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Slides from Dr. Dale McManis' presentation at NAEYC 2013
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The ABCs of Progress Monitoring with Technology
NAEYC Annual Conference Nov. 2013-‐Washington, DC Lilla Dale McManis, M.Ed., Ph.D. Research Director-‐Hatch Early Learning [email protected] LillaDaleMcManis@DrLDMcManis
Copyright 2013.
Purpose • This presentaJon will address how technology can be used for progress monitoring in ways that are authen'c, behavior-‐based, and capitalize on what educators already have in place in their classrooms.
• Learn how technology-‐based progress monitoring can facilitate providing the instrucJon children most need to achieve posi've outcomes.
Learning Objec2ves
• Why it is important to systemaJcally monitor the progress of young children.
• How technology can help you conduct progress monitoring in ways that are appropriate and feasible.
• How what you are currently doing with technology can be uJlized as progress monitoring to assess and guide instrucJon.
Overview
• Why do progress monitoring (PM)? • What is PM really? • Why should we use technology-‐based PM? • How do we know technology-‐based PM works with children?
• How can we effecJvely use technology-‐based PM in early childhood seSngs?
*Disclaimer: Photos do not imply endorsement.
If you don’t know where you’re going, any road will get you there.
-‐-‐-‐-‐Lewis Carroll
Why do progress monitoring (PM)?
“Progress monitoring is when teachers assess students’ academic performance on a regular basis (weekly or monthly) for two purposes: to determine whether children are profiJng appropriately from the typical instrucJonal program and to build more effecJve programs for the children who benefit.” (Fuchs & Fuchs 2002)
Social-‐emo'onal and even physical skills progress monitoring is very appropriate as well….
What is Progress Monitoring?
• ScienJfically-‐based pracJce for assessing children‘s performance and evaluaJng the effecJveness of instrucJon – Cyclical – Targeted – Standardized – Individualized *Shares components with Response to IntervenJon (RTI) Models and Curriculum-‐Based Measurement (CBM)
What are the steps in the PM Cycle? • Current levels of performance are determined • Goals idenJfied for learning that will take place over Jme
• Performance measured on a regular basis • Progress toward meeJng the goals is measured by comparing expected
and actual rates of learning • InstrucJon is adjusted
What are the benefits of PM? • The children learn more, the decision making of the teacher improves, and children become more aware and reflecJve of their own performance…
• When progress monitoring is well implemented the benefits seen can include: – Appropriate child expectaJons – Accelerated child learning – DocumentaJon of child progress – More efficient communicaJon with others
Why use technology for PM? Technology-‐systems • strengthen the pracJce of making instrucJonal decisions based on data and
• allow teachers to befer meet the diverse needs of children
Before Progress Monitoring: The Need
• Matched groups • No significant
differences between groups at beginning OR end
The University of Oklahoma, Sooner T.A.L.K. (Teachers AdvocaJng Literacy to Kids), 2002 Early Reading First Cohort
Upper Case Alphabet (Maximum 26)
7.4
14.1
7.2
14.0
0
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Pre Test Post Test
Early Reading FirstComparison
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ANer Progress Monitoring: The Gains • No sta's'cally significant difference at pretest for ERF and
Comparison but significant differences at posBest between the two Upper Case Alphabet
(Maximum 26)
20.1
6.78.3
13.7
0
5
10
15
20
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Pre Test Post Test
Early Reading FirstComparison
12
Concepts About Print(Maximum Score 24)
3.9
9.1
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Pre Test Post Test
Early Reading FirstComparison
How do we know it works?
• PM children staJsJcally significantly befer than control group on decoding, fluency, and comprehension (Fuchs, Deno & Mirkin 1984)
• PM children showed significant change in contextual convenJons and contextual language (McMaster, Wayman, Deno, Espin & Yeo 2010)
• PM children’s scores improved significantly for quanJty discriminaJon and mixed numeracy (Olson & Foegen 2009)
• PM children had average gain of 5.75 normal curve equivalent units on math assessment-‐six Jmes the rate of growth over prior school year (Spicuzza & Ysseldyke 1999)
iStartSmart • 18 classrooms of low-‐
income childcare (9 target, 9 control)
• 30 mins per week iSS • 20 instrucJonal weeks • Built-‐in progress monitoring • Focus on literacy and math • Outcome measures: Test of
Preschool Early Literacy and Bracken School Readiness
How can we do tech-‐based PM?
From the outside in… By helping teachers
• store • organize • interpret • share progress monitoring informaJon Gathered in tradiJonal and technology-‐based ways such as
• screeners • observaJons • porpolios • computer generated reports. Let’s look at some examples…
Checklists
Group
Individual
Various Ac2vi2es on a Theme
Performance/Live
Process
Finished Product
Social-‐Emo2onal
How can we do tech-‐based PM?
From the inside out… Through features within educaJonal
technology programs… • that monitor children’s progress toward goals and outcomes
• provide remediaJon/targeted instrucJon for the child
Capturing Real Time
Cut Scores
Change over Time
Assessments
Tracking SoNware
Built-‐In Progress Monitoring
Built-‐In
Built-‐In
Built-‐In
Built-‐In
Built-‐In
Internal-‐System
Internal-‐Teacher
The Cloud…..
Key considera2ons
• Now that we have seen the why and the way…let’s look at the how!
• Following are a set of steps you can follow to guide progress monitoring with children
…and to help you not end up like Coop!
1) Get clear
• Decide on the goals/outcomes for the children and how you will know if they have been met…
• You might use: – rubrics – percents – yes/no mastery – what do you use?
2) Take an inventory
• Think about the technology you have to use for taking performance-‐based indicators…
• Examples might be: – computer sosware with progress monitoring – digital porpolios – on-‐line or computer assisted assessment – teacher created spreadsheets – what do you use?
3) Be focused and systema2c
• Think about the data you need and want for each child and how you will gather it…
• For example, will you use the embedded progress monitoring tools and informaJon within technology-‐based educaJonal programs for the children?
• Will you take a photo or a scan of a sample of every child wriJng his/her name when they entered your program and then throughout the year?
• Will you design a short form and observe how each child is performing on your math sosware or lessons over Jme?
• Will you have each child complete a screener on a regular basis such as the on-‐line Get Ready to Read! Screener (hfp://www.getreadytoread.org/)?
4) Set up a calendar • Determine when the measurements toward learning goals will be monitored.
• Monthly or quarterly is standard. • However, if a child is struggling you will want to consider doing the monitoring more osen.
5) Put info in easy-‐to-‐use format • You might make a digital porpolio for each child on a computer and have an accompanying spreadsheet
where you can indicate: – what measures taken – when – the performance levels – how instrucJon changed – where the original data is/are located
6) Analyze the informa2on
• Best pracJce recommends establishing a level of progress and then comparing how a child is matching with that
• Are they performing – above – at or – below expectaJon?
Wild Horse Pass AZ ERF
7) Let data inform instruc2on • Use the informaJon to conJnually inform instrucJon.
• It will allow you to reflect on the strengths and needs of individual children as well as forming small groups of children for focused instrucJon.
The 3 Data-‐Point Decision Rule
J. Wright
What tools do I need? • Something like Microsos Office
– Word – Excel – Picture Manager – PowerPoint – Outlook
• Digital camera • Video recorder • Scanner
Example: Social-‐Emo2onal Domain Date Takes turns & shares Uses appropriate
words & gestures Stays with the group acJvity
Follows teacher direcJons
KEY: I-‐ Independent G/V-‐ Gestural/Verbal Prompt PP-‐ParJal Physical Prompt FP-‐Full Physical Prompt R-‐Resistance/Refusal
Determine current levels
Social Group Skills
Analyze Findings
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I G/V PP FP R Tim
Number of Children per Level
We see a distribuJon but most children are exhibiJng excellent to good social group skills, with the excepJon of Tim. Mrs. Brown has observed Tim has the most difficulty during open free play, especially outdoors. Tim will be the child we use for this example.
Set Goal & Determine Interven2on By 5/1 Tim will be at the independent level on the social group skills 80% of the Fme. IntervenJon • Mrs. Brown has designed a chart for Tim with the categories in child-‐appropriate language and with symbols. Each Jme before going outside, Mrs. Brown takes a moment and shows and talks with Tim about expectaJons. She makes sure that throughout the play period she shares with him how he is doing. She will reduce the number of Jmes she must do this as he improves. • She has asked Tim’s parents to play games at home with him that encourage afenJon and controlling impulsivity and write notes back to her weekly, such as Simon Says, statues, jumping rope, charades, and treasure map. • Mrs. Brown uses her video camera to capture posiJve interacJons between Tim and the other children and then once a week spends a few minutes with him showing him the video and discussing the elements that she wants to encourage.
Measure Over Time & Adjust Instruc2on • Determine how frequently you will measure
– Tim’s performance will be measured monthly
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Baseline 1-‐Oct 1-‐Nov 1-‐Dec 1-‐Jan 1-‐Feb 1-‐Mar 1-‐Apr 1-‐May
Aimline
Tim's Performance
Tim was not making progress, so Mrs. Brown 1) readjusted the expectaJon for awhile 2) had her assistant take video of Jmes Tim needed full physical prompts and was resistant (so that she could be free to deal with these) and analyzed these with him as well as in contrast to the posiJve, and 3) paired Tim with a friend who had strong social group skills to do a number of structured acJviJes outdoors. Tim began to make good progress and she set the aimline back at 80%.
Special Call Out to Administrators
Teachers May Need Assistance with: • Finding and/or designing measures • SeSng goals & developing intervenJons • Time to both measure and implement • Feedback on the process and progress
Staying DAP: NAEYC/FRC Technology Posi2on Statement
EffecJve uses of technology and media are: • acJve • hands-‐on • engaging • empowering • give the child control • provide adapJve scaffolds to ease task accomplishment
• one of many opJons to support children’s learning
Challenges?
“There is so much focus on documentaJon these days. Many early learner classroom teachers in ece feel overwhelmed. I think much of this feeling stems from lack or improper training in using tools put in place to gauge progress or areas of support for both teachers and their students. With all of the new research how can we ensure the classroom teacher is effecJvely equipped to take the new challenges?” Pamela Courtney commen'ng on Early Childhood Technology Network LinkedIn Group….
Summary…Mee2ng the Challenge
• Progress monitoring is vital to effecJve instrucJon
• The children benefit from well-‐executed progress monitoring
• Technology can greatly enhance progress monitoring efforts
• Being thoughpul, intenJonal, and focused is key to success
• PracJce makes perfect
Q & A
Ac2on Plan
To help you incorporate the informaJon from this session, consider this Ac2on Plan: • As a result of what you have learned in this session, what are the things you will want to do differently?
• When you succeed incorporaJng this new informaJon, how will it impact your work?
• What kind of help do you need, and from whom, to implement your new informaJon?
• How might you share what you have learned and your successes with parents and with colleagues?
To Say Thank You….
• eBook
hfp://hatchearlylearning.com/resources/ebooks/
Good places for social connec2ons • LinkedIn: Early Childhood Technology Network • Twifer: #ecetechchat • NAEYC Technology and Young Children Interest Forum.
hfp://www.naeyc.org/yc/files/yc/file/201211/OnOurMinds1112.pdf
• MeeJng of The Technology and Young Children Interest Forum welcomes new and returning members to our annual meeJng. Join us as we explore technology innovaJons, share research, collaborate on new project ideas, and plan technology and young children Annual Conference sessions for next year. For more informaJon, contact Lynn Hartle at [email protected]. Thursday 6:00-‐7:30 p.m. Washington Conven2on Center, Room 153
Where we will be next…..
• NaJonal Head Start AssociaJon Conference April 18 in Nashville – Using Technology to Support Social-‐EmoJonal Development in Young Children
• McCormick Center for Early Childhood Leadership ConnecJons Conference May 10-‐12 in Chicago – EvaluaJng EducaJonal Technology in Early Childhood
• InternaJonal Society for Technology in EducaJon (ISTE) Conference June 25 in San Diego – School Readiness: Outcomes and Approaches
We’d like to stay in touch…..
Dale on Twifer: Lilla Dale McManis@DrLDMcManis
Slides will be posted via our blog @ hfp://hatchearlylearning.com/resources/blog/
