data based decision making using progress monitoring data
TRANSCRIPT
Data Based Decision Making
Using Progress Monitoring Data
Progress MonitoringIndividual or class-wide assessment used
to:
Demonstrate student/class rate of improvement in the curriculum & to identify students whose growth is inadequate
Aid teachers in determining when instructional modifications may be necessary
PM schedule may vary by student/class from weekly to monthly, based on perceived need
Why Is Progress Monitoring Important?
Research has demonstrated:
Students achieve more
Teacher decision making improves
Students tend to be more aware of their performance
(Fuchs, Deno, Mirkin, 1984; L.S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Fuchs, Fuchs, Hamlett, & Stecker, 1991;
Stecker, Fuchs, & Fuchs, 2005)
Progress Monitoring Mantra
The more data points we have = the greater our ability to determine students rate of progress with confidence
The sooner we have them = the greater our ability to determine the potential need to change the reading intervention
Progress Monitoring Principles
1. Frequency of PM is related to severity of reading problem
2. Must balance what is ideal with what is feasible
3. The less frequently we assess, the higher quality our information should be
PM Best Practice Minimum of 6 data points
This is based on PM procedures where students are administered single passage
Accuracy of decisions about student’s rate of progress increases with each additional data point
Frequency # of Passages Quality; Timeliness
1 time per week 1 passage Defensible;Timely Decisions
Every 2 weeks 1 passage Moderately Defensible; Less Timely
Every 4 weeks 3 passages Moderately Defensible;
Much less timely
Decision-Making for At-Risk
Readers
Examining Student Response to Intervention
Definitions Goal: end of year expectation based on ROI
equal to or better than that of student performing at target
Aim Line: runs between beginning of year benchmark and and goal
Trend Line: indicates student’s actual progress based on weekly monitoring
Decision Rule: involves considering trendline in relation to aim line
Definitions F.I.T.T. principle (for adjusting
intervention) Frequency (of delivery)
Intensity (due to smaller group size)
Time (per session)
Type (of intervention)
Decision-Making RulesExamine the slope of the trend line in
relation to that of the aim line
Trend line is well above aim line, consider the following: Is student on track for benchmark; if so, consider
whether student should return to Tier one Student is responding well but not on track for
benchmark; consider continuing in current intervention
Trend line is at or somewhat above aim line: Consider intervention change by applying FITT
principle
Decision-Making Rules (cont’d)
Slope of trend line is less steep than that of aimline: Intervention change is needed (apply FITT
principle) Consider whether formal problem solving is
required (i.e. IDM)