I N C L U S I O N I N S T I T U T E 2 0 1 4

SECONDARY PROGRESS

MONITORING

LEARNING OBJECTIVES

• Establishing Foundations of Progress

Monitoring

• Developing a system for Implementation &

Application

HOW DO WE MEASURE STUDENT GROWTH

•Write as many methods you can on sticky notes

• How many did you have?

• How are they working for you?

WHAT IS PROGRESS

MONITORING?

WHAT IS PROGRESS MONITORING?

Progress Monitoring is…

• a systemic approach to student assessment.

• The student’s current levels of performance are determined and goals are identified for learning that will take place over time…

nichcy.org/research/basics/researchterms

• the ongoing process that involves collecting and analyzing data to determine student progress toward specific skills

• Progress monitoring generates the useful data for making instructional decisions based on the review and analysis of student data...

www.cde.state.co.us/RtI/GlossaryRtI.htm

WHAT IS PROGRESS MONITORING?

Progress Monitoring is…

• [a] scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of the instruction.

www.newberry.k12.sc.us/rti/RTIPG3RTI TERMS.htm

• is necessary [in a tiered system of instruction] to monitor if students are responding appropriately to intervention and targeted support...

bernardston.pioneervalley.k12.ma.us/PVRSD Elementary Curric…

• a method of monitoring a student's progress that enables the IEP team to discern whether changes need to be made in the IEP.

usu.edu/teachall/text/iep/IEPglos.htm

WHY DO WE PROGRESS MONITOR?IT’S THE LAW!

Each IEP must include a statement of…

• how the student’s progress toward annual goals will be measured; and

• how the student’s parents will be regularly informed of their child’s progress, at least as often as the parents of nondisabled students.

Progress is measured and reported in terms of…

• the student’s progress toward the annual goals described in the statement of measurable annual goals; and

• the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year

34 C.F.R. §300.320

WHY DO WE PROGRESS MONITOR?RESEARCH-BASED PRACTICE

• Students whose teachers use Curriculum Based

Measurements (CBM) to monitor academic progress

and to make adjustments in instructional programs…

outperform students whose teachers do not use

CBM.

• Informed and frequent feedback is a critical

component of effective teaching.

(Black & William, 1998; Deno, 1985; Fuchs & Fuchs, 1988; Ysseldyke & Bolt, 2007)

HOW DO WE PROGRESS MONITOR?

Curriculum

Based

Assessments

Mastery

Monitoring (Curricular Based)

Progress

Monitoring (Skilled Based)

Curriculum-Based Measurements,

Probes, DIBELS, Rubrics

District Assessments, Common

Assessments, End-of-Course

BENCHMARKS

• Universal screener

• Usually given to students at their enrolled

grade level

• Two or three times a year

• BOY, MOY, and EOY, or

• BOY and EOY

BOY MOY EOY

PROGRESS MONITORING PROBES

• Ongoing assessments given frequently

throughout the year at the student’s

instructional level (determined from the

benchmark)

• Can be given as often as weekly, at

minimum monthly

BOY EOY

IMPLEMENTATION

HOW DO WE IMPLEMENT?

• Roll out

• Scheduling

•Data Analysis

•Adjusting Instruction

ROLL-OUT

Teacher Training:

• Standard assessment tools

• Same difficulty

• Administered the same way each time

ROLL-OUT: WHO

Who: choose criteria for students that will be

monitored

1. 2-5 students per caseload with highest needs.

Consider: lowest ability level, classroom grades,

previous test scores, etc.

2. Benchmark all students and identify cut off level for

which to monitor. Example: Continue to monitor all

students who are at least 2 grade levels below EGL

3. Benchmark and Progress Monitor all students who

demonstrate a need in reading or math. Consider

administering BOY, MOY, and EOY only for students

ranking at or above 50th percentile.

ROLL OUT: WHAT

What: Determine what types of skills need monitoring

and what will benefit the student.

Oral Reading Fluency (ORF)

Comprehension (MAZE)

Math Computation/ Calculations

(MCOMP)

Math Concepts & Applications

(MCAP)

ORAL READING FLUENCY

• Teacher: “When I say, 'begin', start reading aloud at

the top of this page. Read across the page

[demonstrate by pointing]. Try to read each word. If

you come to a word you don't know, I'll tell it to you.

Be sure to do your best reading. Are there any

questions? [Pause] Begin.“

• One minute timed reading

• Mark errors with slash

• Administered individually

SAMPLE

MAZE

• Teacher: "When I say 'begin', start reading the story

silently. Wherever you come to a group of 3 word-

choices, circle the word that makes sense. Work as

fast as you can but do your best work. If you finish

the first page, go to the next page and continue

working until I tell you to stop.“

• 3 minute timed reading

• Administered in group setting

SAMPLE

9 Correct Words

ROLL-OUT: HOW

Create a schedule for how often each probe will be

administered

1. High needs - every week, minimum every two weeks

2. Lower needs - every two weeks, minimum once a month

3. Lowest needs - BOY, MOY, EOY

See guidelines for administration frequency of specific tests

(i.e. fluency may be administered weekly, while

comprehension may be every other week)

ROLL-OUT: ADMINISTRATION

1. Administer benchmarks to find students’ current

instructional levels

2. Identify what progress measures the students will

take and at what levels

TEAM APPROACH

Subject Specific Content Mastery Case Manager

• Content teacher administers, scores, and analyzes probes to the students in specific content areas.

• Content teacher collaborates with case manager to adjust instruction.

• Case manager/ teacher assigns probe to student.

• Content Mastery staff facilitate administration of probes.

• Case manager/ teacher scores probes, analyzes

data.

• Case manager administers, scores, analyzes probes to students on case load.

SCHEDULING

Get creative!• Pick a day each week / every other week to PM

• Use a different class period each time to PM

• You don’t miss the same class each time

• Students don’t get pulled out of the same class each time

Plan ahead!• Collaborate with other service providers to schedule

administration

• Email teachers (co-teachers included) so they know which students will be missing class

• Give pre-printed passes to teachers or students

• Have copies made with student names already on them

Week One Week Two Week Three Week Four

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

6 6 6 6

7 7 7 7

8 8 8 8

DATA ANALYSIS

DATA ANALYSIS

1. Analyze initial data

2. Establish goals

3. Review PM data regularly

4. Adjust as needed

ANALYZE INITIAL DATA

Consult the assessment resource being used for

guidelines on scoring

• Use score with norm chart to establish level and

goal

Or…

• Use the Fuchs and Fuchs formula to establish a

realistic or ambitious goal

ANALYZE

INITIAL

DATA

WHAT IS THE DIFFERENCE BETWEEN PERCENT AND PERCENTILE?

Percent:• proportion of an assessment that a student completed correctly

out of the total number of items assessed

Example: 70% on a 20 item test indicates that the student got 14 out of 20 of the questions correct

Percentile:• represents what percent of other scores are less than the data

point being investigated measure of how a student performed compared to their peers

Example: a score in the 60th percentile on an exam indicates the student scored higher than 60% and lower than 40% of peers on the same exam

WHAT IS THE DIFFERENCE BETWEEN PERCENT AND PERCENTILE?

Percentile is used to determine a student’s current instructional level (approximately 50th percentile) and goal for the end of

the progress monitoring period.

1. To find the instructional level look for performance at

approximately 50th percentile

2. Continue testing up or down a grade level until the

instructional level is identified

ESTABLISH GOAL

WHAT DO WE DO WITH THE DATA?SETTING A GOAL

1. Review the research for expected gains

2. Use the norms for a current grade level and target

level

3. Set a goal

SCENARIO #1

• 6th grader

• Area: Reading Comprehension (MAZE)

• Currently: 13 wcpm at 5th grade level (BOY / Fall)

• Intervention Duration: 36 weeks

• Use the norms to determine an appropriate goal for

the end of the school year (EOY / Spring)

SCENARIO #1 (CONT’D)

• 6th grader

• Area: Reading Comprehension (MAZE)

• Currently: 13 correct words at 5th grade level (BOY /

Fall)

• Intervention Duration: 36 weeks

• Use the norms to determine an appropriate goal for

the end of the school year (EOY / Spring)

• Goal: 18 -26 wrc (16th - 50th percentile for EOY /

Spring)

SCENARIO #2

• 7th grader

• Area: Reading Fluency

• Currently: 65 wcpm (BOY / Fall)

• Intervention Duration: 36 weeks

• Use the norms to determine an appropriate goal for

the end of the school year.

SCENARIO #2 (CONT’D)

• 7th grader

• Area: Reading Fluency

• Currently: 65 wcpm (BOY / Fall)• 7th grade – Less than 10th percentile; drop to 6th grade level

and re-assess

• 6th grade – Less than 10th percentile; drop to 5th grade level and re-assess

• 5th grade – About 25th percentile

• Intervention Duration: 36 weeks

• Use the norms to determine an appropriate goal for

the end of the school year:

• Goal: 109 wcpm (~ 25th percentile at 5th for EOY / Spring)

SCENARIO #3

• 8th grader

• Area: Math Computation

• Currently: 27 points at 5th grade level (BOY – Fall)

• Intervention Duration: 36 weeks

• Use the norms to determine an appropriate goal for

the end of the school year.

SCENARIO #3 (CONT’D)

• 8th grader

• Area: Math Computation

• Currently: 27 points at 5th grade level (BOY –Instructional)

• Intervention Duration: 36 weeks

• Use Fusch & Fusch method to determine expected

growth.

FUSCH & FUSCH EXPECTED GROWTH

FUSCH & FUSCH METHOD

• Time X Rate + Baseline = Goal

• Realistic goal: 36 x 0.75 + 27 = 54 correct digits

• Ambitious goal: 36 x 1.2 + 27 = 70 correct digits

REVIEW AND ADJUST

Ask the following questions: • Is data being collected frequently and regularly?

• Is the student making progress?

• Is the student improving at the expected rate?

• Will the student reach his/her goal by the end of the goal period?

• YES to ALL? continue PM and intervention

• NO to ANY? consider a change in the intervention

• Reevaluate practices anytime the rate of progress falls below the expectation on at least three consecutive probes.

EXAMPLE #1

If three consecutive data points are below the trend line, reevaluate and change the intervention.

EXAMPLE #2

If three consecutive

data points are

above the trend line,

the student is

making adequate

progress and may

benefit from

acceleration and

increased rigor.

EXAMPLE #3

If three consecutive data points are

at or near the trend line, continue interventions.

DATA ANALYSIS

Share Data & Celebrate

• Other SpEd teachers

• GenEd teachers

• Student

• Parents

ADJUSTING INSTRUCTION

•What are elements you

can adjust within your

environment?

•What elements

need outside support?

ACCOMMODATION DURING ADMINISTRATION

Do I provide oral reading support?

• Reading assessments

• Assessing reading skills/what the student knows independently

• Do NOT provide reading support

• Math calculations

• no need to provide reading support

• Math computation

• provide reading support but also adhere to the time limits

ACCOMMODATION DURING ADMINISTRATION

Can the students use calculators and other math charts?

• Math calculations

• assess the calculation skills/what the student knows independently.

• do NOT provide calculators

• provide math charts if it helps with recall

• Math computation

• assess to problem solving

• allow students to use calculators or math charts, but be consistent and use them every time

RESOURCES

• Intervention Central.org

• easyCBM.com (lite)

• DIBLESnext (dibels.uoregon.edu)

• Aimsweb.com

• L. Fusch, D. Fusch, C. Hamlett, L. Walz, & G German (1993). “Formative Evaluation of Academic Progress: How Much Growth Can We Expect.” School Psychology Review. 22(1) 27-48.

• Simmons, Kame’enui, Good, Harn, Cole & Braun (2000). Building, implementing and sustaining a beginning reading model: School by school lessons learned. Oregon School Study Council Bulletin, 43(3), 1-30.