Progress Monitoring

Cadre 8 TrainingFebruary 6th, 2012

• We’ve talked about how to select interventions and place students appropriately.

• We’ve also talked about how to create a schedule to allow for core and intervention implementation.

Where We’ve BeenWhere We’ve Been

Now we’re going to talk about what makes an effective progress monitoring measure and some things to consider developing your progress monitoring system.

Where We’re GoingWhere We’re Going

Implementation PlanImplementation Plan

Start with the WhyStart with the Why

Simon Sinek

Why does this matter for Why does this matter for you?you?

• As district leaders, you must understand why:• Certain assessments are used• The progress monitoring system looks the

way it does• Fidelity of the assessments is important• Student goals are set in a certain way

So you can communicate that to staff and understand when staff

communicates to you

TargetsTargets

• Create a conceptual understanding of progress monitoring measures as indicators of student achievement

• Identify logistics and questions to consider when developing your progress monitoring system

Progress Monitoring as an Progress Monitoring as an ““IndicatorIndicator””

Most Miserable U.S. Cities Least Miserable U.S. Cities

Do we have the right Do we have the right ““indicatorsindicators””??

Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values

Phoenix

Portland

Seattle

MinneapolisDenver

New York

Detroit

Cleveland

Chicago

Wall Street Journal, 2011

Forbes, 2012

Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,

etc

Most Miserable U.S. Cities Least Miserable U.S. Cities

Do we have the right Do we have the right ““indicatorsindicators””??

Detroit

Cleveland

Chicago

Forbes, 2012

Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,

etc

What are some commonly used progress What are some commonly used progress monitoring tools?monitoring tools?

ReadingAIMSWEB Reading CBM, Maze

DIBELS NEXT FSF, PSF, NWF, ORF, Daze

easyCBM PSF, LSF, WRF, PRF, MC Reading Comp, Vocab

MathAIMSWEB M – Computation, M – Concepts & Applications, CBM –

Early Numeracy

easyCBM Numbers & Operations, Measurement, Geometry, Algebra

Written LanguageWriting – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

What are What are NOTNOT good progress monitoring good progress monitoring tools?tools?

Reading•Phonic Screeners•Report Cards •OAKS

•DRA•Running Records

•Reading curriculum weekly or monthly tests or fluency passages

MathCurriculum weekly testsTeacher created math probes*

OAKS

Written LanguageWriting rubrics* OAKS

* when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

Fluent & accurate reading is not the end goal… but a child who cannot read fluently AND accurately cannot fully comprehend written

text.

Do we have the right Do we have the right ““indicatorsindicators””??

Progress Monitoring Progress Monitoring LevelLevel

How do we determine appropriate materials for progress monitoring?

Do we monitor at grade level or instructional level?

Progress Monitoring Level:Progress Monitoring Level:Things to considerThings to consider

• Accuracy is more important than fluency and typically develops first• If a student is accurate (>95%) on grade

level, consider monitoring at grade level• If a student is not accurate consider

monitoring accuracy in addition to fluency

• Can monitor at both grade level AND instructional level• More frequently at instructional level

Out of Grade-Level Out of Grade-Level Progress MonitoringProgress Monitoring

General Recommendations (ORF):•Use the highest level material where the student meets the following criteria:Grade

Level Accuracy Correct Words Per Minute

1st > 90% > 20

2nd > 90% > 40

3rd – 6th > 90% > 50Dynamic Measurement Group, 2012

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Who administers progress monitoring?Interventionist?Literacy specialist or

coach?Classroom teacher?Instructional assistants

(IA)?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Students with intensiveintensive needs – 1x/week

Students with targetedtargeted needs – at least 1x/month

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

Where will progress monitoring occur?

Where will the materials be kept?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

All students on one day?1-2 students each day

of the week?Note: Avoid direct

instructional time being used for progress monitoring

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

How is data stored/entered into central database?Person doing progress

monitoring enters their data

Reading specialist or IA enters all student data

How is the data graphed?

LogisticsLogistics

• Who?• How

Often?• Where?• When?• How?

How do you ensure fidelity of data collection?Initial trainingRefresher trainingsFidelity checks

Setting Appropriate Goals Setting Appropriate Goals Is ImportantIs Important

Benchmark

36 WCPM

18 WCPM

Ora

l Rea

ding

Flu

ency

(W

ords

Cor

rect

Per

Min

ute)

Goal Setting & Progress Monitoring Goal Setting & Progress Monitoring HandoutHandout

We talked about what makes an effective progress monitoring measure and some things to consider when setting goals for students in interventions.

Where We’ve BeenWhere We’ve Been

Now we’re going to talk about how you use your progress monitoring data to determine the effectiveness of your interventions for individual students.

Where We’re GoingWhere We’re Going

• Please complete the evaluation for this presentation

• Please write down some things you really want to remember on the “Tools and Take Away” Sheet

EvaluationEvaluation

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