Nuts and Bolts of Progress Monitoring

Response to

Instruction and Intervention

RtII

Assessment in an RTI model

BenchmarkingTo screen and identify students who are at-risk and in need of interventions

All students

Three times a year

All areas

At grade-level

Progress MonitoringTo monitor progress of individual students and determine rate of improvement and need for adaptation of intervention

Students who are not achieving benchmarks (PLP, IEP)

Weekly, biweekly, monthly assessments

In area of need

At instructional level

Progress Monitoring

Benefits of Progress Monitoring

Parents and students know what is expected

Teachers know what is working or not working with their instruction based on data

Easy to understand way to show parents progress

Teams have comprehensive data on student performance for decision making

Samples of CBMsCurriculum Based Measurements

• Reading

• Math

• Writing

• Spelling

DIBELS Phoneme Segmentation Fluency

https://dibels.uoregon.edu

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: from

http://www.proedinc.com

MATH COMPUTATION

Concepts and Applications

Sample page from a three-page test for Grade 2 Math Concepts and Applications– From Monitoring

Basic Skills Progress

CBM - Writing

www.interventioncentral.org

Total Words WrittenCorrect Word SequencesWords Correctly Spelled

Graphing

Graphing is an essential part of PM

Without graphic displays, the decision making process is difficult

Teacher graphing vs. Student graphing

Hand Graphing1. Establish Baseline (Median score)

2. Set up graph

3. Set Goal

4. Draw Aimline

5. Measure Student Progress

6. Plot Student Performance

7. Connect Indicators of Student Performance

8. Analyze Student Performance

9. Make Instructional Changes

10. Continue to Measure and Monitor Student Performance

Hand Graphing

Goal 44

Hand Graphing

Testing SessionsBaseline Session 1 Session 3Session 2 Session 4 Session 6Session 5 Session 7 Session 8

Nu

mb

er

of

Wo

rds

Re

ad

Co

rre

ctly

30

35

40

45

50

Hand GraphingAdvantages

• Easy to do• No technology

required• Students can easily

maintain their own graphs

• Can be done immediately

• Free

Disadvantages• Added paper• Organization required• No long-term storage• Not automatic

Rebecca 2nd grader• List all areas of concern:

– Off-task behavior– Reading difficulties– Poor handwriting

• Identify primary area of concern and define it in observable and measurable terms:– Reading – Definition: number words read correctly when reading a grade level

passage orally

• Collect baseline data on primary area of concern and state discrepancy statement:– Baseline data collected in reading using CBM reading probes- Statement: Rebecca read 39 WRC per minute in Fall of 2nd grade.

Benchmark is 52 WRC per minute for fall of 2nd grade. _______________________________________________________

The recommendation for Rebecca falls into the category of intensive support.

This refers to interventions that incorporate something more or something different from the

core curriculum or supplemental support.

Intensive support might entail:• delivering instruction in a smaller group,• providing more instructional time or more practice,• presenting smaller skill steps in instruction,• providing more explicit modeling and instruction, • providing greater scaffolding and practice.

Because students needing intensive support

are likely to have individual and sometimes unique needs,

it is important that their progress be monitored frequently and

their intervention modified as needed

to ensure adequate progress.