SECONDARY PROGRESS MONITORING INCLUSION INSTITUTE 2014

Transcription

1 SECONDARY PROGRESS MONITORING INCLUSION INSTITUTE 2014

2 LEARNING OBJECTIVES Establishing Foundations of Progress Monitoring Developing a system for Implementation & Application

3 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?

4 WHAT IS PROGRESS MONITORING?

5 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...

6 WHAT IS PROGRESS MONITORING? Progress Monitoring is [a] scientifically based practice used to assess students academic performance and evaluate the effectiveness of the instruction. TERMS.htm is necessary [in a tiered system of instruction] to monitor if students are respondingappropriately 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

7 WHY DO WE PROGRESS MONITOR? IT S THE LAW! Each IEP must include a statement of how the student s progresstoward annual goals will be measured; and how the student s parents will be regularly informedof 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

8 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 outperformstudents 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)

9 HOW DO WE PROGRESS MONITOR? Curriculum Based Assessments Mastery Monitoring (Curricular Based) Progress Monitoring (Skilled Based) District Assessments, Common Assessments, End-of-Course Curriculum-Based Measurements, Probes, DIBELS, Rubrics

10 BENCHMARKS BOY MOY EOY 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

11 PROGRESS MONITORING PROBES BOY EOY 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

12 IMPLEMENTATION

13 HOW DO WE IMPLEMENT? Roll out Scheduling Data Analysis Adjusting Instruction

14 ROLL-OUT Teacher Training: Standard assessment tools Same difficulty Administered the same way each time

15 ROLL-OUT: WHO Who: choose criteria for students that will be monitored 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 50 th percentile.

16 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)

17 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

18 SAMPLE

19 MAZE Teacher: "When I say 'begin', start reading the story silently. Wherever you come to a group of 3 wordchoices, 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

20 SAMPLE 9 Correct Words

21 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)

22 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

23 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. Casemanager administers, scores, analyzes probes to students on case load.

24 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 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

25 Week One Week Two Week Three Week Four

26 DATA ANALYSIS

27 DATA ANALYSIS 1. Analyze initial data 2. Establish goals 3. Review PM data regularly 4. Adjust as needed

28 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

29 ANALYZE INITIAL DATA

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31 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 60 th percentile on an exam indicates the student scored higher than 60% and lower than 40% of peers on the same exam

32 WHAT IS THE DIFFERENCE BETWEEN PERCENT AND PERCENTILE? Percentileis used to determine a student s current instructional level (approximately 50 th percentile) and goal for the end of the progress monitoring period. 1. To find the instructional level look for performance at approximately 50 th percentile 2. Continue testing up or down a grade level until the instructional level is identified

33 ESTABLISH GOAL

34 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

35 SCENARIO #1 6th grader Area: Reading Comprehension (MAZE) Currently: 13 wcpm at 5 th 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)

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37 SCENARIO#1 (CONT D) 6th grader Area: Reading Comprehension (MAZE) Currently: 13 correct words at 5 th 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: wrc(16 th -50 th percentile for EOY / Spring)

38 SCENARIO #2 7 th 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.

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40 SCENARIO #2 (CONT D) 7 th grader Area: Reading Fluency Currently: 65 wcpm(boy / Fall) 7 th grade Less than 10 th percentile; drop to 6 th grade level and re-assess 6 th grade Less than 10 th percentile; drop to 5 th grade level and re-assess 5 th grade About 25 th percentile Intervention Duration: 36 weeks Use the norms to determine an appropriate goal for the end of the school year: Goal: 109 wcpm(~ 25 th percentile at 5 th for EOY / Spring)

41 SCENARIO #3 8 th grader Area: Math Computation Currently: 27 points at 5 th grade level (BOY Fall) Intervention Duration: 36 weeks Use the norms to determine an appropriate goal for the end of the school year.

42 SCENARIO #3 (CONT D) 8 th grader Area: Math Computation Currently: 27 points at 5 th grade level (BOY Instructional) Intervention Duration: 36 weeks Use Fusch& Fuschmethod to determine expected growth.

43 FUSCH & FUSCH EXPECTED GROWTH

44 FUSCH & FUSCH METHOD Time X Rate + Baseline = Goal Realistic goal: 36 x = 54 correct digits Ambitious goal: 36 x = 70 correct digits

45 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 threeconsecutive probes.

46 EXAMPLE #1 If three consecutive data points are below the trend line, reevaluate and change the intervention.

47 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 #2

48 EXAMPLE #3 If three consecutive data points are at or near the trend line, continue interventions.

49 DATA ANALYSIS Share Data & Celebrate Other SpEd teachers GenEd teachers Student Parents

50 ADJUSTING INSTRUCTION What are elements you can adjust within your environment? What elements need outside support?

51 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

52 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

53 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) 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.

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