Progress Monitoring for Students with IEPs
10/18/2013
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
Progress Monitoring for Students with IEPs: An Introduction Webinar
October 29, 2013
1
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
3
2
Outcomes Participants will: 1. Gain an understanding of the purpose of, and requirements around, progress monitoring in the IEP process. 2. Identify characteristics of effective progress monitoring procedures. 3. Analyze examples of progress monitoring reports. 4. Identify useful resources for accessing information about progress monitoring. 4
1
10/18/2013
What is Progress Monitoring? • Method of formative assessment tells us how well students are responding to instruction • Assists in making instructional decisions and building more effective programs for students • Guides data collection • Provides summative evidence of progress towards goals
Progress Monitoring Answers Questions Is the student making progress at an acceptable rate? Is the student meeting short‐ and long‐term IEP goals? Does the instruction or intervention need to be adjusted or changed?
6
Provides regular and frequent data collection Uses an equivalent measure each time
Measures the behavior outlined in the goal
Regulatory Requirements
Contents of IEP
Is easy to implement Takes a short amount of time from instruction
Effective Progress monitoring
Allows for analysis of performance over time
• HOW the child’s progress toward meeting the standard aligned goal will be measured • WHEN periodic reports on progress will be provided to parents • The requirement in special education is that the student make progress in the general education curriculum. 8
2
10/18/2013
Progress Monitoring in A Standards Aligned System
Approaches to Progress Monitoring
• Purpose: determine progress in the general education curriculum • Progress in the general education curriculum is determined according to progress in mastery of subject matter content • Consider multiple sources of data
9
– – – –
Summative Benchmark Formative Diagnostic
Mastery Measures vs. General Outcome Measures
Webinar SA IEPs November 15, 2012 http://www.pattan.net/Videos/Browse/Single /?code_name=standard_aligned_ieps_major_ points_and
Mastery Measures
Sample Goal: John will correctly add 16 of 20 mixed multi‐ digit addition (with and without regrouping) problems in three of four consecutive trials.
• Describe mastery of a single skill in a series of short‐ term instructional objectives • Represent a logical, not an empirical, hierarchy of skills • Technical problems for quantifying progress across objectives: – cannot index maintenance of skills – unknown reliability and validity of tests – objectives are not equivalent “units”
• Can measure academic and functional skills 12
3
10/18/2013
General Outcome Measures
20
Multi‐digit Addition Problems Correct
18 16
• Reflect overall competence in the annual curriculum • Incorporate retention and generalization • Describe an individual student’s long‐term growth and development (both current status and rate of development) • Provide a decision‐making model for designing and evaluating interventions
14 12 10 8 6 4 2 0 16‐Sep
23‐Sep
30‐Sep
7‐Oct
14‐Oct
21‐Oct
28‐Oct
4‐No
General Outcome Measure Given mixed calculation problems representing third grade curriculum, Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials.
4
10/18/2013
Measurable Annual Goals and Objectives
Digits correct per minute
50
Data Collection Decisions
45 40 End of year benchmark
35 30
Data Collection Tools X
25 20
Progress Monitoring: A Seven-Step Approach
Goal line
15 10 5 0 1
2
3
4
5
6
7
8
9
Representing the Data
10 11 12 13 14
Evaluation of Data Instructional Adjustments Communication of Progress
Weeks of Instruction
18
Measurable Annual Goals/Short Term Objectives
Measurable Annual Goals and Objectives Data Collection Decisions
Condition: Given mixed calculation problems representing
the second grade curriculum…
Data Collection Tools
Student Name: ..Jose…
Representing the Data
Progress Monitoring: A Seven-Step Approach
Clearly Defined Behavior: … will calculate …
Evaluation of Data
Performance Criteria: …30 digits correct per minute on
Instructional Adjustments Communication of Progress
3 out of 4 consecutive trials.
19
5
10/18/2013
Measurable Annual Goals/Short Term Objectives
Setting Appropriate Goals Using CBM 1. Consider normative data for typical growth rates across the year. 2. Consider level of performance appropriate for grade level. 3. CBM decision rule helps teachers know when goals should be raised. (Goals are not lowered.)
Condition: During morning circle…
Student Name: …Joann…
Clearly Defined Behavior: …will sit with no
support…
Performance Criteria: …for 15 minutes for five
consecutive days.
21
Setting Appropriate Goals: Mastery Measures/Specific Skills
• GOM does not work well for specific skills progress monitoring • Key to mastery measurement/specific skills monitoring is measurable, objective goals – Determine progress expected between baseline and end of year/duration of IEP
• Consider use of 52‐week graph if student receiving ESY services • Apply data decision rules at data checks
CBM Benchmarking Curriculum‐Based Measurement Computation/Concepts and Applications Benchmarks
Grade
Probe
Kindergarten First
Maximum score
Benchmark
Data not yet available Computation
First
30
20 digits
Data not yet available
Second
Computation
45
20 digits
Second
Concepts and Applications
32
20 blanks
Third
Computation
45
30 digits
Third
Concepts and Applications
47
30 blanks
Fourth
Computation
70
40 digits
Fourth
Concepts and Applications
42
30 blanks
Fifth
Computation
80
30 digits
Fifth
Concepts and Applications
32
15 blanks
Sixth
Computation
105
35 digits
Sixth
Concepts and Applications
35
15 blanks
6
10/18/2013
Math CBM: Rate of Improvement Curriculum‐Based Measurement Norms for Student Growth (Slope) Grade 1
Computation CBM—slope Concepts and Applications CBM— for digits correct slope for blanks .35 No data available
2
.30
.40
3
.30
.60
4
.70
.70
5
.70
.70
6
.40
.70
CBM Reading Fluency: Rate of Improvement
DIBELS Benchmark Goals
Setting Goals with Intra‐Individual Framework
• Often used for students performing far below grade level or with very low skills, where typical growth rates are not appropriate • Calculate goal using student rate of improvement (SROI) , number of weeks of instruction, and student baseline score • Instructions can be found at
Realistic Growth Rates
Ambitious Growth Rate
1
2
3
2
1.5
2
3
1
1.5
– National Center on RtI
4
.85
1.1
– IRIS Center
5
.5
.8
6
.3
.65
Grade
Taken from Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
http://www.rti4success.org/pdf/rti4‐22‐09.pdf
http://iris.peabody.vanderbilt.edu/module/rpm/cresour ce/how‐will‐ms‐begay‐know‐if‐her‐current‐reading‐ intervention‐is‐working‐or‐if‐her‐students‐need‐a‐ different‐kind‐of‐instruction/rpm_06/option‐3‐intra‐ individual‐framework/
7
10/18/2013
Example of Mastery Measurement Goals
Goal: Using classroom reading materials, graphic organizers, visuals and symbols, Mary will identify relevant details in order to answer comprehension questions and/or sequence events with 80% accuracy on 5 consecutive weekly probes. Objectives: • When provided with an array of choices that includes distractors , Mary will identify relevant details in response to teacher prompts with 80% accuracy across 5 consecutive weekly probes. • When provided with relevant details, Mary will answer comprehension questions with 80% accuracy on 5 consecutive weekly probes.
Measurable Annual Goals and Objectives Data Collection Decisions Data Collection Tools Representing the Data
Progress Monitoring: A Seven-Step Approach
Evaluation of Data Instructional Adjustments Communication of Progress 30
Step 2. Data Collection Decisions What is the purpose for collecting the data?
Where will the data be
collected?
What type of data will be collected?
Frequency or Rate Percentage or Accuracy Duration Latency Quality Level of Assistance Number
Measurable Annual Goals and Objectives
Consider in what settings/situations the skill
will be practiced.
How often will the data be collected?
Daily, weekly, quarterly
Who will collect the data? 31
Data Collection Decisions Data Collection Tools Representing the Data
Progress Monitoring: A Seven-Step Approach
Evaluation of Data Instructional Adjustments Communication of Progress 32
8
10/18/2013
Tool Selection
Progress Monitoring Tools Characteristics of progress monitoring tools
Brief assessments Repeated measures that capture student learning Measures of age-appropriate outcomes and/or mastery measure of a skill Reliable, valid, and evidence based
Examples of Progress Monitoring Tools 1. Summative
PSSA, District Achievement Test
2. Formative
• • • • • • • •
Structured interviews Probes Observations Midterms/finals Rubrics Assessment checklists Participation checklists Mastery checklists
• Rating scales • Task analytic recoding • Event or frequency recording • Portfolio assessment • Curriculum‐based assessment • Anecdotal records
Academic Progress Monitoring Tool Charts
PM GOM Tools Charts • http://www.rti4success.org/progressMonitoringTools • http://www.intensiveintervention.org/chart/progress‐ monitoring
Checklists, rubrics, exit tickets, work samples
3. Diagnostic
Gray Oral Reading Test, Test of Written Language, Key Math3
4. Benchmark Study Island assessments in Reading/Math, words correct per minute in reading, correct word sequence in writing, digits correct in math.
PM Mastery Measures Tools Charts • http://www.rti4success.org/progressMonitoringMasteryTo ols • http://www.intensiveintervention.org/chart/progress‐ monitoring‐mm National Center on Response to Intervention National Center on Intensive Intervention
35
9
10/18/2013
Choosing a PM Tool
Choosing a PM Tool
I am a teacher with 25 students in my classroom and cannot afford to set aside blocks of time to administer progress monitoring probes to selected students. Are there tools that can be administered by the paraprofessional in my classroom? ̶ Some tools can be administered by a paraprofessional, following the guidelines of your LEA. It is important for anyone administering the assessments to be trained.
I am interested in finding a tool that I can use to monitor my students’ progress weekly or even more frequently. Are there tools that have at least 20 alternate forms?
– AIMSweb – Dynamic Indicators of Early Basic Literary Skills (DIBELS) – Edcheckup – Monitoring Basic Skills Progress (MBSP) – STAR – Yearly Progress Pro – Accelerated Math
How to Create a Graph
Measurable Annual Goals and Objectives Data Collection Decisions Data Collection Tools Representing the Data Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments Communication of Progress 39
http://pattan.netwebsite.s3.amazonaws.com/files/materials/publications/docs/HowToCreateGr aph.pdf 40
10
10/18/2013
Measurable Annual Goals and Objectives
Step 5. Evaluate the Data
Data Collection Decisions
What to look for when evaluating the data…
Data Collection Tools
Is the student making progress toward the goals and objectives? “Rule of Thumb” – If 4 of the last 6 data points or 4 consecutive data points fall below aim line, student is not making progress
Representing the Data
Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments
Communication of Progress
Baseline data Established timeline Established aimline/goal line
How is the student responding to the intervention? Specially designed instruction Instructional materials and methods
41
Example Decision Rules Are. . .
42
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.
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’s performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line on the graph that symbolizes a change in the program. 43
44
11
10/18/2013
Identify Students Not Making Adequate Progress
trend line
goal line X
X
X goal line
X
X X
trend line
Words Read Correctly
Flat Scores:
Increasing Scores:
X X
Is the student making progress? Sarah Smith
Sep
Oct
Nov
Reading 2
Dec
Jan
Feb
Mar
Apr
May
45
Is the student making progress? Reading 2
Words Read Correctly
Jessica Jones
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Trend of student data is less steep than goal line: Make a teaching change.
From Monitoring Basic Skills Progress
12
10/18/2013
Mastery of Multidigit Addition and Subtraction
Trend of student data is steeper than goal line: Raise the goal.
Number of digits correct Number of problems correct in 5 minutes in 5 minutes
10 10
Subtraction Multidigit Subtraction Multidigit
Multidigit Addition
Multiplication Multiplication Facts
8 8 6 6 4 4 2 2 0 0
2 2
4 4
6 6
8 8
10 10
12 12
14 14
WEEKS 50
From Monitoring Basic Skills Progress
Report: Mastery Measurement
Specific Skill Example Measurable annual goal While seated in a wheelchair and given a direct verbal cue, student will reach for and actively grasp 4 out of 5 objects within 20 seconds of visual presentation slightly below eye level on 3 consecutive trials .
51
52
13
10/18/2013
100
Measurable Annual Goals and Objectives
90
Baseline
Intervention
80
Data Collection Decisions
80% for 3 consecutive trials
Percent Trials Correct
70
Data Collection Tools
60
50
Representing the Data
40
Evaluation of Data 30
Progress Monitoring: A Seven‐Step Approach
20
10
0
Instructional Adjustments Communication of Progress 54
Step 6. Instructional Adjustments
Step 6. Instructional Adjustments
• If the student IS making progress…
•
– Celebrate! – Keep doing what you are doing – Consider increasing expectations as appropriate
If the student IS NOT making progress – Consider changes in intervention strategies • Specially Designed Instruction (intensity, duration, frequency) • Instructional materials • Instructional arrangements (teacher‐student ratios, use of peers) • Motivational strategies/Reinforcement schedule • Allocated time for particular lesson components
• Increasing accuracy/Decreasing errors • Increasing automaticity • Applying knowledge independently
55
56
14
10/18/2013
Step 7. Communicating Progress
Measurable Annual Goals and Objectives Data Collection Decisions
• Communication is a two‐way street – Home issues that effect student progress – Class/instructional issues that effect progress
Data Collection Tools
• Ways to keep the lines of communication open
Representing the Data Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments Communication of Progress
– – – – – –
Weekly phone calls Communication books and data logs IEP progress reports (including graphs!) Report cards Parent – teacher conference Others…
57
Sample of Progress Monitoring Report‐‐ Writing Every 9 weeks parents will receive a report of Writing goals measured by • Bi‐weekly writing prompts – Correct Word Sequence graphed • Self and/or teacher analysis of use of style on writing prompts every two weeks
• PSSA Writing (parent report over summer)
58
Resources • Iowa Department of Education http://educateiowa.gov/index.php?option=com_ content&id=1609&Itemid=2388 • National Center on Response to Intervention www.rti4success.org • National Center on Intensive Intervention www.intensiveintervention.org • PaTTAN www.pattan.net – Archived webinars at Videos tab – Publications at Resources tab
59
15
10/18/2013
Contact Information
www.pattan.net
Diane Funsten [email protected] Commonwealth of Pennsylvania Tom Corbett, Governor
Karen Grammas [email protected]
Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J.Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 61
16
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
Progress Monitoring for Students with IEPs: An Introduction Webinar
October 29, 2013
1
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
3
2
Outcomes Participants will: 1. Gain an understanding of the purpose of, and requirements around, progress monitoring in the IEP process. 2. Identify characteristics of effective progress monitoring procedures. 3. Analyze examples of progress monitoring reports. 4. Identify useful resources for accessing information about progress monitoring. 4
1
10/18/2013
What is Progress Monitoring? • Method of formative assessment tells us how well students are responding to instruction • Assists in making instructional decisions and building more effective programs for students • Guides data collection • Provides summative evidence of progress towards goals
Progress Monitoring Answers Questions Is the student making progress at an acceptable rate? Is the student meeting short‐ and long‐term IEP goals? Does the instruction or intervention need to be adjusted or changed?
6
Provides regular and frequent data collection Uses an equivalent measure each time
Measures the behavior outlined in the goal
Regulatory Requirements
Contents of IEP
Is easy to implement Takes a short amount of time from instruction
Effective Progress monitoring
Allows for analysis of performance over time
• HOW the child’s progress toward meeting the standard aligned goal will be measured • WHEN periodic reports on progress will be provided to parents • The requirement in special education is that the student make progress in the general education curriculum. 8
2
10/18/2013
Progress Monitoring in A Standards Aligned System
Approaches to Progress Monitoring
• Purpose: determine progress in the general education curriculum • Progress in the general education curriculum is determined according to progress in mastery of subject matter content • Consider multiple sources of data
9
– – – –
Summative Benchmark Formative Diagnostic
Mastery Measures vs. General Outcome Measures
Webinar SA IEPs November 15, 2012 http://www.pattan.net/Videos/Browse/Single /?code_name=standard_aligned_ieps_major_ points_and
Mastery Measures
Sample Goal: John will correctly add 16 of 20 mixed multi‐ digit addition (with and without regrouping) problems in three of four consecutive trials.
• Describe mastery of a single skill in a series of short‐ term instructional objectives • Represent a logical, not an empirical, hierarchy of skills • Technical problems for quantifying progress across objectives: – cannot index maintenance of skills – unknown reliability and validity of tests – objectives are not equivalent “units”
• Can measure academic and functional skills 12
3
10/18/2013
General Outcome Measures
20
Multi‐digit Addition Problems Correct
18 16
• Reflect overall competence in the annual curriculum • Incorporate retention and generalization • Describe an individual student’s long‐term growth and development (both current status and rate of development) • Provide a decision‐making model for designing and evaluating interventions
14 12 10 8 6 4 2 0 16‐Sep
23‐Sep
30‐Sep
7‐Oct
14‐Oct
21‐Oct
28‐Oct
4‐No
General Outcome Measure Given mixed calculation problems representing third grade curriculum, Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials.
4
10/18/2013
Measurable Annual Goals and Objectives
Digits correct per minute
50
Data Collection Decisions
45 40 End of year benchmark
35 30
Data Collection Tools X
25 20
Progress Monitoring: A Seven-Step Approach
Goal line
15 10 5 0 1
2
3
4
5
6
7
8
9
Representing the Data
10 11 12 13 14
Evaluation of Data Instructional Adjustments Communication of Progress
Weeks of Instruction
18
Measurable Annual Goals/Short Term Objectives
Measurable Annual Goals and Objectives Data Collection Decisions
Condition: Given mixed calculation problems representing
the second grade curriculum…
Data Collection Tools
Student Name: ..Jose…
Representing the Data
Progress Monitoring: A Seven-Step Approach
Clearly Defined Behavior: … will calculate …
Evaluation of Data
Performance Criteria: …30 digits correct per minute on
Instructional Adjustments Communication of Progress
3 out of 4 consecutive trials.
19
5
10/18/2013
Measurable Annual Goals/Short Term Objectives
Setting Appropriate Goals Using CBM 1. Consider normative data for typical growth rates across the year. 2. Consider level of performance appropriate for grade level. 3. CBM decision rule helps teachers know when goals should be raised. (Goals are not lowered.)
Condition: During morning circle…
Student Name: …Joann…
Clearly Defined Behavior: …will sit with no
support…
Performance Criteria: …for 15 minutes for five
consecutive days.
21
Setting Appropriate Goals: Mastery Measures/Specific Skills
• GOM does not work well for specific skills progress monitoring • Key to mastery measurement/specific skills monitoring is measurable, objective goals – Determine progress expected between baseline and end of year/duration of IEP
• Consider use of 52‐week graph if student receiving ESY services • Apply data decision rules at data checks
CBM Benchmarking Curriculum‐Based Measurement Computation/Concepts and Applications Benchmarks
Grade
Probe
Kindergarten First
Maximum score
Benchmark
Data not yet available Computation
First
30
20 digits
Data not yet available
Second
Computation
45
20 digits
Second
Concepts and Applications
32
20 blanks
Third
Computation
45
30 digits
Third
Concepts and Applications
47
30 blanks
Fourth
Computation
70
40 digits
Fourth
Concepts and Applications
42
30 blanks
Fifth
Computation
80
30 digits
Fifth
Concepts and Applications
32
15 blanks
Sixth
Computation
105
35 digits
Sixth
Concepts and Applications
35
15 blanks
6
10/18/2013
Math CBM: Rate of Improvement Curriculum‐Based Measurement Norms for Student Growth (Slope) Grade 1
Computation CBM—slope Concepts and Applications CBM— for digits correct slope for blanks .35 No data available
2
.30
.40
3
.30
.60
4
.70
.70
5
.70
.70
6
.40
.70
CBM Reading Fluency: Rate of Improvement
DIBELS Benchmark Goals
Setting Goals with Intra‐Individual Framework
• Often used for students performing far below grade level or with very low skills, where typical growth rates are not appropriate • Calculate goal using student rate of improvement (SROI) , number of weeks of instruction, and student baseline score • Instructions can be found at
Realistic Growth Rates
Ambitious Growth Rate
1
2
3
2
1.5
2
3
1
1.5
– National Center on RtI
4
.85
1.1
– IRIS Center
5
.5
.8
6
.3
.65
Grade
Taken from Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
http://www.rti4success.org/pdf/rti4‐22‐09.pdf
http://iris.peabody.vanderbilt.edu/module/rpm/cresour ce/how‐will‐ms‐begay‐know‐if‐her‐current‐reading‐ intervention‐is‐working‐or‐if‐her‐students‐need‐a‐ different‐kind‐of‐instruction/rpm_06/option‐3‐intra‐ individual‐framework/
7
10/18/2013
Example of Mastery Measurement Goals
Goal: Using classroom reading materials, graphic organizers, visuals and symbols, Mary will identify relevant details in order to answer comprehension questions and/or sequence events with 80% accuracy on 5 consecutive weekly probes. Objectives: • When provided with an array of choices that includes distractors , Mary will identify relevant details in response to teacher prompts with 80% accuracy across 5 consecutive weekly probes. • When provided with relevant details, Mary will answer comprehension questions with 80% accuracy on 5 consecutive weekly probes.
Measurable Annual Goals and Objectives Data Collection Decisions Data Collection Tools Representing the Data
Progress Monitoring: A Seven-Step Approach
Evaluation of Data Instructional Adjustments Communication of Progress 30
Step 2. Data Collection Decisions What is the purpose for collecting the data?
Where will the data be
collected?
What type of data will be collected?
Frequency or Rate Percentage or Accuracy Duration Latency Quality Level of Assistance Number
Measurable Annual Goals and Objectives
Consider in what settings/situations the skill
will be practiced.
How often will the data be collected?
Daily, weekly, quarterly
Who will collect the data? 31
Data Collection Decisions Data Collection Tools Representing the Data
Progress Monitoring: A Seven-Step Approach
Evaluation of Data Instructional Adjustments Communication of Progress 32
8
10/18/2013
Tool Selection
Progress Monitoring Tools Characteristics of progress monitoring tools
Brief assessments Repeated measures that capture student learning Measures of age-appropriate outcomes and/or mastery measure of a skill Reliable, valid, and evidence based
Examples of Progress Monitoring Tools 1. Summative
PSSA, District Achievement Test
2. Formative
• • • • • • • •
Structured interviews Probes Observations Midterms/finals Rubrics Assessment checklists Participation checklists Mastery checklists
• Rating scales • Task analytic recoding • Event or frequency recording • Portfolio assessment • Curriculum‐based assessment • Anecdotal records
Academic Progress Monitoring Tool Charts
PM GOM Tools Charts • http://www.rti4success.org/progressMonitoringTools • http://www.intensiveintervention.org/chart/progress‐ monitoring
Checklists, rubrics, exit tickets, work samples
3. Diagnostic
Gray Oral Reading Test, Test of Written Language, Key Math3
4. Benchmark Study Island assessments in Reading/Math, words correct per minute in reading, correct word sequence in writing, digits correct in math.
PM Mastery Measures Tools Charts • http://www.rti4success.org/progressMonitoringMasteryTo ols • http://www.intensiveintervention.org/chart/progress‐ monitoring‐mm National Center on Response to Intervention National Center on Intensive Intervention
35
9
10/18/2013
Choosing a PM Tool
Choosing a PM Tool
I am a teacher with 25 students in my classroom and cannot afford to set aside blocks of time to administer progress monitoring probes to selected students. Are there tools that can be administered by the paraprofessional in my classroom? ̶ Some tools can be administered by a paraprofessional, following the guidelines of your LEA. It is important for anyone administering the assessments to be trained.
I am interested in finding a tool that I can use to monitor my students’ progress weekly or even more frequently. Are there tools that have at least 20 alternate forms?
– AIMSweb – Dynamic Indicators of Early Basic Literary Skills (DIBELS) – Edcheckup – Monitoring Basic Skills Progress (MBSP) – STAR – Yearly Progress Pro – Accelerated Math
How to Create a Graph
Measurable Annual Goals and Objectives Data Collection Decisions Data Collection Tools Representing the Data Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments Communication of Progress 39
http://pattan.netwebsite.s3.amazonaws.com/files/materials/publications/docs/HowToCreateGr aph.pdf 40
10
10/18/2013
Measurable Annual Goals and Objectives
Step 5. Evaluate the Data
Data Collection Decisions
What to look for when evaluating the data…
Data Collection Tools
Is the student making progress toward the goals and objectives? “Rule of Thumb” – If 4 of the last 6 data points or 4 consecutive data points fall below aim line, student is not making progress
Representing the Data
Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments
Communication of Progress
Baseline data Established timeline Established aimline/goal line
How is the student responding to the intervention? Specially designed instruction Instructional materials and methods
41
Example Decision Rules Are. . .
42
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.
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’s performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line on the graph that symbolizes a change in the program. 43
44
11
10/18/2013
Identify Students Not Making Adequate Progress
trend line
goal line X
X
X goal line
X
X X
trend line
Words Read Correctly
Flat Scores:
Increasing Scores:
X X
Is the student making progress? Sarah Smith
Sep
Oct
Nov
Reading 2
Dec
Jan
Feb
Mar
Apr
May
45
Is the student making progress? Reading 2
Words Read Correctly
Jessica Jones
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Trend of student data is less steep than goal line: Make a teaching change.
From Monitoring Basic Skills Progress
12
10/18/2013
Mastery of Multidigit Addition and Subtraction
Trend of student data is steeper than goal line: Raise the goal.
Number of digits correct Number of problems correct in 5 minutes in 5 minutes
10 10
Subtraction Multidigit Subtraction Multidigit
Multidigit Addition
Multiplication Multiplication Facts
8 8 6 6 4 4 2 2 0 0
2 2
4 4
6 6
8 8
10 10
12 12
14 14
WEEKS 50
From Monitoring Basic Skills Progress
Report: Mastery Measurement
Specific Skill Example Measurable annual goal While seated in a wheelchair and given a direct verbal cue, student will reach for and actively grasp 4 out of 5 objects within 20 seconds of visual presentation slightly below eye level on 3 consecutive trials .
51
52
13
10/18/2013
100
Measurable Annual Goals and Objectives
90
Baseline
Intervention
80
Data Collection Decisions
80% for 3 consecutive trials
Percent Trials Correct
70
Data Collection Tools
60
50
Representing the Data
40
Evaluation of Data 30
Progress Monitoring: A Seven‐Step Approach
20
10
0
Instructional Adjustments Communication of Progress 54
Step 6. Instructional Adjustments
Step 6. Instructional Adjustments
• If the student IS making progress…
•
– Celebrate! – Keep doing what you are doing – Consider increasing expectations as appropriate
If the student IS NOT making progress – Consider changes in intervention strategies • Specially Designed Instruction (intensity, duration, frequency) • Instructional materials • Instructional arrangements (teacher‐student ratios, use of peers) • Motivational strategies/Reinforcement schedule • Allocated time for particular lesson components
• Increasing accuracy/Decreasing errors • Increasing automaticity • Applying knowledge independently
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Step 7. Communicating Progress
Measurable Annual Goals and Objectives Data Collection Decisions
• Communication is a two‐way street – Home issues that effect student progress – Class/instructional issues that effect progress
Data Collection Tools
• Ways to keep the lines of communication open
Representing the Data Evaluation of Data
Progress Monitoring: A Seven‐Step Approach
Instructional Adjustments Communication of Progress
– – – – – –
Weekly phone calls Communication books and data logs IEP progress reports (including graphs!) Report cards Parent – teacher conference Others…
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Sample of Progress Monitoring Report‐‐ Writing Every 9 weeks parents will receive a report of Writing goals measured by • Bi‐weekly writing prompts – Correct Word Sequence graphed • Self and/or teacher analysis of use of style on writing prompts every two weeks
• PSSA Writing (parent report over summer)
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Resources • Iowa Department of Education http://educateiowa.gov/index.php?option=com_ content&id=1609&Itemid=2388 • National Center on Response to Intervention www.rti4success.org • National Center on Intensive Intervention www.intensiveintervention.org • PaTTAN www.pattan.net – Archived webinars at Videos tab – Publications at Resources tab
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Contact Information
www.pattan.net
Diane Funsten [email protected] Commonwealth of Pennsylvania Tom Corbett, Governor
Karen Grammas [email protected]
Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J.Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 61
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