This Change Plan paper is the second part of a three-part dissertation on improving the progress monitoring structures to impact student achievement. Progress monitoring is a powerful instructional tool within the instructional cycle to increase student performance. When teachers implement the instructional cycle with fidelity, planning instruction, incorporating research-based practices, assessing instruction, and analyzing data, the use of progress monitoring can shift from a mundane task needing to be completed for the administration, district, and/or state, to an integral component of teaching (Santi & Vaughn, 2007).
Wagner et al’s (2006) As-Is and To-Be charts were used for ABC Elementary School, a pseudonym for a charter school located on the South Side of an urban community in the Midwest, to identify and present the current status and future desired state of the school’s competencies, conditions, culture, and context. As well, this research examined research-based strategies to implement progress-monitoring structures to impact student achievement.
","abstract_html":"<p>This Change Plan paper is the second part of a three-part dissertation on improving the progress monitoring structures to impact student achievement. Progress monitoring is a powerful instructional tool within the instructional cycle to increase student performance. When teachers implement the instructional cycle with fidelity, planning instruction, incorporating research-based practices, assessing instruction, and analyzing data, the use of progress monitoring can shift from a mundane task needing to be completed for the administration, district, and/or state, to an integral component of teaching (Santi & Vaughn, 2007).</p> <p>Wagner et al’s (2006) <em>As-Is</em> and <em>To-Be</em> charts were used for ABC Elementary School, a pseudonym for a charter school located on the South Side of an urban community in the Midwest, to identify and present the current status and future desired state of the school’s competencies, conditions, culture, and context. As well, this research examined research-based strategies to implement progress-monitoring structures to impact student achievement.</p>","abstract_has_math":false,"creators":["Harper-Young, Kimberly"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-01T07:00:00Z","date_published":"2018-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Progress Monitoring","Student Achievement","Change Plan","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/302","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"]},{"key":"dc:creator","label":"Author","values":["Harper-Young, Kimberly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-04-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Progress Monitoring","Student Achievement","Change Plan","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/302"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This Change Plan paper is the second part of a three-part dissertation on improving the progress monitoring structures to impact student achievement. Progress monitoring is a powerful instructional tool within the instructional cycle to increase student performance. When teachers implement the instructional cycle with fidelity, planning instruction, incorporating research-based practices, assessing instruction, and analyzing data, the use of progress monitoring can shift from a mundane task needing to be completed for the administration, district, and/or state, to an integral component of teaching (Santi & Vaughn, 2007).
Wagner et al’s (2006) As-Is and To-Be charts were used for ABC Elementary School, a pseudonym for a charter school located on the South Side of an urban community in the Midwest, to identify and present the current status and future desired state of the school’s competencies, conditions, culture, and context. As well, this research examined research-based strategies to implement progress-monitoring structures to impact student achievement.
"]},{"key":"dc:title","label":"Title","values":["Improving Progress Structures To Impact Student Achievement At An Elementary School"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Minor","Sandra Stringer","Don Angelaccio"],"dc:creator":["Harper-Young, Kimberly"],"dc:date.available":["2018-04-26T07:00:00Z"],"dc:description.abstract":["This Change Plan paper is the second part of a three-part dissertation on improving the progress monitoring structures to impact student achievement. Progress monitoring is a powerful instructional tool within the instructional cycle to increase student performance. When teachers implement the instructional cycle with fidelity, planning instruction, incorporating research-based practices, assessing instruction, and analyzing data, the use of progress monitoring can shift from a mundane task needing to be completed for the administration, district, and/or state, to an integral component of teaching (Santi & Vaughn, 2007).
Wagner et al’s (2006) As-Is and To-Be charts were used for ABC Elementary School, a pseudonym for a charter school located on the South Side of an urban community in the Midwest, to identify and present the current status and future desired state of the school’s competencies, conditions, culture, and context. As well, this research examined research-based strategies to implement progress-monitoring structures to impact student achievement.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/302"],"dc:subject":["Progress Monitoring","Student Achievement","Change Plan","Educational Leadership"],"dc:title":["Improving Progress Structures To Impact Student Achievement At An Elementary School"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}