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Progress Monitoring of Special Education Students

Progress Monitoring of Special Education Students. Dr. Deirdre J. Osypuk Director SSS Bloomfield Public Schools. Aimsweb Assessments. Reading Decoding R-CBM (Oral Reading Fluency), LNF, LSF Math Calculation OC, NI, QD, MN, MC. Instructional Level.

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Progress Monitoring of Special Education Students

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  1. Progress Monitoring of Special Education Students Dr. Deirdre J. Osypuk Director SSS Bloomfield Public Schools

  2. Aimsweb Assessments Reading Decoding R-CBM (Oral Reading Fluency), LNF, LSF Math Calculation OC, NI, QD, MN, MC

  3. Instructional Level • Progress monitoring of students in special education uses probes that are at the individual’s instructional level NOT at their grade level. • Instructional levels only need to be determined for students new to progress monitoring. • There is no need to establish an instructional level for students who are already in progress monitoring. Instead, just continue from where they left off. • An instructional level cannot be established for students in Grade K b/c there are no probes at the PK level. Instead, you establish a baseline with Grade K probes.

  4. Norms and Instructional and Mastery Levels • Norms: • Fall (Sept-Dec) • Winter (Jan-Mar) • Spring (Apr-June) • Instructional Level = • > 50th percentile, but < 75th percentile • Mastery Level = > 75th percentile

  5. Establishing Baseline in Grade K • Baseline is established by administering 1 LNF, OC, NI, *QD, and *MN • *Only administer QD and MN if student scores > 25th percentile

  6. Establishing Instructional Level Grade 1 1. Administer 3 R-CBM and 1 LNF, LSF, OC, NI, *MN, and *QD probes at the grade level you believe the student is currently functioning. *Only administer MN and QD if student scores > 25th percentile. 2. Using the norms from the current season, if the student’s median (middle) score (R-CBM) or single score (LNF, LSF, OC, NI, MN, QD) is: a. > 50th percentile, but < 75th percentile – this is student’s instructional level b. < 50th percentile, then administer probes at next lowest grade level until you reach the grade level at which student scores > 50th percentile, but < 75th percentile c. > 75th percentile, then administer probes at the next highest grade level until you reach the grade level at which student scores > 50th percentile, but < 75th percentile 3. Baseline scores = median (middle) scores from R-CBM and single scores from LNF, LSF, OC, NI, MN, QD instructional level probes administered

  7. Establishing Instructional Levels Grades 2-8 1. Administer 3 R-CBM and 3 MC probes at the grade level you believe the student is currently functioning. 2. Using the norms from the current season, if the student’s median (middle) score is: a. > 50th percentile, but < 75th percentile – this is student’s instructional level b. < 50th percentile, then administer probes at next lowest grade level until you reach the grade level at which student scores > 50th percentile, but < 75th percentile c. > 75th percentile, then administer probes at the next highest grade level until you reach the grade level at which student scores > 50th percentile, but < 75th percentile 3. Baseline scores = median (middle) scores from R-CBM instructional level probes administered

  8. Reading Progress Monitoring IEP Goals/Objectives

  9. Math Progress Monitoring IEP Goals/Objectives

  10. Graphing Progress • X axis (horizontal) = Progress Monitoring Sessions • Y axis (vertical) = Scores • Plot baseline scores • Each graph should represent only 1 grade level and 1 type of probe • Plot baseline and initial goal (75th percentile; Spring) • Once student meets initial goal, start a new graph and plot 1st score and end goal (50th percentile) in the next grade level probe

  11. Decision Rules for Progress Monitoring Data • Must progress monitor and graph every two weeks. • Use 5-point rule to analyze effectiveness of instructional intervention: A. If 5 most recent consecutive scores are all above the goal-line, continue with current instructional intervention. B. If 5 most recent consecutive scores are all below the goal-line, change the instructional intervention. C. If 5 most recent consecutive scores are neither all above or all below the goal-line, keep the current instructional intervention.

  12. Graphing Examples • 5th grader whose instructional level in the Fall is at 3rd grade in Math Computation • Median (middle) baseline MC score = 16, which places him at 3rd grade, 50thpercentile, Fall • Initial Goal = 37, which would place him at 3rd grade, 75th percentile, Spring • End Goal = 34, which would place him at 4th grade, 50th percentile, Fall

  13. Sample Graph Part 1

  14. Sample Graph Part 2

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