Progress Monitoring

Of course we also already have:

Classroom assessments End of unit tests Homework completion info Attendance records Discipline referrals

We have tons of data – but that doesn’t mean we have information that informs.

Much of our data is not scientifically based, and cannot be compared

Testing vs Measurement

Both assess but difference is based on purpose

Testing judges summative

Measurement informs formative

Data That Judges vs Data That Informs

Basketball Team

Fans

Players

Owner

Coach

DATA Set “A”

Won/Lost Record

DATA Set “B”Team/Individual

Statistics

Data that Judges Data that Informs

A A

BA ABStudent

Administration

Teacher

School

Parents/Community

DATA Set AGrades

DATA Set BDIBELS

Features of Effective Instruction

Use data that INFORMS for:GroupingPlanning instructionDelivering targeted instruction and

intervention to address students’ instructional needs

Monitoring student progress toward grade-level standards/benchmarks

What makes it a Core/Basic Skill? Predictive of later achievement

Something we can do something about…we can teach it

Something that improves outcomes for students if we teach it

Steps for Successful Readers (Roland Good)

Phonemic Awareness

(Spring, Kdg)

Fluency with Connected Text

(Spring, 1st)

Alphabetic Principle

(Winter, 1st)

Probability: On-Track .64 (n=348)

Probability: On-Track .86 (n=138)

Probability: Catch-Up .17 (n=183)

Probability: Catch-Up .22 (n=180)

Probability of remaining an average reader in fourth grade when an average reader in first grade is .87Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)

Fluency with Connected Text

(Spring, 2nd)

Fluency with Connected Text

(Spring, 3rd)

Probability: Catch-Up .03 (n=114)

Probability: Catch-Up .06 (n=213)

Probability: On-Track .83 (n=246)

Probability: On-Track .81 (n=196)

We need to have the odds with us!

For Data To Be Useful

Assessment must be

Reliable

Valid

Efficient

DIBELS Oral Reading

Student reads aloud for 1 minute from each of 3 separate reading passages

While student reads, examiner marks errors Calculate the number of correctly-read words

(CRW) per minute and number of errors Median score is used as the student’s reading

rate.

(there are also pre-reading measures)

DIBELS is used for:

To identify at-risk students who may need additional services

To help teachers plan more effective instruction within their classrooms

To help teachers design more effective instructional programs for students who don’t respond to the general education program

To document student progress for accountability purposes

To communicate with parents or others professionals about students’ progress

DIBELS

Current levels of performance is measured

Goals are identified

Progress is measured on a regular basis (weekly or monthly). Compare expected versus actual rates of learning.

Based on these measurements, teaching is adjusted as needed.

Taking it a step further

Using assessment to develop interventions

Survey Assessments Teaching students to use it for Peer

Assisted Learning and more…

Top-Down Processing

School-Wide and Grade-level team level

Classroom or Special Group level

Individual student level

1st Phase

2nd Phase

3rd Phase

Data-Driven InstructionalDecision-Making

Involves using assessment data to determine your school’s current status: What’s working What’s not working How did different sub-groups (economically

disadvantaged, racial and ethnic groups, students with disabilities or with limited English proficiency) score?

What actions are needed to improve classroom instruction and student outcomes?

Do you know where you’re going?Do you know where you’re going?

Do you know where you’ve been?Do you know where you’ve been?

Grade Level Analysis

This should be accomplished through grade level meetings

Teachers and staff need to time to look at the data and make decisions

Helps to have a facilitator and an agenda Focus on the data

Questions to Ask:

What percentage of students will be at benchmark at the next school-wide

assessment?

What will you do to be sure all students’ are instructed at their level?

2nd Grade Mid Year 2006-2007

71% = Low Risk (31 students)13% = Some Risk (7 students)

15% = At Risk (8 students)

Grouping FormIntensive Strategic

Benchmark

NONE!

Classroom #1 Classroom #2

Benchmark

16 Students – Scores Ranging from 74 to 176 Words Read Correctly

Nakia 67Randy 8Josh 10Paul 11Marsha 30Carrie 30Joey 31Ross 49Betsy 50

21 Students – Scores Ranging from 74 to 152 Words Read Correct

Lizzy 54Travis 55Mandy 59Greg 64Henry 64Jarod 65

Intensive Strategic

Teachers determine needs Interventions are chosen Additional problem-solving happens as needed

** Remember – We’re looking across the grade-level. How can we combine kids and combine our effectiveness

2nd Grade Problem Solving

Benchmark – Core Program Strategic and Higher Level Intensive Students

Teacher Directed Pals Read Naturally

Intensive Students SIPPS with 1st grade students Reading Mastery Read Well

2nd Grade Problem Solving

Classroom #2Additional Paraprofessional TimeAdditional Behavior Intervention time from

Social Worker

Need to Watch the Progress

Teachers discuss at monthly grade-level meetings what is working and what is not

Return to the data after each benchmarking and make decisions

Beginning of the Year Data

Benchmark: 38% (n=22)

Some Risk: 22% (n=13)

At Risk: 40% (n=23)

Benchmark: 56% (n=30)

Some Risk: 26% (n=15)

At Risk: 22% (n=13)

Middle of the Year Data

Effectiveness Graph

Top-Down Processing

School-Wide and Grade-level team level

Classroom or Special Group level

Individual student level

1st Phase

2nd Phase

3rd Phase

Classroom or Special Group Analysis Are there certain student groups that are

not making progress?

Is there a certain Tier or a certain population that are not making gains?

How are our ESL students doing?

Individual Student Level

Intensive Individual Interventions•Individual Students•Assessment Based•High-Intensity•Of longer duration

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Intervention Progress Monitoring

Benchmarking•3 Times a Year

Strategic•Monthly

Intensive•Bi-Weekly

Universal Programming•All Students•Preventative•Pro-active

Is this student making adequate progress?

Is this student making adequate progress?

Is this student making adequate progress?

Vocabulary and Language DevelopmentReading

Comprehension

Accuracy and Fluency with

Connected Text

PhonologicalAwareness

AlphabeticPrinciple

Initial Sound Fluency

NonsenseWord

Fluency

PhonemeSegment.Fluency

Oral Reading Fluency

ORF, Teacher-Made Assessments/Observations

What kind of progress can we really expect?

How?

Use research based programs Make ambitious goals Track progress Make changes when needed

Benefits of Progress Monitoring

Clear visual representation of progress. Common understanding between teachers,

parents, psychologists, administrators. Student can track/follow their own progress

** Increases Communication **

Evaluates success of programs

Best Practice

Monitor Students at Grade Level as Often as Possible

Out-of-Grade Monitor When You Need To Have:Better Information For Decision Making

General Guidelines

Students should be at about the 20th percentile to be monitored at that level

Once students begin to reach goal for that grade level, move upWhen moving up to the next level, get 2-3

data points at both levels so you can continue to watch the student’s trend.

http://brt.uoregon.edu/techreports/ORF_90Yrs_Intro_TechRpt33.pdf

Out of Grade Level

Student Example:

What teachers have to say: “I love the chance to work with kids in reading one on one.  It's

exciting to see the progress in individuals.  The kids are proud and are really shining!” - Sue Craig 4th grade teacher

“I like the uniformity and consistency of the test. It’s great to watch the kids’ abilities grow! For those that aren’t growing – helps with intervention strategies.”- Coleen Vader, 5th grade teacher

“I don’t mind the process of progress monitoring. I do mind the huge differences in the oral reading fluency passages. It makes the “progress” go up and down, up and down.”- Jane Mazei, Title One Teacher

What teachers have to say:

“DIBELS is easy and quick to administer.  The graphs are very helpful and parent friendly.” - Denise Cardenas, 1st grade teacher

“I really like the one minute DIBELS assessments. They give me a quick indication of where my students are at and what areas they need to work on yet.” - Shelly Modreske, 1st grade teacher

“The one-on-one approach to testing is a wonderful tool in monitoring students. I really enjoy that aspect of this program and also the excitement on my students faces when they see their great progress!” – Anonymous

Barriers to Data Use

Lack of training in data use No uniform data collection Lack of leadership at the school and

district level Outdated technology Unclear priorities and goals Lack of teamwork Distrust of data use

What gets measured gets done.

Peters 1987

In all these successful programs, one strategic In all these successful programs, one strategic requirement emerges: The teacher is “the requirement emerges: The teacher is “the essential force for improving student essential force for improving student achievement.” achievement.”

Solmon & Schiff, “Talented Teachers,” 2004Solmon & Schiff, “Talented Teachers,” 2004

One thing in commonOne thing in common