Progress Monitoring How Schools Turn Data into Action for Students with Disabilities

Introduction: What the Record Reveals
Part I: From Data Collection to Decision-Relevant Evidence
Chapter 1. The Myth of "We Have a Lot of Data": Why Volume Is Not Rigor-and How Irrelevant Data Become Legal Liabilities
Chapter 2. Progress Monitoring After Endrew F.: Why "Some Progress" Is No Longer Defensible
Chapter 3. The Decision-Relevant Data Framework: The Three Questions Every Data Point Must Answer

Part II: Building the Decision Architecture
Chapter 4. Baselines: Where the Story Begins: Why Weak Starting Points Poison Everything Downstream
Chapter 5. Expected Rates of Improvement: The Discipline of Defining What Should Happen
Chapter 6. Thresholds and Decision Triggers: When Monitoring Must Become Action
Chapter 7. Using Grades Without Getting Burned: How to Disaggregate, Investigate, and Document Academic Performance Safely

Part III: Turning Data into Instructional Action
Chapter 8. Writing Defensible Hypotheses: Moving from Concern to Testable Instructional Claims
Chapter 9. Matching Interventions to Hypotheses: Why Random Supports Fail-and Alignment Builds Credibility
Chapter 10. Defining Success, Partial Response, and Failure: Deciding What the Data Mean After an Intervention Has Been Tried
Chapter 11. SDI, Fidelity, and Proof of Delivery: Why Minutes Alone Are Not Enough

Part IV: Making the System Defensible and Durable
Chapter 12. Writing the Record for a Neutral Reader: Showing Reasoning, Decisions, and Change Over Time
Chapter 13. Transitions, Handoffs, and Data Continuity: Why Progress Resets When Data Don't Travel
Chapter 14. Governance, Leadership, and System Coherence: Building a Progress Monitoring System That Survives Time
Chapter 15. Conclusion: From Monitoring to Movement: Building Systems That Change Trajectories

Appendices
Index
About the Author