Decide who will collect the data, where, and how often. Consistency is key, so make sure everyone collecting data understands the behavior the same way and is trained in the process."

"Choose a tool that works for your setting—this could be a Google Form, a paper checklist, tally sheets, or an app. And finally, remember to frame your skill and behavior goals positively. Data is most meaningful when it tracks growth toward something students can achieve, rather than just what they’re doing wrong.

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Frequency & Duration Data: Direct Observations in Action

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Frame Behaviors Positively

Focus on what you want to see rather than what to avoid

Frequency Recording – Count discrete, observable behaviors.

Duration Recording – Measure how long a behavior occurs.

Why This Matters

Tracking desired behaviors reinforces a growth mindset

Positive reinforcement encourages continued progress.

Oregon Department of Education

"Once you’ve defined your behaviors and planned your data collection, it’s time to observe and record. A key principle here is to frame target behaviors positively—focus on what you want students to do, not what you want them to avoid."

For behaviors that are easily counted, like raising a hand before speaking, following the first instruction, or remaining seated during instruction, we use frequency recording. Simply tally each occurrence as it happens."

"For behaviors that are better measured by time, like engaging in independent work or sustaining attention during whole-group lessons, we use duration recording. This tells us not just if the behavior happens, but for how long."

"Now, let’s pause and think: why does this matter? Why do we track desired behaviors instead of focusing on what students aren’t doing?"

(Pause for audience reflection or discussion)

"Tracking positive behaviors helps reinforce a growth mindset—students see what they can do and are encouraged to keep improving. Using these observations for positive reinforcement also increases the likelihood that these behaviors will continue to grow."

"So, when you’re observing, ask yourself: Which behaviors show growth toward our goal? Which can we celebrate today?

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Indirect Tools: Rating Scales

& Rubrics

Purpose

Capture teacher/staff impressions of behavior patterns over time.
Provide context beyond direct observations.�

Tools

Standardized measures (e.g., SSIS, BASC-3).
Locally developed rubrics.�

Example Rubric� "Uses coping strategies when frustrated"

1 = Never
3 = Sometimes, with help
5 = Consistently, independently�

How to Use

Administer every 2–4 weeks.
Look for trends and patterns.
Use results to adjust supports and services.

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"Direct observations give us concrete counts and timing, but sometimes we need a broader picture. That’s where indirect tools come in. These capture staff impressions of how a student is doing across settings and over time."

"We can use standardized tools like the SSIS or BASC-3, or we can design our own rubrics tailored to the behaviors we want to see. For example, a rubric might track how often a student uses coping strategies when frustrated: a 1 might mean ‘never,’ a 3 means ‘sometimes with help,’ and a 5 means ‘consistently and independently.’"

"Unlike frequency or duration recording, we wouldn’t use these every day. Instead, we use them every two to four weeks to look for patterns and trends. The value is in seeing growth over time and using that information to adjust services or supports."

"So here’s a reflection question for you: When might it make more sense to use a rubric or rating scale instead of direct observation? Think about goals that are harder to count or time, like self-regulation, coping, or social skills.

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Using Goal Attainment Scaling (GAS) for Progress Monitoring Complex Skills

Why GAS?

It is great for social-emotional goals where growth is nuanced
Captures progress across a continuum rather than all-or-nothing

How It Works - The Scale…

1 = Much less than expected

2 = Less than expected

3 = Expected outcome

4 = More than expected

5 = Much more than expected

Why This Matters

Highlights small but meaningful steps in growth
Makes progress visible and measurable even for complex skills.

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"Some skills can’t be captured well with tallies or timers. Think about goals like emotional expression, conflict resolution, or self-advocacy. These are complex and nuanced — and that’s where Goal Attainment Scaling, or GAS, really helps."

"Instead of a yes-or-no outcome, GAS uses a 1-to-5 scale to show levels of growth. A 3 is the expected outcome, while 1 and 2 represent less progress than expected, and 4 and 5 capture progress that goes beyond expectations."

"For example, if the goal is ‘initiates positive peer interactions’: a 1 might mean the student avoids interactions even when prompted. A 3 could mean they initiate with one peer when prompted. And a 5 shows they’re initiating with three or more peers across settings, independently."

"Here’s the important part: GAS makes small but meaningful steps visible. Even if a student hasn’t fully met the goal, you can see and celebrate progress along the way — which reinforces both growth mindset and motivation."

"So here’s a reflection for you: What’s a goal in your setting that’s tricky to measure with frequency or duration, but would fit beautifully with a 1–5 scale like this?"

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Making Progress Monitoring Easy & Routine

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Use Staff Strategically

Paraprofessionals, specials teachers, or other support staff.

Keep It Simple

One-page system, clipboard-friendly, consistency > complexity.

Embed Data Collection in Daily Activities

Arrival, transitions, centers, recess, etc. Consider Morning check-ins or peer ratings after group work or quick tallies via iPad or paper during transitions. �

Student Visibility

Students don’t always need to see data unless part of self-reflection or skill-building.

"Once we’ve defined goals and chosen how to measure them, the next step is making progress monitoring simple and routine. If it’s too complicated, staff won’t use it consistently, and the data loses its value."

"One way to do this is to embed data collection into everyday activities. For example, you can collect data during arrival, transitions, centers, or recess. Morning check-ins, peer ratings after group work, or quick tallies on an iPad during transitions are all ways to gather meaningful information without adding extra burden."

"It’s also important to use staff strategically. Paraprofessionals, specials teachers, or other support staff can help collect data during times they are already interacting with students."

"And simplicity is key. Keep your system on one page, clipboard-friendly if possible, and focus on consistency over complexity. The goal is to make data collection part of your routine rather than a separate task."

"Finally, remember: students don’t need to see every piece of data unless it’s part of self-reflection or skill-building. The point is to track progress and inform supports, not overwhelm students or staff."

"So, ask yourself: which parts of your day already lend themselves to easy, consistent data collection?"

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Turning Data Into Action

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🎯Visualize Progress: Graph data to track trends and create shared understanding among the team.

📌Compare to Baseline: Is the student making progress toward the goal?

✅ Use Data to Inform Decisions

Revise interventions and adjust support
Guide family and team discussions
Support IEP progress reporting

"Collecting data is only useful if we actually use it to make decisions. The first step is to visualize the data. Graphing trends over time helps everyone on the team understand how the student is progressing and creates a shared understanding of what’s happening."
"Next, compare current performance to the baseline. Ask yourself: Is the student making progress toward the goal? If not, it’s a signal to revisit your plan."
"Data should guide action. Use it to revise interventions, adjust support levels, and inform discussions with families and the team. And don’t forget — this same data is essential when creating IEP progress reports, ensuring our documentation reflects actual student growth."
"So the key takeaway: data is not just numbers—it’s a tool to guide meaningful action and improvement for the student."

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Progress Monitoring in Action- Meet Ava

Ava’s goal is to remain in her seat and stay engaged during independent work for at least 15 minutes, 4 out of 5 days per week over 8 weeks.

How the Team Tracks Progress:

Method: Duration recording using a daily engagement log.
Who: Classroom aide or teacher records the minutes Ava stays engaged each day.
Weekly Check: Data summarized to monitor trends.�

What the Data Shows:

Over 4 weeks, Ava’s engagement gradually increased from 8 minutes to 18–19 minutes per day.
She met and even exceeded her goal!

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Takeaway: Consistent, simple tracking allows the team to see Ava’s growth, celebrate her progress, and make informed decisions about supports.

"Let’s look at an example to see how progress monitoring works in a real classroom. Meet Ava. Her goal is to remain in her seat and stay engaged during independent work for at least 15 minutes, 4 out of 5 days per week over an 8-week period."

"To track her progress, the classroom aide records the number of minutes Ava stays engaged each day using a simple daily log. At the end of each week, the team summarizes the data to look for trends."

"What the data showed over four weeks was encouraging — Ava’s engagement gradually increased from 8 minutes per day to 18–19 minutes per day, meaning she not only met her goal but exceeded it."

"Here you can see a line graph illustrating her growth over time. This visual makes it easy for the team to see progress at a glance."

"The key takeaway is that consistent, simple tracking allows teams to celebrate progress, see what’s working, and make data-informed decisions about supports — all without complicated tools or processes."

"So think about your own classrooms: what simple method could you use to track meaningful student progress like this?"

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Sharing Student Progress Effectively

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Visuals make student progress easy to understand at a glance.�
Helps the team develop a shared understanding of growth and trends.�
Supports data-driven decisions for instruction and interventions.

"A picture of progress is worth a thousand words."

"We’ve collected data and even graphed Ava’s progress. But what’s the purpose of that? Creating visuals of the data helps everyone at the table understand how the student is doing. Visuals turn numbers into a story that’s easy to interpret quickly."

"Numerical data alone is incredibly useful for a skilled practitioner who knows the system, but for a team that may include teachers, specialists, administrators, and family members, we need to process the data further. Graphs, charts, and simple summaries make the information usable for all stakeholders."

"The goal is to develop a shared understanding of progress, celebrate successes, and identify areas where adjustments or supports are needed. This way, everyone leaves the meeting on the same page and ready to make informed, collaborative decisions."

"So when you’re sharing data in your team, ask yourself: How can I turn this information into a visual story that everyone can understand and act on?"

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Progress Monitoring & Celebrating Growth

✅ Show students their growth visually or verbally.

✅ Use graphs, charts, or daily/weekly check-ins to highlight successes.

✅ Reinforce effort, skill-building, and positive behaviors.

✅ Connect progress to growth mindset and self-reflection.

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Using Data to Drive Team Decisions

Review progress together to identify what’s working and what isn’t.
Discuss adjustments to interventions and supports.
Ensure all team members understand the data and implications.
Highlight next steps and responsibilities.

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Collect Data → Visualize → Discuss → Decide → Adjust Supports

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Building Administrator Support

Administrators Support Educators By:

Assuring time for regular data review meetings.
Setting clear expectations for progress monitoring.
Ensuring fidelity of data collection and analysis.
Providing ongoing training for all staff involved.
Fostering a culture of data-informed decision-making.

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Administrative Support → Staff Fidelity → Student Growth

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Practical Takeaways

Action Steps for Special Educators

Choose a few goals to start monitoring and refine processes, then add more as needed.
Ensure all staff that are part of the data collection process know how to use the tools and have a shared understanding of things like rubrics.
Review implementation regularly, especially when initiating processes.
Schedule weekly or biweekly reviews.
Train all involved staff (teachers, paras, therapists).
Provide oversight and support for the process to ensure fidelity.
Make yourself available for questions and support.

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Common Progress Monitoring Pitfalls & Ways to Avoid Them

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Barrier	Solution
Lack of time	✅ Keep data collection simple and routine.
Low buy-in	✅ Ensure team buy-in through transparency and success stories.
Inconsistent data	✅ Assign clear roles, responsibilities and tools.
Too many tools	✅ Use limited, aligned tools to reduce complexity.

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Goal Scenarios & Progress Monitoring Questions

�By the end of the IEP cycle, given instruction, Jordan will demonstrate self-regulation skills during whole-group and small-group activities 4 out of 5 opportunities per day, using coping strategies (deep breathing, asking for a break, or requesting support) to manage frustration or transitions, as measured by daily frequency recording and teacher logs.

Progress Monitoring Questions:� ✅ How will we define and measure the target behavior objectively?� ✅ Which data collection method fits best: frequency, duration, interval, or rating scale?� ✅ Who will collect the data, and at what times/contexts?� ✅ How often should we review the data to check for progress?� ✅ How will the team use the data to adjust interventions if needed?� ✅ What is the visual or summary format that helps the team understand progress quickly?

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Optional Workshop Example

"Let’s look at an example of a behavior-focused IEP goal that includes measurable data. Jordan’s goal is to demonstrate self-regulation skills during whole-group and small-group activities. Specifically, he will use coping strategies — like deep breathing, asking for a break, or requesting support — in 4 out of 5 opportunities per day."

"Notice that this goal is specific, observable, and measurable. We also have a clear method for tracking it: daily frequency recording and teacher logs. This ensures the team can see progress over time and make decisions based on actual data."

"When thinking about progress monitoring, here are some key questions to guide the team:"

✅ How will we define and measure the target behavior objectively? – Make sure everyone agrees on what counts as a successful use of a coping strategy.

✅ Which data collection method fits best: frequency, duration, interval, or rating scale? – Choosing the right method ensures the data accurately reflects behavior.

✅ Who will collect the data, and at what times/contexts? – Assign roles and clarify responsibilities to maintain consistency.

✅ How often should we review the data to check for progress? – Regular review, weekly or biweekly, helps identify trends and needed adjustments.

✅ How will we use the data to adjust interventions if needed? – Data informs changes to supports or strategies when progress stalls.

✅ What is the visual or summary format that helps the team understand progress quickly? – Graphs, charts, or simple tables make the data actionable and understandable for everyone, including families.

"By answering these questions, teams ensure that progress monitoring is not just collecting numbers — it’s about using data to support meaningful growth for the student."

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Practical Progress Monitoring Takeaways

✅ Start small: choose a few goals to monitor, refine processes, then expand.

✅ Ensure all staff understand the tools and have a shared understanding of rubrics and procedures.

✅ Review implementation regularly, especially when starting a new process.

✅ Schedule weekly or biweekly team reviews.

✅ Train all involved staff — teachers, paraprofessionals, therapists.

✅ Provide oversight and support to ensure fidelity.

✅ Make yourself available for questions and guidance.

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"Let’s wrap up with some practical steps you can take to make progress monitoring work effectively in your classrooms."

"✅ Start small. Pick a few goals to begin monitoring, refine your processes, and then expand gradually. Trying to do everything at once can be overwhelming."

"✅ Make sure all staff involved understand the tools and share the same understanding of rubrics, checklists, or any measurement method. Consistency is key."

"✅ Review implementation regularly, especially when introducing a new process. This helps catch any issues early and ensures data is meaningful."

"✅ Schedule regular team reviews — weekly or biweekly — so everyone stays informed and on the same page."

"✅ Provide training for all staff involved: teachers, paraprofessionals, therapists. Everyone should feel confident in their role."

"✅ Offer oversight and support to maintain fidelity. Check in, observe, and provide guidance as needed."

"✅ Finally, make yourself available for questions and guidance. Being accessible encourages staff to follow through and strengthens the culture of data-informed decision making."

"By following these steps, you create a system that is practical, sustainable, and truly supports student growth."

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Turning IEP Goals Into Progress Monitoring - Example

Classroom Skills Goal

By the end of the IEP cycle, Linda will understand and use appropriate classroom skills with the support of a visual (picture or written) or teacher/peer modeling, responding with on-topic comments during carpet time or whole group instruction, using active listening, and transitioning successfully as measured by the objectives below.

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Color Coded Skills Within the Gal

By the end of the IEP cycle, Linda will understand and use appropriate classroom skills with the support of a visual (picture or written) or teacher/peer modeling, responding with on-topic comments during carpet time or whole group instruction, using active listening, and transitioning successfully as measured by the objectives below (short term objectives).

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Stating Goal in the Progress Monitoring Tool

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What Does the Data Tell Us?

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What do you notice?

What do you wondering about the student?

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Considering Where and When a Student is More Successful

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Resources

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ODE.SpecialEducationQuestions@ode.oregon.gov (general support)

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Feedback Survey

Please take a few minutes to complete this anonymous survey using the following link or QR Code.

Survey Link

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Oregon Department of Education

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