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Progress Monitoring Techniques for Students with Multiple Needs

Progress Monitoring Techniques for Students with Multiple Needs. Christine Malecki Northern Illinois University cmalecki@niu.edu Thank you to Al Gonzalez (NIU alum) And Kelly Lyell, NIUGraduate Student School Psychology Program.

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Progress Monitoring Techniques for Students with Multiple Needs

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  1. Progress Monitoring Techniques for Students with Multiple Needs Christine MaleckiNorthern Illinois Universitycmalecki@niu.edu Thank you to Al Gonzalez (NIU alum) And Kelly Lyell, NIUGraduate Student School Psychology Program

  2. http://www.mediafire.com/?sharekey=1d2306f97c1c5d7e0de4fc1039a01674bbdf5e4fe427aabd0ac99885da44e881http://www.mediafire.com/?sharekey=1d2306f97c1c5d7e0de4fc1039a01674bbdf5e4fe427aabd0ac99885da44e881

  3. Benefits of Monitoring Progress Target the skill(s) you will teach during the year. Help determine what is realistic but ambitious growth for your students. Allow the students to have a goal and experience success and a purpose throughout the school year.

  4. Benefits of Monitoring Progress • Communicate with parents about their child’s accomplishments. • Allows the student’s future teachers to see what was accomplished and a potential method of progress monitoring.

  5. Progress Monitoring • Curriculum-based measures (CBM) are one of the best known and used progress monitoring (PM) assessments • These measures capture a wide range of skills • Standard CBMs are not suitable for some subgroups of students • Students whose skills are below those of the CBM • Targeting specific, concrete skills beyond those of the standard CBM

  6. Alternative Progress Monitoring • Alternate progress monitoring assessments can be created based on the principles of PM and CBM • They will monitor the mastery of specific skills over time, which provides data that relates to student goals (Safer & Fleischman, 2005)

  7. Progress Monitoring Define the Behavior (look at IEP goals) Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  8. Progress Monitoring Define the Behavior (look at IEP goals) Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  9. Good Measurement Strategies Reliable and Valid!! Simple and Time-Efficient Standardized Can be done frequently Provides a picture of performance over time COMPARES APPLES TO APPLES Can focus on long term growth or set a short term goal for an achievable skill Progress Monitoring is not ideal if it is simply short-term, but it is better than nothing! Measures are tied to instruction and useful for student program evaluation (Siegel & Allinder, 2005) (Shapiro, 2004; Howell & Nolet, 2000)

  10. Good Measurement Strategies • Disadvantages of the alternative assessments: • Validity and reliability of these assessments are very hard to determine (Deno, 1997) • Focusing on specific skills might not generalize into learning overarching goals (Shapiro, 2004) • General Outcome Measures are the most empirically supported method for assessing learning over time(Deno, 1997; Shapiro, 2004). • Research on GOM for students with multiple needs is being conducted with promising results(Wallace, Tichá & Gustafson) http://www.progressmonitoring.net/probes/sigcog.html

  11. Progress Monitoring Define the Behavior Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  12. Describing Current Level of Functioning • “A statement of the child’s present levels of academic achievement and functional performance, including…

  13. Current Level of Functioning Describes a student’s baseline level of performance on a target behavior (where is he/she now?) Try out the skill you intend to target. Too difficult? Too easy? Adjust… Describe the student’s baseline.

  14. Steps for Current Level of Functioning Collect baseline data Is it stable data and typical? (at least 3 data points ideally) Summarize the data (pick median score)

  15. Progress Monitoring Define the Behavior Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  16. Goal Statements The goals is the expected level of performance at the end of an expected goal period. Current Level (Currently Annie is reading 2 sight words out of 10.) Conditions (In 9 weeks, when presented with a list of 10 sight words) Behavior (Annie will read) Criterion (8 out of 10 words per minute on 3 consecutive probes) Draw your goal line on your graph.

  17. Example CBM Goals Currently Sally is reading 45 words per minute on 2nd grade reading probes. In 9 weeks, Sally will read 66 words per minute on 2nd grade CBM reading probes given once per week (with three 1 minute probes given and the median words read correctly recorded) Currently Travis is writing 10 digits correct per minute on 2nd grade mixed-fact math probes. In 9 weeks, Travis will write 22 digits correctly per minute on 2nd grade CBM math probes given once per week. Currently Dawn is writing 30 correct writing sequences in a three-minute written expression CBM story. In 9 weeks, Dawn will write 48 correct writing sequences on a written expression CBM given once per week. Sally Travis Dawn

  18. Keep It Simple Figure out a system to organize your materials and data. Keep it all in one place.

  19. Progress Monitoring Define the Behavior Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  20. Keeping Track of Data Excel works great. Will draw a trend line for you. “Chart Dog” on invention central website also good http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php

  21. Progress Monitoring Define the Behavior Select a Measurement Strategy Describe Current Level of Functioning Develop a Goal Statement Prepare a Chart/Data Collection Tool Select a Decision-Making Plan

  22. Decision-Making Plan Decide in advance how you will make decisions about the effectiveness of an intervention. Teachers were 2.2 times more effective when they followed decision rules. 94% of 31 teachers found that the decision rules saved them time.

  23. Decision-Making How often will data be collected? (ex: every 2 weeks) If using CBM, how many probes and how will it be summarized for each data point (e.g. median score)? How many data points? (at least 7 are recommended) What is your decision rule? (i.e. examine data trend compared to the goal) (e.g. If John’s data is above the goal line for three consecutive data points, a change will be made (increase goal)). If below goal line for three consecutive data points, change intervention.

  24. References • Deno, S. L. (1997). Whether thou goest…Perspectives on progress monitoring. In J. W. Lloyd, E. J. Kameenui, and D. Chard (Eds.), Issues in educating students with disabilities (pp. 77- 99). Mahwah NJ: Lawrence Eribaum Associates, Inc. • Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making (3rd Ed.). Belmont, CA: Thompson Learning. • Safer, N. & Fleischman, S. (2005). Research matters: How student progress monitoring improves instruction. Educational Leadership, 62(5), 81-83. • Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd Ed.). New York: Guilford Press. • Siegel, E. & Allinder, R.M. (2005). Review of assessment procedures for students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 40(4), 343-351. • Wallace, T., Tichá, R., & Gustafson, K. (in press). Technical characteristics of general outcome measures for students with significant cognitive disabilities, 1-55.

  25. Let’s Write Some Goals! • Remember, they need to include: • Current Level of Functioning • Condition • Behavior • Criterion

  26. Writing a Goal • Describe Current Level of Functioning • Sally can correctly tell time using an analog clock 1 out of 5 times • Develop a Goal Statement • Conditions (In 9 weeks, using analog clock probes) • Behavior (Sally will tell time) • Criterion (4 out of 5 times correctly)

  27. Measurement Strategy • Remember, they need to be: • Reliable • Valid • Simple and Time-Efficient • Standardized

  28. Creating Probes • Creating the wheel… • Recreating the wheel… • Borrowing and stealing… • Collaborating…

  29. Example Goals • Bobby can correctly identify 2 out of 10 survival words. In 18 weeks, using sight and survival word probes, Bobby will correctly identify 9 out of 10 survival words.

  30. Money Progress Monitoring • Jackson: • Currently Jackson is adding coins (pennies, nickels, dimes and quarters) to values that sum to less than one dollar correctly 2 out of 5 times. In 18 weeks, Jackson will correctly count using all different types of coins 10 out of 10 times (do the procedure 10 times, with 10 different sets of up to 7 different coins). • Jill: • Currently Jill is counting by tens using dimes correctly 1 out of 5 times. In 18 weeks, Jill will correctly count by tens using dimes 9 out of 10 times (do the procedure 10 times, with 5 different sets of up to 7 dimes).

  31. Time Progress Monitoring • Jack: • Currently Jack is matching analog and digital clock faces correctly 2 out of 10 times. In 18 weeks, Jack will correctly match 9 out 10 presented analog and digital clock faces on the hour and half hour.

  32. Simple Addition Progress Monitoring • Jacob: • Currently Jacob is correctly solving 2 out of 10 simple addition problems (with sums less than or equal to 10). In 9 weeks, Jacob will correctly solve 8 of the 10 simple addition problems. • Jack: • Currently Jack is correctly solving 1 out of 5 simple addition problems (with sums lass than or equal to 10) with touchpoints on the numbers. In 9 weeks, Jack will correctly solve 4 out of 5 simple addition problems using the touchpoints.

  33. Number Identification • Jim: • Currently Jim is correctly pointing to the number given to him orally in random order (numbers 1 through 5) 2 out of 5 times. In 9 weeks, Jim will correctly point to the number given to him orally (numbers 1 through 5) when presented to him in random order 4 out of 5 (all 5 presented at each time).

  34. Color Identification • Brian: • Currently Brian is correctly pointing to the basic color (red, orange, yellow, green, blue, purple, brown, black, white and pink) given to him orally in random order 2 out of 10 times. In 18 weeks, Brian will correctly identify 9 out of 10 basic colors when given orally given to him in random order. • Brandy: • Currently Brandy is correctly pointing to the color given to her orally (only red, white and green colors used) in random order 1 out of 5 times. In 18 weeks, Brandy will correctly identify the color given to her from the choices of red, white and green presented in random order (5 sets of red, white and green circles) in random order 5 out of 5 times.

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