progress monitoring overview neshaminy school district bucks county intermediate unit #22

Progress MonitoringProgress MonitoringOverviewOverview

Neshaminy School DistrictNeshaminy School District

Bucks County Intermediate Unit #22

What is Progress What is Progress Monitoring?Monitoring?

Progress Monitoring is the ongoing process which involves:

Collecting and analyzing data to determine student progress toward specific skills or general outcomes.

Making instructional decisions based on the review and analysis of student data.

The Goals of Progress Monitoring

Provide data to assist in making decisions about students.

To guide instructional decisions

Provide data on student performance. To determine current level of

learning/behavior/performance To measure and report progress towards goals and

objectives/outcomes

Provide data for the reevaluation process. To determine if the student still meets eligibility for special

education AND still needs specially-designed instruction

Benefits of Progress MonitoringParents and students know what is expected

Teachers have organized record of students’ performance

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

“Easy to Understand” way to show parents the progress

IEP teams have comprehensive data on student performance for decision making

And …

Essential Elements of Progress Monitoring

• Measurable goals/outcomes

• Sensitive to increments of student growth

• Data driven

• Efficient and effective for use in the classroom

• Usable format

• Connected with general ed. curriculum/appropriate activities

Progress Monitoring: A Specific

Skills Approach

1. Measurable Annual Goals and Objectives

2. Data Collection Decisions

3. Data Collection Tools & Schedule

4. Representing the Data

5. Evaluation of Data

6. Instructional Adjustments

7. Communicating Progress

Step 1. Measurable Goals: Just Checking

• Condition• Student’s name• Clearly defined behavior • Performance criteria

Example During reading instruction, Adam will increase oral reading fluency

from a baseline of 53 words correct per minute to 68 words per minute on three consecutive trials.

Performance Criteria Examples

• % of time• # times/#times• with # or % of

accuracy• with no more than #

words• words/digits/ per

minute• with “x ” movement on a

prompting hierarchy• independently

• with a grade of “x ” or better

• “x ” or better on a rubric

• with no more than “x ” occurrences of…

• with an “x ” or better on “x ” rating scale

• with “x/x” points on an assessment checklist

Things to Take Away…

• Indicators of academic performance reflect academic skill development

• Data needs to be collected on a frequent (2x/week) basis for good decision-making

• Look at level, slope, variability of data

• Use decision rules when interpreting data

• Use knowledge of best teaching practices to develop good interventions


Skills Approach








Step 2. Data Collection Decisions

(General Outcome Measures)• What is the purpose

for collecting the data?

• What type of data will be collected?

– Frequency or Rate– Percentage or Accuracy

– Quality– Number

• Where will the data be collected?– Consider in what

settings/situations the skill will be practiced.

• How often will the data be collected?

• Who will collect the data?

• Percentage Correct: Used to measure how often/how many times a student is engaged in a behavior.

•Jim will ___________ 70 % of opportunities…

•Jim will ___________ with 90% accuracy…

•Jim will ___________ with an average of 80% across 5 consecutive opportunities …

Step 2: Type of Data


Skills Approach








Step 3: Data Collection Tools & Review Schedule

Data Decisions• Type of data needed (depending on specific skills or

gom)• Where, by whom, and how often will data be collected

Guide your selection of a meaningful data collection tool

A Sampling of Tools

– Structured Interviews or Surveys

– Observations– Teacher/

Standardized Test– Rating Scales/

Assessment Checklists

– Task Analytic Recording

– Portfolio Assessment

– Curriculum Based Assessment

– Anecdotal Records

– Incident Record– Rubrics

Examples of tools include…

Review Schedule

• Daily, weekly, monthly or quarterly monitoring activities are driven by– Goals and objectives

(what you want students to know and be able to do)

– The data collection method and tools

– Knowledge of student’s learning profile

Step 3. Data Collection Tools & Review

ExampleWith the consistent use of visual schedules and cues, Mike will independently transition from one routine activity to the next at school and home (dinner to bedtime) 4 of 5 transitions on five consecutive trials. – Type of data – – Where – – How often –– Who – – Tool –

Step 3. Data Collection Tools & Review

• Refer to the Seven-Step Worksheet

• Use the goal you circled from this mornings activity.– Select a data collection tool based on the

goal and objective written.

– Describe how often the data will be reviewed.


Skills Approach








Step 4. Representing the Data

Why Represent Data Visually? – Communicate program effectiveness to the

teacher, parents, student, etc. about • Instruction• IEP• Reevaluation

– Provide reinforcement and feedback

– Make decisions about continuing or improving instructional practices


• Appropriate representation requires a graph to be:– Simple

– Stand alone

– Understandable


• Most common types of graphs used include:

– Line Graph – used to reveal trends over time

– Bar Graph – used to compare sets of values


• Can you determine any patterns or trends by the way the data is represented?

M W FWk.1 6/10 8/10

10/10Wk.2 6/10 10/10

8/10Wk.3 6/10 8/10

9/10

• Can you determine any patterns or trends by the way the data is represented?

How to use Excel

For Progress Monitoring

NOW YOU TRY!


Skills Approach








Step 5. Evaluate the Data

• Assumptions to consider before evaluating the data– Teacher is implementing instructional strategies

– Student is actively engaged in instruction

– Aim line has been correctly identified based on present levels of educational performance

– Appropriate identification of annual goals and objectives


• Why evaluate the data?– Effectiveness and efficiency of

instruction

• Who should evaluate the data?– Teacher, Parents, Student, Others


• What to look for when evaluating the data…

– Is the student making progress toward the goals and objectives?• “Rule of Thumb” – If 4 of the last 6 data points fall below

aim line, student is not making progress – Baseline data– Established timeline– Established aim line

– How is the student responding to the intervention?• Specially designed instruction• Instructional materials and methods

Step 5. Evaluate the Data: Additional Decision Rules

Data Patterns• Making progress. Errors flat or

decreasing

• Progress stalled at20%-50% correct.

• Progress at or near zero. High error rate.

Interpretation• Program is

working

• Student can perform some but not all parts of the task.

• Task is too difficult.

Suggestion• Continue present instructional program.

• Provide more direct or intensive instruction in difficult steps.

• Teach prerequisite skills.

Adapted from Wolery, 1988

Step 5. Evaluate the Data: Additional Decision Rules

Data Patterns• Progress stalled

close to goal, no increase in rate

• Meets aim line

Interpretation• Student is ready

for fluency building

• Successful instructional program

SuggestionProvide frequent opportunities for practice to increase accuracy and rate.

Implement maintenance and generalization programs. Move on to new task.

Adapted from Wolery, 1988

Step 5. Evaluate the Data: We Do!

ExampleGiven weekly timed Reading probes, Jeff will improve from 41 words read correctly per minute to 80 wcpm on three consecutive probes.

• Let’s Look at the Data

Interpreting Data: Making Instructional

Decisions• Summarizing Performance

• Decision-Making– Goal-oriented decisions– Intervention-oriented decisions

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Successive Days

Test Score

Example: Levels of Performance

The difference betweenthese two lines is thechange in level.

Goal-Oriented Decision Making

• A consistent rule is to make program changes when performance falls below the aimline (for accelerating behaviors) or above the aimline (for decelerating behaviors) for 3 consecutive days.

• Using aimlines and decision rules takes much of the guess work out of data analysis.

Aimline

Example Decision Rules Are. . .

• If a student’s performance is below the aimline on 3 consecutive days, but is parallel to the aimline, one may decide to “wait” to see if student performance accelerates in level to reach the original aimline.

• If the student performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line of the graph that symbolizes a change in the program.

Example Decision Rules Are. . .

• If the student’s performance is above the aimline after 3-days (or wait another 3-days),– it may be appropriate to raise the aimline.

Draw a line parallel to and above the aimline.

(A variation of the 3-day rule is to compare the slope of actual improvement for the most recent 7-10 day period to the slope of expected improvement, which is reflected by the aimline).

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Successive Days

Test Score

X

X

Baseline Intervention 1 Intervention 2

Example: Decision Rules

Aim line

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- Time to makea change.

Intervention 1Baseline

Successive Days

Test Score

Example: Decision Rules

Time to makea change.

X

X

Some Valuable Resources

•Great site for intervention suggestionshttp://www.interventioncentral.org/

•Site for developing probes for assessing math computation http: //www.lefthandlogic.com/htmdocs/tools/mathprobe/addsing.shtml

•Site for assessing beginning reading skillshttp://dibels.uoregon.edu/

•Site for conducting progress monitoring for reading

http://www.edformation.com/

http://www.interventioncentral.org/

http://www.lefthandlogic.com/htmdocs/tools/mathprobe/addsing.shtml

http://dibels.uoregon.edu/

http://www.edformation.com/

Is Jeff Making Progress?

Is Kevin Making Progress?

• Given a one minute unrehearsed Reading probe, Kevin will improve his oral reading fluency from a baseline of ten wpm to 50 wpm on three consecutive probes.

• Let’s Look at the Data


Skills Approach








Step 6. Instructional Adjustments

• If the student IS making progress…– Celebrate!– Keep doing what you are doing– Consider increasing expectations as

appropriate• Increasing accuracy/Decreasing errors• Increasing automaticity• Applying knowledge independently


• If the student IS NOT making progress– FIRST consider changes in intervention

strategies• Specially Designed Instruction (intensity,

duration, frequency)

• Materials

• Methods

• Reinforcement schedule

• Use of peers


• If changes do not positively effect progress– Consider changing goals and

objectives

– Don’t make major changes without input or a meeting with the entire IEP team

Step 6. Instructional Adjustments:

I Do!Example

Using graphic organizers, Stephanie will take notes during all class lectures in Science, Algebra, and World Cultures with a score of 9 or higher on three consecutive graphic organizer rubrics as measured every other week.

• Progress data on next slide.

Stephanie’s Data


Example

• What instructional adjustments are necessary?

– Provide direct instruction on how to use guided notes to write down key points of class lectures in algebra and world cultures.

– Examine strategies Stephanie uses in science class and help Stephanie apply these to algebra and world cultures classes.


Example Annie will write complete sentences that include a noun,

verb, object, and correct punctuation 4 out of 5 times on five consecutive weekly writing probes.

Instructional Strategies Implemented

1) Annie’s classroom teacher provided her with written examples of complete sentences and required Annie to identify the noun, verb, object, and punctuation marks. The teacher also had Annie identify sentences as complete or incomplete within.

2) Data was collected during lessons provided weekly by the reading specialist.


Is Annie making progress?


Example

What instructional adjustments are needed for Annie?



• Brainstorm effective instructional strategies for …– Progress, as appropriate– No progress


Skills Approach








Step 7. Communicating Progress

• Communication is a two-way street– Home issues that effect student progress– Class/instructional issues that effect progress

• Ways to keep the lines of communication open– Weekly phone calls– Communication books and data logs– Progress reports (including graphs!)– Parent – teacher conference– Others…

Step 7. Communicating Progress


• Brainstorm…– Ways that you would communicate to

a parent about the child’s progress.

– Ways to involve the parent in the evaluation of the child’s progress.







7. Communicating

Progress

6. Determine if additional Data/Info is needed

7. Determine Eligibility

Instruction/IEP

Reevaluation

Thank You!

Any Questions?

progress monitoring overview neshaminy school district bucks county intermediate unit #22

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