Setting Ambitious & Attainable Student Goals. OrRTI Spring Training May 3 rd, 2011

Transcription

1 Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011

2 Oral Reading Fluency (Words Correct Per Minute) Setting Appropriate Goals Is Important Benchmark

3 Objectives Progress monitoring as an indicator Writing objective and complete goals Things to consider when setting goals: What is the goal? When will they get there? What progress can we reasonably expect?

4 Progress Monitoring as an Indicator

5 Progress Monitoring Tools Brief & Easy Sensitive to growth Equivalent Frequent forms!!!

6 Progress Monitoring Tools Curriculum-Based Measures (CBM) General Outcome Measures (GOMs)

7 What are some commonly used progress monitoring tools? AIMSWEB DIBELS NEXT easycbm Reading CBM, Maze Reading FSF, PSF, NWF, ORF, Daze PSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEB M Computation, M Concepts & Applications, CBM Early Numeracy easycbm Numbers & Operations, Measurement, Geometry, Algebra Written Language Writing CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

8 What are NOT good progress monitoring tools? Phonic Screeners Report Cards OAKS Reading DRA Running Records Curriculum weekly tests Teacher created math probes* Writing rubrics* Math OAKS Written Language OAKS Reading curriculum weekly or monthly tests or fluency passages * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

9 Using the Right Tool The progress monitoring tool should match the skills being taught.

10 Additional Progress Monitoring Tools For more info and a review of available tools, visit (Progress Monitoring Tools Chart)

11 What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests VS. Progress Monitoring Tools (CBM)

12 Do we have the right indicators? Most Miserable U.S. Cities Least Miserable U.S. Cities Seattle Cleveland Minneapolis Denver Detroit Portland Chicago New York Phoenix Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Wall Street Journal, 2011

13 Writing Objective and Complete Goals

14 What are the 6 essential parts of a Goal? 1. Goal Date date by which student is expected to reach goal 2. Condition under which student will perform the behavior 3. Student 4. Behavior clearly defined, observable, measurable behavior 5. Criterion performance level required to achieve mastery of the goal 6. Evaluation Schedule frequency of assessment

15 Sample goal format By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule). By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

16 Goal Setting Goals should be: Measurable Able to be Monitored Meaningful By June 9, 2011 when given a 2 nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly.

17 Goal Setting: Things to Consider 1. What is the goal? 2. By when will they get there? 3. What does reasonable growth look like?

18 Goal Setting: Things to Consider 1. What is the goal? Criterion-based Research-based benchmarks/proficiency Norm-based Minimum of 25 th percentile (bottom limit of average) School, District, State, National How do you define success?

19 Goal Setting: Things to Consider 2. By when will they get there? Long term goals always at proficiency (i.e., grade placement benchmark) Short term goals may be an incremental step towards proficiency (i.e., instructional level material) Does your goal close the gap?

20 Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

21 Progress Monitoring Level: Things 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

22 Goal setting at a lower instructional level Set goal based on instructional level benchmark (DIBELS Next Example) Aim to reach the goal in half the time (e.g. reaching the end-of-year benchmark by the middle of the year) Set goal based on instructional level growth rates

23 Goal Setting: Things to Consider 3. What does reasonable growth look like? National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal) Local Growth rates District, School, Classroom, Intervention Group What progress can we expect?

24 Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests. Shapiro, 2008

25 National Growth Rates: Reading Grade Average ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** *Fuchs et al (1993), **Fuchs & Fuchs (2004)

26 Based on AIMSWEB Norms National Growth Rates: Writing Grade Average Growth (TWW) Average Growth (CWS)

27 Based on Monitoring Basic Skills Progress (MBSP) Probes National Growth Rates: Math Grade CBM Comp (Digits correct) CBM Concepts & Applications (Answers correct) N/A

28 Not all available probes from different sources are created equally AIMSWEB DIBELS easycbm

29 National growth rates may be well below those obtained in highly successful interventions and they may not be consistent across the range of your students receiving your instruction

30 Local Growth Rates What does typical growth look like in your district? your school? your classroom? your intervention group?

31 use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school. Shapiro, 2008

32 Calculating Local Growth Rates 1. Determine the normative group: All students in your district? All students in your school? All students in your classroom? All students in your intervention group?

33 Calculating Local Growth Rates 2. Determine the beginning-of-year and end-of-year level of performance for the normative group:

34 Calculating Local Growth Rates 3. Calculate the difference to get the average yearly student growth words 93.3

35 Calculating Local Growth Rates 4. Calculate the # of instructional weeks between beginning-of-year and endof-year performance words nd week of September 34 weeks 4 th week of May

36 Calculating Local Growth Rates 5. Divide average yearly student growth by # of instructional weeks to get the average weekly growth words 34 weeks = 1.4 wcpm per week

37 Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on district growth rates

38 Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on intervention group growth rates: 2 wcpm per week

39 Setting Goals Using Growth Rates (Baseline score) + (growth rate x number of weeks) = GOAL ( ) + ( x ) = 88 wcpm Example: Baseline (Fall ORF) = 20 wcpm 2 nd grade intervention growth rate = 2 wcpm per week Number of weeks = 34

40 Questions/Comments? When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. Confucius