Progress Monitoring

1. Progress Monitoring

2. No Data....No Answers

3. Of course we also already have: • Classroom assessments • End of unit tests • Homework completion info • Attendance records • Discipline referrals

4. 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

5. Testing vs Measurement Both assess but difference is based on purpose • Testing judges • summative • Measurement informs • formative

6. Data That Judges vs Data That Informs A A Administration Owner Parents/ Community Fans School Basketball Team B A A B Teacher Coach Student Players DATA Set A Grades DATA Set “A” Won/Lost Record DATA Set B DIBELS DATA Set “B” Team/Individual Statistics Data that Judges Data that Informs

7. Features of Effective Instruction • Use data that INFORMS for: • Grouping • Planning instruction • Delivering targeted instruction and intervention to address students’ instructional needs • Monitoring student progress toward grade-level standards/benchmarks

8. 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

9. Fluency with Connected Text (Spring, 3rd) Fluency with Connected Text (Spring, 1st) Fluency with Connected Text (Spring, 2nd) Alphabetic Principle (Winter, 1st) Steps for Successful Readers (Roland Good) Probability: On-Track .81 (n=196) We need to have the odds with us! Probability: On-Track .83 (n=246) Probability: Catch-Up .06 (n=213) Probability: On-Track .86 (n=138) Probability: Catch-Up .03 (n=114) Probability: On-Track .64 (n=348) Probability: Catch-Up .22 (n=180) Phonemic Awareness (Spring, Kdg) Probability: Catch-Up .17 (n=183) Probability of remaining an average reader in fourth grade when an average reader in first grade is .87 Probability 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)

10. For Data To Be Useful • Assessment must be • Reliable • Valid • Efficient

11. 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)

13. 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

14. 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.

15. Taking it a step further • Using assessment to develop interventions • Survey Assessments • Teaching students to use it for Peer Assisted Learning • and more…

16. Top-Down Processing School-Wide and Grade-level team level 1st Phase Classroom or Special Group level 2nd Phase Individual student level 3rd Phase

17. 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?

18. Know Data...Know Answers

19. Do you know where you’ve been? Do you know where you’re going?

20. 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

21. 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?

22. 2nd Grade Mid Year 2006-2007 71% = Low Risk (31 students) 13% = Some Risk (7 students) 15% = At Risk (8 students)

23. Grouping Form Classroom #1 Classroom #2 Intensive Intensive Strategic Strategic Randy 8 Josh 10 Paul 11 Marsha 30 Carrie 30 Joey 31 Ross 49 Betsy 50 NONE! Lizzy 54 Travis 55 Mandy 59 Greg 64 Henry 64 Jarod 65 Nakia 67 Benchmark Benchmark 21 Students – Scores Ranging from 74 to 152 Words Read Correct 16 Students – Scores Ranging from 74 to 176 Words Read Correctly

24. 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

25. 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

26. 2nd Grade Problem Solving • Classroom #2 • Additional Paraprofessional Time • Additional Behavior Intervention time from Social Worker

27. 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

28. Middle of the Year Data 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)

29. Effectiveness Graph

30. Top-Down Processing School-Wide and Grade-level team level 1st Phase Classroom or Special Group level 2nd Phase Individual student level 3rd Phase

31. 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?

32. How are our ESL students doing?

33. Intensive Individual Interventions • Individual Students • Assessment Based • High-Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Programming • All Students • Preventative • Pro-active Individual Student Level Intervention Progress Monitoring • Intensive • Bi-Weekly • Strategic • Monthly • Benchmarking • 3 Times a Year

34. Is this student making adequate progress?

35. Is this student making adequate progress?

36. Is this student making adequate progress?

38. Vocabulary and Language Development Reading Comprehension Accuracy and Fluency with Connected Text Phonological Awareness Alphabetic Principle Initial Sound Fluency Phoneme Segment. Fluency Nonsense Word Fluency Oral Reading Fluency ORF, Teacher-Made Assessments/ Observations

39. What kind of progress can we really expect? Can we do even better than this?

40. How? • Use research based programs • Make ambitious goals • Track progress • Make changes when needed

41. 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

43. 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

44. 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 up • When moving up to the next level, get 2-3 data points at both levels so you can continue to watch the student’s trend.

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