In her presentation at the 19th Annual CASE (Counsel for Administrators in Special Education), Julie Weatherly mentioned a letter written by the Office of Special Education Programs (OSEP). A question was asked regarding whether or not a specific learning disability evaluation team must consider continuous progress monitoring, regardless of whether the approach used is response to intervention (RtI). OSEP responded that the eligibility team must consider data-based documentation of repeated assessments of achievement at reasonable intervals. This reflects formal asssessment of student progress during instruction, which was provided to the child's parents, in order to ensure that underachievement in a child suspected of having a learning disability is not due to a lack of appropriate instruction in reading or math. "The regulation does not use the term 'continuous progress monitoring.'" '"A critical hallmark of appropriate instruction is that data documenting a child's progress are systematically collected and analyzed and that parents are kept informed of the child's progress.' We believe that this information is necessary to ensure that a child's underachievement is not due to a lack of appropropriate instruction."
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