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Nuts and Bolts of Progress MonitoringSST3May, 20141OverviewProgress Monitoring Assessment: What? Why?Sample PM toolsGraphing DataData-Base DecisionsSetting GoalsPerformance LevelRate of LearningLinking cases to RTI processes

2Assessment in a RTI modelBenchmarkingTo screen and identify students who are at-risk and in need of interventionsAll studentsThree times a yearAll areasAt grade-levelProgress MonitoringTo monitor progress of individual students and determine rate of improvement and need for adaptation of interventionStudents who are not achieving benchmarks (PLP, IEP)Weekly, biweekly, monthly assessmentsIn area of needAt instructional level

3What assessments do you use?ReadingMathSocial-EmotionalBehaviorWhat measures do you use?Who do you assess?When do you assess?How is the information used? Benchmark/Progress Monitoring

4Progress MonitoringBenefits of Progress Monitoring

Parents and students know what is expectedTeachers know what is working or not working with their instruction based on dataEasy to understand way to show parents progressTeams have comprehensive data on student performance for decision making

5Curriculum Based Measures - CBMAre assessments to monitor progress

Are designed to serve as indicators of general achievement. CBM doesnt measure everything, but measures the important things.

Are standardized tests to be given, scored, and interpreted in a standard way.

Are researched with respect to psychometric properties to ensure accurate measures of learning.

Are sensitive to improvement in short periods of time.

Are designed as brief measures that can be administered frequently.

Are linked to decision making for promoting positive achievement and Problem-Solving

6 Tools

National Center on Student Progress Monitoring www.studentprogress.org7Samples of CBMsReadingMathWritingSpelling

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9MAZE - CBMAIMSweb Reading Comprehension Measurewww.aimsweb.com

10DIBELS Phoneme Segmentation Fluency

https://dibels.uoregon.edu

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Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd.Available: fromhttp://www.proedinc.com

MATH COMPUTATION

12Concepts and ApplicationsSample page from a three-page test for Grade 2 Math Concepts and ApplicationsFrom Monitoring Basic Skills Progress

13CBM - Writing

www.interventioncentral.orgTotal Words WrittenCorrect Word SequencesWords Correctly Spelled

14SpellingAIMSweb Spelling Probes

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17GraphingGraphing is an essential part of PMWithout graphic displays, the decision making process is difficultTeacher graphing vs. Student graphing

18Graphing DataHow to Develop Graphs : VW Beetle vs. SUV vs. Race Car Hand Graphing Excel and Chart Dog Web-based data systems

19 Hand GraphingEstablish Baseline (Median score)Set up graphSet GoalDraw AimlineMeasure Student ProgressPlot Student PerformanceConnect Indicators of Student PerformanceAnalyze Student PerformanceMake Instructional ChangesContinue to Measure and Monitor Student Performance20 Hand Graphing21 Hand GraphingTesting SessionsBaselineSession 1Session 3Session 2Session 4Session 6Session 5Session 7Session 8Number of Words Read Correctly303540455022 Hand GraphingAdvantagesEasy to doNo technology requiredStudents can easily maintain their own graphsCan be done immediatelyFreeDisadvantagesAdded paperOrganization requiredNo long-term storageNot automatic23Excel TemplatesGraphing made easy: Practical tools for school psychologists

http://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html

Academic Monitoring

Behavior Monitoring

24Chart Dogwww.interventioncentral.org

25Excel Templates and Chart DogAdvantageAutomaticStorage capability built-inEasy to doClear displays of dataFree if you have EXCEL, Chart Dog is free

DisadvantageRequires technologyTime to enter dataStudents may not be able to do data entry themselvesRequires some understanding of EXCEL or Chart Dog

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Web Based System

27Web-Based SystemAdvantageWeb based data entry from anywhereStorage capability built-inTrend line drawn automaticallyCan annotate graphs interventions/goalsNorms benchmarks and Rate of ImprovementLots of flexibilityEmail graphs

DisadvantageRequires technologyCostStudents may not be able to do data entry themselvesRequires some training

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To do this will take newlearning for everyone29Data-Based DecisionsPerformance Level Gaps in Performance Below Grade LevelSpecial Education Significant Discrepancy

Rate of LearningTrend in performance (slope)Response to InstructionGeneral Direction, Rate of Change

30Performance Level: Gap/ DiscrepancyBe objective. Does it refer to an observable/measurable characteristic of behavior?Use numbers to define the discrepancy.Percentile rankDiscrepancy RatiosCut scoresNorms

31Norms What to use? Local, NationalLocal norms can be helpful to determine local performance levels and rates of progress

Time consuming and costly to develop

National norms and research norms are available.

BUT.32

Percentile RanksRequires a Larger Normative Data Base, Preferably Benchmark Data

< 25th At Risk, Consider Problem-Solving at the Group Level

.3 DPM 2nd and 3rd grade, >.5 DPM 4-6th grade) (Fuchs, 2006)Reading Fluency (Deno, 2005)

GradeModestReasonableAmbitious1-21 Word Per Week1.5 Word Per Week

2.0 Word Per Week

3-6.5 Word Per Week

1.0 Word Per Week

1.5 Word Per Week

44Setting Goals3. Individual ROIWeekly rate of improvement in baseline slope calculated from 8 data points (Slope: Difference of highest and lowest/#weeks)

Baseline multiplied by 1.5Product multiplied by number of weeks until end of yearAdd to students final baseline score to produce end of year goal.

Baseline Reading scores: 52, 54, 52, 53, 55, 58, 55, 56 Difference: 58-52 = 5Divide by number of weeks: 5/8 =.625 (SLOPE)Baseline multiplied by 1.5: .625 1.5 = .9375Number of weeks left (6 weeks): .9375 6 =5.6 Add to final baseline score: 56+5.6 = 61.6 End of the year goal 62

45Decisions based on data-pointsDecisions are based on at least 4 data points

If all 4 scores fall above goal-line, responding to instruction (increase goal if continues for 4 more data points)If scores are hovering about the goal line, continue what you are doing.If all 4 scores are below goal-line, but parallel, decide to wait for 4 more points to see if student performance accelerates in level to reach original goal.If all 4 scores fall below goal-line, not responding to instruction, revise plan and implement different teaching strategy. Mark change on graph with vertical line.Derived from: Fuchs and Fuchs (2006) and Shapiro (2006)46

47Decisions based on trend linesTrend lines based on 6-8 data-pointsIf trend line is steeper than goal line, increase the goal.If trend line is flatter than goal line, revise instructionIf trend line equals goal line, make no change at this time.48

49Data-base decision on slopeRate of Improvement = slope or r(in statistics)

Y = slopeX + intercept

Consider discrepancy from ROI norms50

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Is Jim responding to the intervention?

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Checkpoint:Is Jim Responding to the Math Intervention?Are modifications necessary?End of Year: What would you say about Jims Math?53How can you use the literacy, math and social-emotional/behavior assessments that you have? Do they provide information abouta students performance level rate of learning area of instructional need?

54Your chart might include one of these literacy measures?R-CBMRigbyDRAPerformance LevelYESYES?YESRate of LearningYESNONOInstructional needsYES?YESYES55What is the difference between data-driven and data informing?

56Rebecca- 2nd graderFall benchmark some concern41 WPM,