Using Kindergarten Reading Instruments to Progress Monitor

The goals for this topic are to understand progress monitoring and to determine how to progress monitor using reading instruments.


“Progress Monitoring | Center on Multi-Tiered Systems of Support,” n.d.,

 Regional Educational Laboratory Program (REL), “REL Resource | Assessment Terms Used in Reading,” n.d.,

 Texas Education Agency, “Data Tool Selection Guidance,” n.d.,

 Texas Education Agency. “Progress Monitoring.” Texas Reading Academies, 2020. Texas Education Agency, “SY 23-24 Kindergarten Assessment Requirements and Recommendations,” 2023, 

Tiered Interventions Using Evidenced-Based Research, n.d., “Importance of Progress Monitoring,” Slide show,

“TIER Progress Monitoring Tool | Texas SPED Support,” n.d., 

WestEd, “Functions of Progress Monitoring - The Doing What Works Library,” n.d.,


Content for this DDIBP Module Topic was provided by the following Education Service Center Specialist:


Megan is a Program Specialist for the Early Childhood Assessment Support (ECAS) Initiative. Joining the team in May 2022, she began assisting local education agencies (LEAs) across the state with choosing and implementing one of the two Commissioner-Approved Kindergarten Literacy Screeners. Currently, she is responsible for all training projects and initiatives related to the early childhood assessments. 

Prior to joining the ECAS team, Megan served as the Director of Literacy Programming at BakerRipley—a district of community schools with comprehensive wraparound services in Houston, Texas. In this role, Megan led a comprehensive redesign of the literacy programming for grades K-6 and organized community events centered on literacy, partnering with organizations such as the Houston Dynamo, the Houston Museum of Natural Sciences, and the Houston Public Library. In her tenure, over 10,000 books were given to students. Megan has also served as a Reading Academies Cohort Leader and K-5th grade lead teacher in a variety of school settings, such as dual-immersion and project-based learning. 

Megan holds a bachelor’s degree in Human Learning and Development from the University of Texas at Austin and a master’s degree in Early Childhood Education from Johns Hopkins University. She has a certification for Project Management from Google and is a Teach for America - Memphis alumna. In her free time, she loves to garden and is passionate about sustainability. She also loves to play and spend time with her husband, two children, and German Shepherd/Husky, Grim.