10182013

Progress Monitoring for Students with IEPs An Introduction

Webinar

October 29 2013

1

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

3

PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education and to build the

capacity of local educational agencies to serve students who

receive special education services

2

Outcomes

Participants will 1 Gain an understanding of the purpose of and requirements around progress monitoring in the IEP process 2 Identify characteristics of effective progress monitoring procedures 3 Analyze examples of progress monitoring reports 4 Identify useful resources for accessing information about progress monitoring

4

1

10182013

What is Progress Monitoring

bull Method of formative assessment tells us how well students are responding to instruction

bull Assists in making instructional decisions and building more effective programs for students

bull Guides data collection

bull Provides summative evidence of progress towards goals

Progress Monitoring Answers Questions

Is the student making progress at an acceptable rate

Is the student meeting short‐ and long‐term IEP goals

Does the instruction or intervention need to be adjusted or changed

6

Effective Progress

monitoring

Measures the behavior outlined in the goal

Uses an equivalent

measure each time

Provides regular and frequent data collection

Is easy to implement

Takes a short amount of time from instruction

Allows for analysis of

performance over time

Regulatory Requirements Contents of IEP

bull HOW the childrsquos progress toward meeting the standard aligned goal will be measured

bull WHEN periodic reports on progress will be provided to parents

bull The requirement in special education is that the student make progress in the general education curriculum

8

2

10182013

Progress Monitoring in A Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum isdetermined according to progress in mastery ofsubject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark Webinar SA IEPs November 15 2012

ndash Formative httpwwwpattannetVideosBrowseSingle code_name=standard_aligned_ieps_major_

ndash Diagnostic points_and 9

Approaches to Progress Monitoring

Mastery Measures General Outcome

Measures vs

Mastery Measures

bull Describe mastery of a single skill in a series of short‐term instructional objectives

bull Represent a logical not an empirical hierarchy of skills

bull Technical problems for quantifying progress across objectives ndash cannot index maintenance of skills ndash unknown reliability and validity of tests ndash objectives are not equivalent ldquounitsrdquo

bull Can measure academic and functional skills

Sample Goal John will correctly add 16 of 20 mixed multi‐digit addition (with and without regrouping) problems in three of four consecutive trials

12

3

10182013

0

2

4

6

8

10

12

14

16

18

20

16‐Sep 23‐Sep 30‐Sep 7‐Oct 14‐Oct 21‐Oct 28‐Oct 4‐No

Multi‐digit

Addition

Problems Correct

General Outcome Measures

bull Reflect overall competence in the annual curriculum

bull Incorporate retention and generalization

bull Describe an individual studentrsquos long‐term growth and development (both current status and rate of development)

bull Provide a decision‐making model for designing and evaluating interventions

General Outcome Measure

Given mixed calculation problems representing third grade curriculum Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials

4

10182013

Digits correct p

er m

inute

50

45

40

35

30

25

20

15

Goal line

End of year benchmark

X

Monitoring10

5 A Seven-Step 0 Approach1 2 3 4 5 6 7 8 9 10 11 12 13 14

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

Weeks of Instruction 18

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Monitoring A Seven-Step Approach

Instructional Adjustments

Communication of Progress

19

Measurable Annual GoalsShort Term Objectives

Condition Given mixed calculation problems representing the second grade curriculumhellip

Student Name Josehellip

Clearly Defined Behavior hellip will calculate hellip

Performance Criteria hellip30 digits correct per minute on 3 out of 4 consecutive trials

5

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

What is Progress Monitoring

bull Method of formative assessment tells us how well students are responding to instruction

bull Assists in making instructional decisions and building more effective programs for students

bull Guides data collection

bull Provides summative evidence of progress towards goals

Progress Monitoring Answers Questions

Is the student making progress at an acceptable rate

Is the student meeting short‐ and long‐term IEP goals

Does the instruction or intervention need to be adjusted or changed

6

Effective Progress

monitoring

Measures the behavior outlined in the goal

Uses an equivalent

measure each time

Provides regular and frequent data collection

Is easy to implement

Takes a short amount of time from instruction

Allows for analysis of

performance over time

Regulatory Requirements Contents of IEP

bull HOW the childrsquos progress toward meeting the standard aligned goal will be measured

bull WHEN periodic reports on progress will be provided to parents

bull The requirement in special education is that the student make progress in the general education curriculum

8

2

10182013

Progress Monitoring in A Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum isdetermined according to progress in mastery ofsubject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark Webinar SA IEPs November 15 2012

ndash Formative httpwwwpattannetVideosBrowseSingle code_name=standard_aligned_ieps_major_

ndash Diagnostic points_and 9

Approaches to Progress Monitoring

Mastery Measures General Outcome

Measures vs

Mastery Measures

bull Describe mastery of a single skill in a series of short‐term instructional objectives

bull Represent a logical not an empirical hierarchy of skills

bull Technical problems for quantifying progress across objectives ndash cannot index maintenance of skills ndash unknown reliability and validity of tests ndash objectives are not equivalent ldquounitsrdquo

bull Can measure academic and functional skills

Sample Goal John will correctly add 16 of 20 mixed multi‐digit addition (with and without regrouping) problems in three of four consecutive trials

12

3

10182013

0

2

4

6

8

10

12

14

16

18

20

16‐Sep 23‐Sep 30‐Sep 7‐Oct 14‐Oct 21‐Oct 28‐Oct 4‐No

Multi‐digit

Addition

Problems Correct

General Outcome Measures

bull Reflect overall competence in the annual curriculum

bull Incorporate retention and generalization

bull Describe an individual studentrsquos long‐term growth and development (both current status and rate of development)

bull Provide a decision‐making model for designing and evaluating interventions

General Outcome Measure

Given mixed calculation problems representing third grade curriculum Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials

4

10182013

Digits correct p

er m

inute

50

45

40

35

30

25

20

15

Goal line

End of year benchmark

X

Monitoring10

5 A Seven-Step 0 Approach1 2 3 4 5 6 7 8 9 10 11 12 13 14

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

Weeks of Instruction 18

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Monitoring A Seven-Step Approach

Instructional Adjustments

Communication of Progress

19

Measurable Annual GoalsShort Term Objectives

Condition Given mixed calculation problems representing the second grade curriculumhellip

Student Name Josehellip

Clearly Defined Behavior hellip will calculate hellip

Performance Criteria hellip30 digits correct per minute on 3 out of 4 consecutive trials

5

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

Progress Monitoring in A Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum isdetermined according to progress in mastery ofsubject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark Webinar SA IEPs November 15 2012

ndash Formative httpwwwpattannetVideosBrowseSingle code_name=standard_aligned_ieps_major_

ndash Diagnostic points_and 9

Approaches to Progress Monitoring

Mastery Measures General Outcome

Measures vs

Mastery Measures

bull Describe mastery of a single skill in a series of short‐term instructional objectives

bull Represent a logical not an empirical hierarchy of skills

bull Technical problems for quantifying progress across objectives ndash cannot index maintenance of skills ndash unknown reliability and validity of tests ndash objectives are not equivalent ldquounitsrdquo

bull Can measure academic and functional skills

Sample Goal John will correctly add 16 of 20 mixed multi‐digit addition (with and without regrouping) problems in three of four consecutive trials

12

3

10182013

0

2

4

6

8

10

12

14

16

18

20

16‐Sep 23‐Sep 30‐Sep 7‐Oct 14‐Oct 21‐Oct 28‐Oct 4‐No

Multi‐digit

Addition

Problems Correct

General Outcome Measures

bull Reflect overall competence in the annual curriculum

bull Incorporate retention and generalization

bull Describe an individual studentrsquos long‐term growth and development (both current status and rate of development)

bull Provide a decision‐making model for designing and evaluating interventions

General Outcome Measure

Given mixed calculation problems representing third grade curriculum Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials

4

10182013

Digits correct p

er m

inute

50

45

40

35

30

25

20

15

Goal line

End of year benchmark

X

Monitoring10

5 A Seven-Step 0 Approach1 2 3 4 5 6 7 8 9 10 11 12 13 14

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

Weeks of Instruction 18

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Monitoring A Seven-Step Approach

Instructional Adjustments

Communication of Progress

19

Measurable Annual GoalsShort Term Objectives

Condition Given mixed calculation problems representing the second grade curriculumhellip

Student Name Josehellip

Clearly Defined Behavior hellip will calculate hellip

Performance Criteria hellip30 digits correct per minute on 3 out of 4 consecutive trials

5

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

0

2

4

6

8

10

12

14

16

18

20

16‐Sep 23‐Sep 30‐Sep 7‐Oct 14‐Oct 21‐Oct 28‐Oct 4‐No

Multi‐digit

Addition

Problems Correct

General Outcome Measures

bull Reflect overall competence in the annual curriculum

bull Incorporate retention and generalization

bull Describe an individual studentrsquos long‐term growth and development (both current status and rate of development)

bull Provide a decision‐making model for designing and evaluating interventions

General Outcome Measure

Given mixed calculation problems representing third grade curriculum Jose will calculate 30 digits correct per minute on 3 out of 4 consecutive trials

4

10182013

Digits correct p

er m

inute

50

45

40

35

30

25

20

15

Goal line

End of year benchmark

X

Monitoring10

5 A Seven-Step 0 Approach1 2 3 4 5 6 7 8 9 10 11 12 13 14

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

Weeks of Instruction 18

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Monitoring A Seven-Step Approach

Instructional Adjustments

Communication of Progress

19

Measurable Annual GoalsShort Term Objectives

Condition Given mixed calculation problems representing the second grade curriculumhellip

Student Name Josehellip

Clearly Defined Behavior hellip will calculate hellip

Performance Criteria hellip30 digits correct per minute on 3 out of 4 consecutive trials

5

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

Digits correct p

er m

inute

50

45

40

35

30

25

20

15

Goal line

End of year benchmark

X

Monitoring10

5 A Seven-Step 0 Approach1 2 3 4 5 6 7 8 9 10 11 12 13 14

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

Weeks of Instruction 18

Progress

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Monitoring A Seven-Step Approach

Instructional Adjustments

Communication of Progress

19

Measurable Annual GoalsShort Term Objectives

Condition Given mixed calculation problems representing the second grade curriculumhellip

Student Name Josehellip

Clearly Defined Behavior hellip will calculate hellip

Performance Criteria hellip30 digits correct per minute on 3 out of 4 consecutive trials

5

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

Measurable Annual GoalsShort Term Objectives

Condition During morning circlehellip

Student Name hellipJoannhellip

Clearly Defined Behavior hellipwill sit with no supporthellip

Performance Criteria hellipfor 15 minutes for five consecutive days

21

Setting Appropriate Goals Using CBM

1 Consider normative data for typical growth rates across the year

2 Consider level of performance appropriate for grade level

3 CBM decision rule helps teachers know when goals should be raised (Goals are not lowered)

Setting Appropriate Goals Mastery MeasuresSpecific Skills

CBM Benchmarking Curriculum‐Based Measurement ComputationConcepts and

Applications Benchmarks

bull GOM does not work well for specific skillsprogress monitoring

bull Key to mastery measurementspecific skillsmonitoring is measurable objective goals ndash Determine progress expected between baselineand end of yearduration of IEP

bull Consider use of 52‐week graph if studentreceiving ESY services

bull Apply data decision rules at data checks

Grade Probe Maximum score Benchmark

Kindergarten Data not yet available

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications 32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications 47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications 42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications 32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications 35 15 blanks

6

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

Math CBM Rate of Improvement

Grade

Curricul

Computation CBMmdashslope for digits correct

um‐Based Measuremen(Slop

Concepts and Applications CBMmdash slope for blanks

t Norms for Student Growth e)

1 35 No data available

2 30 40

3 30 60

4 70 70

5 70 70

6 40 70

CBM Reading Fluency Rate of Improvement

Grade Realistic Growth Rates Ambitious Growth Rate

1 2 3

2 15 2

3 1 15

4 85 11

5 5 8

6 3 65

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

DIBELS Benchmark Goals

Setting Goals with Intra‐Individual Framework

bull Often used for students performing far below grade level orwith very low skills where typical growth rates are notappropriate

bull Calculate goal using student rate of improvement (SROI) number of weeks of instruction and student baseline score

bull Instructions can be found at ndash National Center on RtI

httpwwwrti4successorgpdfrti4‐22‐09pdf ndash IRIS Center httpirispeabodyvanderbiltedumodulerpmcresourcehow‐will‐ms‐begay‐know‐if‐her‐current‐reading‐intervention‐is‐working‐or‐if‐her‐students‐need‐a‐different‐kind‐of‐instructionrpm_06option‐3‐intra‐individual‐framework

7

10182013

Example of Mastery Measurement Goals

Goal Using classroom reading materials graphic organizersvisuals and symbols Mary will identify relevant details inorder to answer comprehension questions andor sequenceevents with 80 accuracy on 5 consecutive weekly probes

Objectives bull When provided with an array of choices that includes

distractors Mary will identify relevant details in response to teacher prompts with 80 accuracy across 5 consecutive weekly probes

bull When provided with relevant details Mary will answer comprehension questions with 80 accuracy on 5 consecutive weekly probes

Progress Monitoring A Seven-Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

30

Step 2 Data Collection Decisions

Progress Monitoring A Seven-Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

What is the purpose for Where will the data be collecting the data collected

Consider in what What type of data will settingssituations the skill be collected will be practiced Frequency or Rate Percentage or Accuracy How often will the data Duration

be collected Latency Quality Daily weekly quarterly Level of Assistance Number

Who will collect the data

Instructional Adjustments

Communication of Progress

31 32

8

10182013

Progress Monitoring Tools

Characteristics of progress monitoring tools Brief assessments Repeated measures that capture student

learning Measures of age-appropriate outcomes

andor mastery measure of a skill Reliable valid and evidence based

Examples of Progress Monitoring Tools

1 Summative PSSA District Achievement Test

2 Formative Checklists rubrics exit tickets work samples

3 Diagnostic Gray Oral Reading Test Test of Written Language Key Math3

4 Benchmark Study Island assessments in ReadingMath words correct per minute

in reading correct word sequence in writing digits correct in math

Tool Selection bull Structured interviews bull Rating scales

bull Probes bull Task analytic recoding

bull Observations bull Event or frequency recording bull Midtermsfinals

bull Portfolio assessment bull Rubrics bull Curriculum‐based assessment

bull Assessment checklists

bull Participation checklists bull Anecdotal records bull Mastery checklists

Academic Progress Monitoring Tool Charts

PM GOM Tools Charts bull httpwwwrti4successorgprogressMonitoringTools bull httpwwwintensiveinterventionorgchartprogress‐

monitoring

PM Mastery Measures Tools Charts bull httpwwwrti4successorgprogressMonitoringMasteryTo

ols bull httpwwwintensiveinterventionorgchartprogress‐

monitoring‐mm

National Center on Response to Intervention National Center on Intensive Intervention

9

35

10182013

Progress Monitoring Tools

Characteristics of progress monitoring tools Brief assessments Repeated measures that capture student

learning Measures of age-appropriate outcomes

andor mastery measure of a skill Reliable valid and evidence based

Examples of Progress Monitoring Tools

1 Summative PSSA District Achievement Test

2 Formative Checklists rubrics exit tickets work samples

3 Diagnostic Gray Oral Reading Test Test of Written Language Key Math3

4 Benchmark Study Island assessments in ReadingMath words correct per minute

in reading correct word sequence in writing digits correct in math

Tool Selection bull Structured interviews bull Rating scales

bull Probes bull Task analytic recoding

bull Observations bull Event or frequency recording bull Midtermsfinals

bull Portfolio assessment bull Rubrics bull Curriculum‐based assessment

bull Assessment checklists

bull Participation checklists bull Anecdotal records bull Mastery checklists

Academic Progress Monitoring Tool Charts

PM GOM Tools Charts bull httpwwwrti4successorgprogressMonitoringTools bull httpwwwintensiveinterventionorgchartprogress‐

monitoring

PM Mastery Measures Tools Charts bull httpwwwrti4successorgprogressMonitoringMasteryTo

ols bull httpwwwintensiveinterventionorgchartprogress‐

monitoring‐mm

National Center on Response to Intervention National Center on Intensive Intervention

9

35

10182013

Choosing a PM Tool

I am a teacher with 25 students in my classroom and cannot afford to set aside blocks of time to administer progress monitoring probes to selected students Are there tools that can be administered by the paraprofessional in my classroom

Some tools can be administered by a paraprofessional following the guidelines of your LEA It is important for anyone administering the assessments to be trained

Choosing a PM Tool

I am interested in finding a tool that I can use to monitor my studentsrsquo progress weekly or even more frequently Are there tools that have at least 20 alternate forms

ndash AIMSweb ndash Dynamic Indicators of Early Basic Literary Skills (DIBELS)

ndash Edcheckup ndash Monitoring Basic Skills Progress (MBSP) ndash STAR ndash Yearly Progress Pro ndash Accelerated Math

Progress Monitoring A Seven‐Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

39

How to Create a Graph

httppattannet-websites3amazonawscomfilesmaterialspublicationsdocsHowToCreateGr aphpdf 40

10

Instructional Adjustments

Communication of Progress

10182013

Progress Monitoring A Seven‐Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Example Decision Rules Are

If a studentrsquos performance is below the aimline on 3 consecutive days but is parallel to the aimline one may decide to ldquowaitrdquo to see if student performance accelerates in level to reach the original aimline

If the studentrsquos performance continues below the original aimline implement a different teaching strategy Draw a vertical line on the graph that symbolizes a change in the program

43

41

Step 5 Evaluate the Data What to look for when evaluating the datahellip

Is the student making progress toward the goals and objectives ldquoRule of Thumbrdquo ndash If 4 of the last 6 data points or 4

consecutive data points fall below aim line student is not making progress Baseline data Established timeline Established aimlinegoal line

How is the student responding to the intervention Specially designed instruction Instructional materials and methods

42

Example Decision Rules Are

If the studentrsquos performance is above the aimline after 3-days (or wait another 3-days) it may be appropriate to raise the aimline Draw a line parallel to and above the aimline

44

11

10182013

Identify Students Not Making Adequate Progress

Flat Scores Increasing Scores

X

goal line

trend line X

goal line

trend line

X

X

X X

45

X X

Is the student making progress

Wor

ds R

ead

Cor

rect

ly Sarah Smith Reading 2

Sep Oct Nov Dec Jan Feb Mar Apr May

Is the student making progress

Wor

ds R

ead

Cor

rect

ly Jessica Jones Reading 2

Sep Oct Nov Dec Jan Feb Mar Apr May

Trend of student data is less steep than goal line Make a teaching change

From Monitoring Basic Skills Progress

12

10

8

6

4

2

0

WEEKS

Number of problems correct

in 5 m

inutes

MultidigitAddition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

10182013

Trend of student data is steeper than goal line Raise the goal

From Monitoring Basic Skills Progress

Mastery of Multidigit Addition and Subtraction

10

8

6

4

2

0

WEEKS

Number of d

igits correct

in 5

minutes

Multidigit Addition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

50

51

Report Mastery Measurement Specific Skill Example

Measurable annual goal

While seated in a wheelchair and given a directverbal cue student will reach for and activelygrasp 4 out of 5 objects within 20 seconds ofvisual presentation slightly below eye level on3 consecutive trials

52

13

10182013

Per

cen

t T

rial

s C

orr

ect

100

90

80

70

60

50

40

30

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

20

Baseline Intervention

80 for 3 consecutive trials

Progress Monitoring 10 A Seven‐Step 0 Approach

Instructional Adjustments

Communication of Progress

54

Step 6 Instructional Adjustments

bull If the student IS making progresshellip ndash Celebrate

ndash Keep doing what you are doing

ndash Consider increasing expectations as appropriate

bull Increasing accuracyDecreasing errors

bull Increasing automaticity

bull Applying knowledge independently

55

Step 6 Instructional Adjustments

bull If the student IS NOT making progress

ndash Consider changes in intervention strategies bull Specially Designed Instruction (intensity duration frequency)

bull Instructional materials bull Instructional arrangements (teacher‐student ratios use of peers)

bull Motivational strategiesReinforcement schedule bull Allocated time for particular lesson components

56

14

10182013

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Progress Monitoring A Seven‐Step

Instructional Adjustments

Communication of Progress

Approach 57

Sample of Progress Monitoring Report‐‐Writing

Every 9 weeks parents will receive a report of Writing goals measured by

bull Bi‐weekly writing prompts ndash Correct Word Sequence graphed

bull Self andor teacher analysis of use of style on writing prompts every two weeks

bull PSSA Writing (parent report over summer)

Step 7 Communicating Progress

bull Communication is a two‐way street ndash Home issues that effect student progress ndash Classinstructional issues that effect progress

bull Ways to keep the lines of communication open ndash Weekly phone calls ndash Communication books and data logs ndash IEP progress reports (including graphs) ndash Report cards ndash Parent ndash teacher conference ndash Othershellip

58

Resources

bull Iowa Department of Educationhttpeducateiowagovindexphpoption=com_contentampid=1609ampItemid=2388

bull National Center on Response to Interventionwwwrti4successorg

bull National Center on Intensive Intervention wwwintensiveinterventionorg

bull PaTTAN wwwpattannet ndash Archived webinars at Videos tab ndash Publications at Resources tab

15

59

10182013

Identify Students Not Making Adequate Progress

Flat Scores Increasing Scores

X

goal line

trend line X

goal line

trend line

X

X

X X

45

X X

Is the student making progress

Wor

ds R

ead

Cor

rect

ly Sarah Smith Reading 2

Sep Oct Nov Dec Jan Feb Mar Apr May

Is the student making progress

Wor

ds R

ead

Cor

rect

ly Jessica Jones Reading 2

Sep Oct Nov Dec Jan Feb Mar Apr May

Trend of student data is less steep than goal line Make a teaching change

From Monitoring Basic Skills Progress

12

10

8

6

4

2

0

WEEKS

Number of problems correct

in 5 m

inutes

MultidigitAddition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

10182013

Trend of student data is steeper than goal line Raise the goal

From Monitoring Basic Skills Progress

Mastery of Multidigit Addition and Subtraction

10

8

6

4

2

0

WEEKS

Number of d

igits correct

in 5

minutes

Multidigit Addition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

50

51

Report Mastery Measurement Specific Skill Example

Measurable annual goal

While seated in a wheelchair and given a directverbal cue student will reach for and activelygrasp 4 out of 5 objects within 20 seconds ofvisual presentation slightly below eye level on3 consecutive trials

52

13

10182013

Per

cen

t T

rial

s C

orr

ect

100

90

80

70

60

50

40

30

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

20

Baseline Intervention

80 for 3 consecutive trials

Progress Monitoring 10 A Seven‐Step 0 Approach

Instructional Adjustments

Communication of Progress

54

Step 6 Instructional Adjustments

bull If the student IS making progresshellip ndash Celebrate

ndash Keep doing what you are doing

ndash Consider increasing expectations as appropriate

bull Increasing accuracyDecreasing errors

bull Increasing automaticity

bull Applying knowledge independently

55

Step 6 Instructional Adjustments

bull If the student IS NOT making progress

ndash Consider changes in intervention strategies bull Specially Designed Instruction (intensity duration frequency)

bull Instructional materials bull Instructional arrangements (teacher‐student ratios use of peers)

bull Motivational strategiesReinforcement schedule bull Allocated time for particular lesson components

56

14

10182013

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Progress Monitoring A Seven‐Step

Instructional Adjustments

Communication of Progress

Approach 57

Sample of Progress Monitoring Report‐‐Writing

Every 9 weeks parents will receive a report of Writing goals measured by

bull Bi‐weekly writing prompts ndash Correct Word Sequence graphed

bull Self andor teacher analysis of use of style on writing prompts every two weeks

bull PSSA Writing (parent report over summer)

Step 7 Communicating Progress

bull Communication is a two‐way street ndash Home issues that effect student progress ndash Classinstructional issues that effect progress

bull Ways to keep the lines of communication open ndash Weekly phone calls ndash Communication books and data logs ndash IEP progress reports (including graphs) ndash Report cards ndash Parent ndash teacher conference ndash Othershellip

58

Resources

bull Iowa Department of Educationhttpeducateiowagovindexphpoption=com_contentampid=1609ampItemid=2388

bull National Center on Response to Interventionwwwrti4successorg

bull National Center on Intensive Intervention wwwintensiveinterventionorg

bull PaTTAN wwwpattannet ndash Archived webinars at Videos tab ndash Publications at Resources tab

15

59

10

8

6

4

2

0

WEEKS

Number of problems correct

in 5 m

inutes

MultidigitAddition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

10182013

Trend of student data is steeper than goal line Raise the goal

From Monitoring Basic Skills Progress

Mastery of Multidigit Addition and Subtraction

10

8

6

4

2

0

WEEKS

Number of d

igits correct

in 5

minutes

Multidigit Addition

Multidigit Subtraction

2 4 6 8 10 12 14

Multiplication Facts

50

51

Report Mastery Measurement Specific Skill Example

Measurable annual goal

While seated in a wheelchair and given a directverbal cue student will reach for and activelygrasp 4 out of 5 objects within 20 seconds ofvisual presentation slightly below eye level on3 consecutive trials

52

13

10182013

Per

cen

t T

rial

s C

orr

ect

100

90

80

70

60

50

40

30

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

20

Baseline Intervention

80 for 3 consecutive trials

Progress Monitoring 10 A Seven‐Step 0 Approach

Instructional Adjustments

Communication of Progress

54

Step 6 Instructional Adjustments

bull If the student IS making progresshellip ndash Celebrate

ndash Keep doing what you are doing

ndash Consider increasing expectations as appropriate

bull Increasing accuracyDecreasing errors

bull Increasing automaticity

bull Applying knowledge independently

55

Step 6 Instructional Adjustments

bull If the student IS NOT making progress

ndash Consider changes in intervention strategies bull Specially Designed Instruction (intensity duration frequency)

bull Instructional materials bull Instructional arrangements (teacher‐student ratios use of peers)

bull Motivational strategiesReinforcement schedule bull Allocated time for particular lesson components

56

14

10182013

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Progress Monitoring A Seven‐Step

Instructional Adjustments

Communication of Progress

Approach 57

Sample of Progress Monitoring Report‐‐Writing

Every 9 weeks parents will receive a report of Writing goals measured by

bull Bi‐weekly writing prompts ndash Correct Word Sequence graphed

bull Self andor teacher analysis of use of style on writing prompts every two weeks

bull PSSA Writing (parent report over summer)

Step 7 Communicating Progress

bull Communication is a two‐way street ndash Home issues that effect student progress ndash Classinstructional issues that effect progress

bull Ways to keep the lines of communication open ndash Weekly phone calls ndash Communication books and data logs ndash IEP progress reports (including graphs) ndash Report cards ndash Parent ndash teacher conference ndash Othershellip

58

Resources

bull Iowa Department of Educationhttpeducateiowagovindexphpoption=com_contentampid=1609ampItemid=2388

bull National Center on Response to Interventionwwwrti4successorg

bull National Center on Intensive Intervention wwwintensiveinterventionorg

bull PaTTAN wwwpattannet ndash Archived webinars at Videos tab ndash Publications at Resources tab

15

59

10182013

Per

cen

t T

rial

s C

orr

ect

100

90

80

70

60

50

40

30

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

20

Baseline Intervention

80 for 3 consecutive trials

Progress Monitoring 10 A Seven‐Step 0 Approach

Instructional Adjustments

Communication of Progress

54

Step 6 Instructional Adjustments

bull If the student IS making progresshellip ndash Celebrate

ndash Keep doing what you are doing

ndash Consider increasing expectations as appropriate

bull Increasing accuracyDecreasing errors

bull Increasing automaticity

bull Applying knowledge independently

55

Step 6 Instructional Adjustments

bull If the student IS NOT making progress

ndash Consider changes in intervention strategies bull Specially Designed Instruction (intensity duration frequency)

bull Instructional materials bull Instructional arrangements (teacher‐student ratios use of peers)

bull Motivational strategiesReinforcement schedule bull Allocated time for particular lesson components

56

14

10182013

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Progress Monitoring A Seven‐Step

Instructional Adjustments

Communication of Progress

Approach 57

Sample of Progress Monitoring Report‐‐Writing

Every 9 weeks parents will receive a report of Writing goals measured by

bull Bi‐weekly writing prompts ndash Correct Word Sequence graphed

bull Self andor teacher analysis of use of style on writing prompts every two weeks

bull PSSA Writing (parent report over summer)

Step 7 Communicating Progress

bull Communication is a two‐way street ndash Home issues that effect student progress ndash Classinstructional issues that effect progress

bull Ways to keep the lines of communication open ndash Weekly phone calls ndash Communication books and data logs ndash IEP progress reports (including graphs) ndash Report cards ndash Parent ndash teacher conference ndash Othershellip

58

Resources

bull Iowa Department of Educationhttpeducateiowagovindexphpoption=com_contentampid=1609ampItemid=2388

bull National Center on Response to Interventionwwwrti4successorg

bull National Center on Intensive Intervention wwwintensiveinterventionorg

bull PaTTAN wwwpattannet ndash Archived webinars at Videos tab ndash Publications at Resources tab

15

59

10182013

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Progress Monitoring A Seven‐Step

Instructional Adjustments

Communication of Progress

Approach 57

Sample of Progress Monitoring Report‐‐Writing

Every 9 weeks parents will receive a report of Writing goals measured by

bull Bi‐weekly writing prompts ndash Correct Word Sequence graphed

bull Self andor teacher analysis of use of style on writing prompts every two weeks

bull PSSA Writing (parent report over summer)

Step 7 Communicating Progress

bull Communication is a two‐way street ndash Home issues that effect student progress ndash Classinstructional issues that effect progress

bull Ways to keep the lines of communication open ndash Weekly phone calls ndash Communication books and data logs ndash IEP progress reports (including graphs) ndash Report cards ndash Parent ndash teacher conference ndash Othershellip

58

Resources

bull Iowa Department of Educationhttpeducateiowagovindexphpoption=com_contentampid=1609ampItemid=2388

bull National Center on Response to Interventionwwwrti4successorg

bull National Center on Intensive Intervention wwwintensiveinterventionorg

bull PaTTAN wwwpattannet ndash Archived webinars at Videos tab ndash Publications at Resources tab

15

59

10182013

Contact Information wwwpattannet

Diane Funsten

dfunstenpattannet

Karen Grammas

kgrammaspattannet

Commonwealth of Pennsylvania Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Carolyn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia Hozella Assistant Director Bureau of Special Education

61

16