Summer Progress Monitoring. Strategies for Writing Individual Goals in General Curriculum and More Frequent Formative Evaluation

Transcription

1 Summer Progress Monitoring Strategies for Writing Individual Goals in General Curriculum and More Frequent Formative Evaluation Mark Shinn, Ph.D. Lisa A. Langell, M.A., S.Psy.S. V. Scott Hooper, Ph.D. Linner, Scott E., Ed.S., NCSP Summer

2 Today s s Learning Objectives: 1. Brief review of benchmark data, identifying students in need, and how data connects to Instructional Decision-Making and Progress Monitoring 2. What is Progress Monitor? 3. Progress monitor (PM) schedule setup (Part 1): Conducting Survey Level Assessment (SLA) to determine student s present levels of educational performance 4. Setting individualized student goals when progress monitoring--two common methods: a. Using norm-referenced data b. Using ate of improvement (ROI) 5. Progress monitor (PM) schedule setup (Part 2) a. Duration b. Frequency c. Intensity 6. Decisions regarding data collection/pm frequency and duration 7. Data interpretation, case studies and practice exercises 8. Strategies for writing understandable, effective intervention descriptions Summer A Brief Review of Benchmark Data: Identifying Students At-Risk for Academic Failure Summer 2009 *All data and identifying information presented are fictitious. 4 2

3 Michael Martin (fictitious): A student with Benchmark data that indicates he is performing significantly behind peers and targets. Summer 2009 *All data and identifying information presented is fictitious. 5 Fall Benchmark Data for Michael Martin Martin, Michael: Grade 5 (All identifying information and scores are fictitious.) Summer 2009 *All data and identifying information presented is fictitious. 6 3

4 Performance Comparisons Across Groups Grade 5: Grade 5: Grade 5: National Michael s s School Michael s s District Aggregate Norms Summer 2009 *All data and identifying information presented is fictitious. 7 (All identifying information and scores are fictitious.) AIMSweb National Aggregate Norm Table: Michael Martin Grades 1 5: Compare Michael Martin Fall 5 th grade student: 48 wrc / 12 errors Summer 2009 *All data and identifying information presented are fictitious. 8 4

5 Big Ideas About Frequent Formative Evaluation Using General Outcome Measures and the Progress Monitoring Program One of the most powerful interventions schools can use is systematic and frequent formative evaluation. Benchmark Assessment is not enough for some students because they may be in ineffective programs too long. (3 mos +) Progress Monitoring enables goal oriented, frequent data collection in order to inform instruction and measure student achievement. *All data and identifying information presented are fictitious. Summer How often is monitoring needed? For some, Benchmark Data is sufficient to enable important and timely instructional decisions to be made: For others, closer attention is needed: More severe achievement problems and/or More resource intensive programs require More frequent progress monitoring. Summer 2009 *All data and identifying information presented are fictitious. 10 5

6 More severe achievement problems and/or more resource intensive programs require more frequent progress monitoring U. Boardman: Typically Achieving & Above- Average Students: The consequences of some period of lack of progress, although undesirable, may be less serious. Awareness and action is still important to prevent further delays. U. Boardman: (Grade 3: Wilson Elementary) An above average 3rd grade student who has not progressed in reading from Fall to winter He already received an instructional program that may not have been working for him for at least weeks. NOW FUTURE By the time his lack of progress has been documented and a change in his reading program is made, there is still a possibility that he could become an average or above average reader by spring!! Summer 2009 *All data and identifying information presented are fictitious. 11 Student Example 2: Below Average Students: The consequences of some period of lack of progress increases seriousness and urgency to improve outcomes. Melissa: (Grade 4: Wilson Elementary) Melissa is a very low-performing 4 th grade student whose fall to winter benchmark shows no growth. She began the year as an at-risk reader and has not improved her reading performance. By winter, she is now a reader with a severe performance discrepancy. She needs frequent progress monitoring and significant instructional improvements. Summer 2009 *All data and identifying information presented are fictitious. 12 6

7 Melissa Melissa s progress may need to be monitored more frequently perhaps 1-2x per week so that teachers can evaluate her progress and adjust her reading program every 4-6 weeks, or as needed. *All data and identifying information presented are fictitious. Summer What is Progress Monitoring? The Progress Monitor Schedule Setup Process *All Summer data and 2009 identifying information presented are fictitious. 14 7

8 Progress Monitoring is: Research-Based Best Practices: Systematic Formative Evaluation that requires the use of: Standard assessment tools 1. That are the same difficulty 2. That are Given the same way each time. (AIMSweb Offers these features.) *All data and identifying information presented are fictitious. Summer Formative Assessment Formative Assessment: The process of assessing student achievement during instruction to determine whether an instructional program is effective for individual students. When students are progressing, keep using your instructional programs. When tests show that students are not progressing, you can change your instructional programs in meaningful ways. *All data and identifying information presented are fictitious. Summer

9 Progress Monitoring is: for programs that are resource intensive and therefore should involve frequent monitoring of student outcomes, such as: Title I English Language Learning (ELL) Special Education Programs that have a higher cost per student Programs with higher teacher-student ratios Experimental programs Recommendation 1: We should monitor student outcomes more frequently than the Benchmark Testing schedule. Recommendation 2: We should monitor students who are at risk for academic failure much like one would in a medical intensive care unit Summer 2009 *All data and identifying information presented is fictitious. 17 Formative Evaluation of Vital Signs Requires Quality Tools Technical adequacy (reliability and validity); Capacity to model growth (able to represent student achievement growth within and across academic years); Treatment sensitivity (scores should change when students are learning); Independence from specific instructional techniques (instructionally eclectic so the system can be used with any type of instruction or curriculum); Capacity to inform teaching (should provide information to help teachers improve instruction); Feasibility (must be doable). Fuchs and Fuchs (1999) Summer

10 GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer Progress Monitor Schedule Setup (Part 1): Conducting Survey Level Assessment (SLA) to determine student s s present levels of educational performance Summer

11 The PM Setup Process Setting up a frequent progress monitoring (PM) schedule setup involves four (4) major steps: 1. Survey Level Assessment (SLA): Assess extent of academic deficit 2. Goal Setting Basics: 3. Assessing PM Schedule Needs: Analyze student s needs and available resources, then use to determine frequency and duration of assessment. 4. Determining the Student s Goal: Norm-referenced method of goal-setting Criterion-referenced method of goal-setting Summer 2009 *All data and identifying information presented are fictitious. 21 Step 1: Survey Level Assessment (SLA) *All Summer data and 2009 identifying information presented are fictitious

12 Conducting a Survey Level Assessment (SLA) SLA: Students are tested in successive levels of general curriculum, beginning with their current expected grade placement, until a level at which they are successful is determined. Grade 5 Median: 48/12 Grade 4 Median: 67/10 Grade 3 Median: 76/8 Summer Survey Level Assessment (SLA): Using National Aggregate Normative Data KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S Summer 2009 *All data and identifying information presented are fictitious

13 Grade 3: 76/8 Survey Level Assessment (SLA) Grade 4: 67/10 Grade 5: 48/12 KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S Summer 2009 *All data and identifying information presented are fictitious. 27 Using SLA Data for Present Levels of Educational Performance Statements: Michael Martin currently reads about 48 words correctly, with 12 errors, from Grade 5 Standard Reading Assessment Passages. He reads Grade 3 reading passages successfully; 76 words correct t per minute, with 8 errors, which is how well average beginning 3 rd grade students read this material. Summer 2009 *All data and identifying information presented are fictitious

14 GROUPWORK: Part 1: Quiz / FAQ Part 2: Groupwork Summer Groupwork Quiz 1. For R-CBM: When conducting SLA, how many probes per grade level does best practice recommend collecting? a. Using the score from one R-CBM probe each, per grade level? b. Using the median score of three probes each, per grade level? c. Using other test data from non-aimsweb assessments that provide an estimated grade level that may be used to determine a student s success level? d. Any of the above are acceptable. Summer

15 Groupwork Quiz 2. For other AIMSweb measures, (not R-CBM) When conducting SLA, how many probes per grade level does best practice recommend? a. Using the score from one probe each, per grade level? b. Using the median score of three probes each, per grade level? c. Using other test data from non-aimsweb assessments that provide an estimated grade level that may be used to determine a student s success level? d. Any of the above are acceptable. Summer Groupwork Quiz 3. If a student was benchmark tested, when could you share the use of those benchmark scores for your gradelevel SLA data? a. Never use recent benchmark data for SLA. Always collect new data using probes from the Progress Monitor probe set b. Benchmark scores are valid for SLA use up to two weeks from the time the most recent benchmark data were collected c. You may use benchmark data for SLA anytime. d. Within no more than 4 6 weeks from the time the most recent benchmark data were collected e. None of the above. Summer

16 Quiz 3. When conducting SLA, how do you recognize the actual grade level at which a student who struggles on expected grade-level probes can perform successfully? (The level at which you discontinue further SLA.) a. The student performs with 95% accuracy or greater b. Administer successively lower grade-level probes until the student s score falls between the 10 th -24 th percentile compared to AIMSweb National Aggregate Norms for the time of year (Fall, Winter, Spring) that most closely matches the date on which you conducted the SLA c. Administer successively lower grade-level probes until the student s score falls between the 25 th -75 th percentile compared to AIMSweb National Aggregate Norms for the time of year (Fall, Winter, Spring) that most closely matches the date on which you conducted the SLA d. Administer successively lower grade-level probes until the student s score falls between the 76 th -90th percentile compared to AIMSweb National Aggregate Norms for the time of year (Fall, Winter, Spring) that most closely matches the date on which you conducted the SLA e. Test until the student (and you) are exhausted Summer FAQ Frequently Asked Questions about SLA: 1. May we use other reading assessments that provide a grade level equivalent score in order to determine the SLA level, instead of AIMSweb measures? Answer: This practice is not recommended as different measures may be measuring different constructs and thus may not yield accurate results. Summer

17 FAQ Frequently Asked Questions about SLA: 2. If I have a student in 10 th grade who I estimate is performing at around the 3 rd or 4 th grade level, do I have to conduct SLA at every grade level between 10 th and 3 rd grade? Answer: No. For increased efficiency, you may skip a few grades that you clearly estimate to be too difficult for the student. Then, consider initiating SLA at grade levels 4, 3, and 2 to see where the student falls. If needed move up or drop back additional grade levels until the level at which the student is successful is determined. Summer FAQ Frequently Asked Questions about SLA: 3. How do I conduct SLA for Written Expression (WE-CBM), given that there is one master set of story starters that are grade-level independent? Answer: Give the measure once and enter the total Correct Writing Sequences (CWS) & Total Words Written (TWW) scores as directed in AIMSweb s Progress Monitor software. Summer

18 FAQ Frequently Asked Questions about SLA: For WE-CBM, you may then plot CWS with TWW, or Words Spelled Correctly (WSC) with TWW Total Words Written Correct Writing Sequences Summer GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

19 Step 2: Understanding Goal Setting Basics Goal of 115wrc/min Starting at 48 wrc/min Start Finish! *All data and identifying information presented are fictitious. Summer The PM Setup Process Review: Setting up a frequent progress monitoring (PM) schedule setup involves three (4) major steps: 1. Survey Level Assessment (SLA): Assess extent of academic deficit 2. Understanding Goal Setting Basics 3. Determine the Actual Goal: Norm-referenced method of goal-setting Criterion-referenced method of goal-setting 4. Assessing PM Schedule Needs: Analyze student s needs and available resources, then use to determine frequency and duration of assessment. Summer 2009 *All data and identifying information presented are fictitious

20 Step 2: Goal Setting Basics Step 2: Goal Setting Basics Step 2a. Set a few, but important goals Avoid the goal smorgasbord (i.e., more goals are better approach) Avoid haphazard goals Step 2b. Ensure goals are measurable and linked to validated formative evaluation practices (AIMSweb helps you accomplish this step more easily!) Use AIMSweb Progress Monitor Use direct, continuous assessment using valid, reliable measures (AIMSweb ) Step 2c. Base goal setting on logical educational practices Parents, students, and staff should all understand the goal Parents, students (age appropriate) should understand why we set goal the way in which it was set Know how long we have to attain the goal Know what the student is expected to do when the goal is met Summer Step 2a: Setting Few but Important Goals: Current Goal Setting Practices Are Unsatisfying! Do you like these IEPs? I do not like these IEPs I do not like them Jeeze Louise We test, we check We plan, we meet But nothing ever seems complete. Would you, could you Like the form? I do not like the form I see Not page 1, not 2, not 3 Another change A brand new box I think we all Have lost our rocks! -Original author unknown Summer

21 Step 2a: Setting Few but Important Goals: Current Goal Setting Practices Are Unsatisfying! Often Ineffective Goal Smorgasbord! Student will perform spelling skills at a high 3rd grade level. Student will alphabetize words by the second letter with 80% accuracy. Student will read words from the Dolch Word List with 80% accuracy. Student will master basic multiplication facts with 80% accuracy. Student will increase reading skills by progressing through Scribner with 90% accuracy as determined by teacher-made fluency and comprehension probes by October To increase reading ability by 6 months to 1 year as measured by the Woodcock Johnson. Student will make one year's growth in reading by October 2006 as measured by the Acme Reading Test. Student will be a better reader. Student will read aloud with 80% accuracy and 80% comprehension. Student will make one year's gain in general reading from K-3. Students will read 1 story per week. Summer Step 2a: Setting Few but Important Goals: Current Goal Setting Practices Are Unsatisfying! There is little to no empirical evidence that suggests writing these kinds of goals will lead to: Systematic formative evaluation (i.e., frequent progress monitoring) Any evaluation at all Improved educational outcomes In summary, we have no empirical evidence that these kinds of goals accomplish anything for students or teachers alike! Summer

22 Step 2b: Setting Few but Important Goals: Reduce the Number of Goals to a Few Critical Indicators: Sample Goal Templates for Use With AIMSweb Reading Spelling Math Computation Written Expression In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages. In (#) weeks (Student name) will write (#) Correct Letter Sequences and (#) Correct Words in 2 minutes from randomly selected Grade (#) spelling lists. In (#) weeks (Student name) will write (#) Correct Digits in 2 minutes from randomly selected Grade (#) math problems. In (#) weeks (Student name) will write (#) Total Words and (#) Correct Writing Sequences when presented with randomly selected Grade (#) story starters. Summer Step 2b: Goal Setting Basics Step 2: Goal Setting Fundamentals Step 2a. Set a few, but important goals Avoid the goal smorgasbord (i.e., more goals are better approach) Avoid haphazard goals Step 2b. Ensure goals are measurable and linked to validated formative evaluation practices (AIMSweb helps you accomplish this step more easily!) Use AIMSweb Progress Monitor Use direct, continuous assessment using valid, reliable measures Step 2c. Base goal setting on logical educational practices Parents, students, and staff should all understand the goal Parents, students (age appropriate) should understand why we set goal the way in which it was set Know how long we have to attain the goal Know what the student is expected to do when the goal is met Summer

23 Step 2b: Ensure the Goals are Measurable and Linked to Validated Formative Evaluation Practices Goals should be based on quality tests like CBM (AIMSweb uses CBM). Based on validated practices such as how often, how many samples, etc. The goal represents the outcome of many complex skills that the student must learn. Example: Company A may have as their annual goal to stockholders that they earn $3.25/share. Attainment of this outcome will represent the successful accomplishment of many complex activities (e.g., product development, advertising, sales, transportation, customer support, plant maintenance, etc.) Goals written within AIMSweb Progress Monitor are designed to operate the same way as Earnings Per Share: To give a standard to aim for that is a critical and general indicator of overall achievement. Summer Step 2c: Goal Setting Step 2: Goal Setting Fundamentals Step 2a. Set a few, but important goals Avoid the goal smorgasbord (i.e., more goals are better approach) Avoid haphazard goals Step 2b. Ensure goals are measurable and linked to validated formative evaluation practices (AIMSweb helps you accomplish this step more easily!) Use AIMSweb Progress Monitor Use direct, continuous assessment using valid, reliable measures Step 2c. Base goal setting on logical educational practices Parents, students, and staff should all understand the goal Parents, students (age appropriate) should understand why we set goal the way in which it was set Know how long we have to attain the goal Know what the student is expected to do when the goal is met Summer

24 Step 2c: Base goal setting on logical educational practices: Logical Educational Practices: Parents, students (when age appropriate), and staff should all understand the goal Parents, students (when age appropriate) should understand why and how the goal was set Know how long we have to attain the goal Know what the student is expected to do when the goal is met Summer Quiz 3. Why would writing goals using CBM be a better practice in many cases than writing goals similar to those from the goal smorgasbord? a. CBM goals are easier for parents, teachers, and students to understand. b. CBM goals are based on validated assessment practices c. CBM goals are measureable d. There is virtually no empirical evidence that goals from the goal smorgasbord actually accomplish anything for teachers or students alike e. All of the above Summer

25 Quiz 2. What are some possible expectations for the student after the student has met a CBM goal (check all that apply): Student should be better able to access the general curriculum without intensive support Student will generalize skills taught during intensive instruction to everyday learning Student will continue learning at a growth rate similar to typical peers Student will perform at a level similar to typical peers Others? Summer GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

26 The PM Setup Process Review: Setting up a frequent progress monitoring (PM) schedule setup involves three (4) major steps: 1. Survey Level Assessment (SLA): Assess extent of academic deficit 2. Understanding Goal Setting Basics: 3. Determine the Actual Goal: Norm-referenced method of goal-setting Criterion-referenced method of goal-setting 4. Assessing PM Schedule Needs: Analyze student s needs and available resources, then use to determine frequency and duration of assessment. Summer 2009 *All data and identifying information presented are fictitious Determine the Individual Goal: Two Common Methods 1. Norm-referenced 2. Rate of improvement (ROI) Summer

27 4a Norm-Referenced (NR) Method Progress Monitoring Schedule Setup and Goal Setting Learn Via Case Study: Michael Martin Summer % of students in 5 th grade at this school are performing between wrc/min. These students represent the MIDDLE 50% of students in the comparison group (school). Summer

28 Core Curriculum: Core instruction is often delivered in a way that meets middle students more than the students in the whiskers. Implication? BM data reflects current status of performance and also where the core must work to move middle students higher by next benchmark period. Summer At-risk students: These are students, typically below the 25 th percentile within their comparison group These are students for whom core instruction has not entirely met their needs, (for any number of reasons). Summer

29 Norm-Referenced Goal Setting: Using norm group in a way that enables the educator to know the following: 1. PM Goal: The score at which at-risk student s potential performance would be considered average compared to peers. (~25 th+ percentile) Summer Norm-Referenced Goal Setting: Using norm group in a way that enables the educator to know the following: 2. Moving the at-risk student up toward the average range compared to peers increases chance that student will access more core curriculum in similar manner as to peers. Summer

30 Improving Core Programming Your School If your school s local norm, (especially those within the range of average performance (25 th -75 th percentile) is at an unacceptable performance level: Improve the core instruction! Do not rely solely upon tiered or more restrictive/intensive programs. Use caution when considering placement of all students below the target into tier 2-3 intervention groups. You may be working inefficiently. Summer Norm-Referenced Goal Setting & Outcomes: 1. Move the at-risk student by setting a goal for at least the 25 th percentile of comparison group. 2. Progress Monitor 3. Student will then be performing similar to peers and within average range. 4. If local average range is at an unacceptable performance level, improve core instruction. Summer

31 Norm-Referenced Goal Setting: Using norm group in a way that enables the educator to know the following: 2. Moving the middle 50% of students up so that spring benchmark targets are met by majority. 3. Student previously at risk reaches target. Summer Establishing Goal-Level Material When progress monitoring, establishing the goal-level material is a logical task, based on a combination of: Educational values Student educational needs Intensity of instructional programs Predicated on premise that students with educational needs receive programs that produce learning at a faster rate than peers. Example: A fall, 3 rd grade student who is successful on 1 st grade level passages may be expected to be successful on 3 rd grade passages by the end of the school year. Summer 2009 *All data and identifying information presented are fictitious

32 Grade 3: 76/8 Practice Example: Michael Martin Grade 4: 67/10 Grade 5: 48/12 KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S *All data and identifying information presented are fictitious. Summer Practice Example: Michael Martin Sample: 36-week expectation for performance = GOAL Goal for Michael is set at about the 25 th percentile, 114wrc/min, rounded to 115 wrc/min for simplicity. (Norm-referenced goal setting method) KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S *All data and identifying information presented are fictitious. Summer

33 All Goal Setting FAQ: What number and grade level do I choose for the goal? Answer: Set goal at the grade level and score that you expect the student to perform at the end of the instructional period. (E.g., 9 wks, 18 wks., 36 wks., 52 wks., etc.). Summer GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

34 4b Rate of Improvement (ROI) Method Progress Monitoring Schedule Setup & Goal Setting Learn Via Case Study: Michael Martin Summer What is ROI? Understanding AIMSweb s Aggregate Norms Grades 1 5: Example: 50 th percentile for Grade 5 ( )/36 weeks = 0.9 average number of words gained per week. Summer 2009 *All data and identifying information presented are fictitious

35 What is ROI? Understanding Michael Martin s s performance compared to Aggregate Norms Grades 1 5: Compare Michael Martin Fall 5 th grade Student: 48 wrc / 12 errors Summer 2009 *All data and identifying information presented are fictitious. 80 Rate of Improvement (ROI) Before one can write progress monitoring goals using ROI, there are three things to keep in mind: 1. What research says is a realistic and ambitious growth rate 2. What do norms indicate about good growth rates 3. Aggregate & Local Norms: National vs. your grade/schools growth rate during the first semester or last year. Summer

36 What research says about growth rates: Oral Reading Oral Reading Grade Realistic Ambitious WRC per week.65 WRC per week 5.5 WRC per week.8 WRC per week 4.85 WRC per week 1.1 WRC per week WRC per week 1.5 WRC per week WRC per week 2.0 WRC per week 1 2 WRC per week 3.0 WRC per week From: Progress Monitoring Strategies for Writing Individualized Goals in General Curriculum and More Frequent Formative Evaluation Summer What further research says about growth rates Summer

37 ROI: AIMSweb National Aggregate Norm Table: Grade 5 Aggregate 10 th percentile = 0.6 Aggregate 25 TH percentile = 0.7 ROI Aggregate 50 th percentile = 0.9 ROI For our fifth grader, Michael Martin, what is the rate of growth of the average 5th grader above? Summer ROI: Local Norms: Grade 5 Using Local Norms: Determine what your class or school grade growth rate was last semester or last year. The average growth rate for a 5th grade student at this school is 1.6 words per week. Summer

38 Survey Level Assessment (SLA): Using National Aggregate Normative Data Next, conduct SLA for Michael Martin and decide goal-level material Summer 2009 *All data and identifying information presented are fictitious. 86 Grade 3: 76/8 Grade 4: 67/10 SLA: Michael Martin Grade 5: 48/12 KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S *All data and identifying information presented are fictitious. Summer

39 SLA, ROI, and Goals After completing the SLA and deciding on the goal level material, look at the growth rate for a student at the 25th percentile in that goal level material. Example: SLA says Michael is a 5th grade student performing similar to an average student on 3 rd grade level materials. Decide whether goal level material should be 4th grade or 5th grade: If 4 th grade level is goal, 25 th percentile ROI for Nat l Agg Norms is: 0.8 If 5 th grade level is goal, 25 th percentile ROI from Nat l Agg Norms is: 0.7 Either choice may be appropriate, depending on the intensity of instruction, previous growth rates seen with selected instructional method, etc. Summer SLA, ROI, and Goals 1. Look at the ROI for a student at the 25th percentile in the goal level material. 2. Consider doubling that amount (ROI). Example: If the 25 th percentile ROI for 5 th grade is 0.7: Minimally, multiply 0.7 x 2 = 1.4 growth rate. Next, multiply 1.4 times the # of weeks you plan to progress monitor. This gives you your expected gain score. 1.4 x 36 weeks = 50.4 wrc Add that to the SLA score from the goal level material to determine the final goal = 98.4 Consider rounding to even number, or closest rounded to 100. IMPORTANT: When planning a goal and providing intervention, the student must have an ROI greater than average if they are going to catch up! Summer

40 Establishing Goal-Level Material When progress monitoring, establishing the goal-level material using Norm-referenced or ROI-based data is a logical task, based on a combination of: Educational values Student educational needs Intensity of instructional programs Research & quality data Predicated on premise that students with educational needs receive programs that produce learning at a faster rate than peers. Example: A fall, 3 rd grade student who is successful on 1 st grade level passages may be expected to be successful on 3 rd grade passages by the end of the school year. Summer 2009 *All data and identifying information presented are fictitious. 90 GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

41 5 Progress Monitor Schedule Setup (Part 2): Determining the frequency and duration of assessment based on needs and resources Summer Step 5: How much data should be collected? Making Data-Based Decisions With Progress Monitor Typically need at least 7-10 data points (Shinn & Good, 1989) before making programming decision and you may need to collect more if uncertain. Christ & Silberglitt (2007) recommended 6-9 data points As the number of data points increases, the effects of measurement error on the trend line decreases. Summer

42 Step 5: How much data should be collected? Four Criteria To Consider: Criteria #1. Trend line meets (or is on-target to meet) AIM line for ultimate goal: Success! Once goal is met, consider transition to less intensive program or new goal as needed. Summer Step 5: How much data should be collected? Criteria #2. Trend line and AIM line will intersect in relatively near future? Keep with current intervention until goal is reached. Summer 2009 *All data and identifying information presented are fictitious

43 Step 5: How much data should be collected? Criteria #3a. Trend line exceeds AIM line? a. Consider increasing goal or difficulty level Grade 5 student reading grade 4 passages. Goal was changed from 104 wrc/min to 125 wrc/min. NOTE: When changing a goal to require a different grade level of material, start a new schedule. Do not use the same schedule as the data are not comparable (i.e., 50 wrc/min on a 5 th grade passage means something different than 50 wrc/min on a 3 rd grade passage.) Summer 2009 *All data and identifying information presented are fictitious. 96 Step 5: How much data should be collected? Criteria #3b. Trend line exceeds AIM line? b. Or, retain the current intervention and close the gap even faster if this goal is the final performance level the student is to reach while being progress monitored. Student may reach goal in mid- March, rather than the end of May if progress continues at same rate of improvement. Grade K student on Grade K PSF probes. Summer *All data and identifying information presented are fictitious. 43

44 Step 5: How much data should be collected? Criteria #4. Trend line will not likely intersect AIM line and/or moves in opposite direction of AIM line: Consider adding additional intervention, changing variable, and/or intensifying program changes. Note four data points are already below the AIM line. Summer 2009 *All data and identifying information presented are fictitious. 98 Quiz A brief review of leading research on progress monitoring: Group Question 1. Generally speaking, how many data points are recommended according to Shinn (1989) before considering a decision? Summer

45 Quiz 1. For Tier 1 or Tier 2 programs, the data involved are typically less "high stakes" than that used for: a. Tier 3 b. Special education entitlement c. IEP goals Summer GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

46 6a Now Building your confidence: Developing good judgment in data analysis When data points may be too much or not enough Summer Building Confidence in Decision-Making 2. Variability of the data: a. The more variable the data, the larger the error in the slope. The larger the error in the slope, the more data points are needed to gain confidence in the trend/actual progress made. b. The "tighter" the data, the fewer the number of data points potentially needed to be confident in the trend developing. Summer

47 Building Confidence in Decision-Making 3. The direction of the trend: a. If all the data points are below the aimline and going strongly negative, you will not likely need 7-10 data points to confirm "uh-oh!" b. In contrast, if all data points are above the line and in strongly positive direction, the opposite applies you won t likely need 10 data points to say, "wow" and increase the ambitiousness of your goal. Summer Building Confidence in Decision-Making 4. ROI & aimlines are important: Observe data against an expected rate of progress or aimline. The absence of such makes for increased error. (AIMSweb automatically displays this data, but other systems may not.) Without aimline or trend lines With aimline or trend lines Summer

48 6b Further Building Your Confidence in Decision-Making Data Collection: Balancing the ideal with the feasible Summer How Frequently to Assess? Balance IDEAL with FEASIBLE: Too little data, too infrequently means students may stay in ineffective programs longer than necessary. See example on next slide. *All Summer data and 2009 identifying information presented are fictitious

49 Building Confidence in Decision-Making Note that a student may potentially be in an ineffective program longer than needed when data collection is not done frequently enough. 5 data points over 15 weeks. vs. 5 data points over 5 weeks. Summer 2009 *All data and identifying information presented are fictitious. 111 Frequency of Assessment Directly Related to Student Achievement Similar results found by Fuchs & Fuchs (1986) Summer

50 Frequency of Assessment Directly Related to Student Achievement Similar results found by Fuchs & Fuchs (1986) For interpretive purposes: An effect size of.71 means that a student at the 50th percentile without formative evaluation would be expected to perform at the 76th percentile with formative evaluation. An effect size is a measure of the strength of the relationship between two variables in a statistical population. It is the average difference between two groups. Summer Progress Monitor (PM) Testing Frequency General Guidelines Based on Best Practices & Research **Probable strength of PM data s ability to reliably inform instruction: After 4 week period After 6 week period After 8 week period After 10+ week period R-CBM Recommendation (Other measures need only one probe per session.) 2x/week **Good **Excellent **Excellent **Excellent 1 probe 1x/week ** Fair ** Fair **Good **Excellent 1 probe Every ~10 days **Poor **Poor **Fair **Good 1 probe Every 2 weeks **Poor **Poor **Poor **Fair 1 probe Every 3 weeks Poor **Poor **Poor **Poor Median of 3 probes Every 4+ weeks Poor Poor **Poor **Poor Median of 3 probes ** Consider all recommendations and guidelines presented within this AIMSweb training module, Summer 2009 as well as other local factors that may apply. 114 Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. 50

51 Summary & Review Nuances may impact decision-making. 1. Consider If: ALL of the data points are below the aim line, And the trend is clearly heading down Then: Additional data may not be needed in order to make a decision. 2. Conversely, if: ALL of the data points are above the aim line, And the trend is going through the roof, Then: You are able to see the effect of the intervention sooner than listed (right) and this is good news! In key instances that occur when the trend is either hovering close to the aim line or is flat, the question becomes, How long do you want to keep a student in a potentially ineffective program at this rate before a change is made? The matrix (upper right) offers a guideline for the frequency and duration of data collection needed before a reliable decision may be made under many common conditions. Final Thoughts to Consider: The consequences of poor decisions are worse for kids not making progress. In contrast, if you err and judge the impact of a seemingly effective program too soon, it is likely that you are going to judge that program as one that is working, and thus maintain the program as is while continuing to collect data for future decision making. Summer Quiz 1. When you are progress monitoring and notice a lot of variability in the data, what do you want to do? a. Check rater reliability for data collection ensure measure was given properly b. Consider whether a sufficient number of data points have been collected c. Increase frequency of Progress Monitoring, especially when data is being collected less than 1x/week. d. Check fidelity and consistency of instruction e. All of the above. Summer

52 Quiz 2. If you have a series of data points are consistently above or below aimline, how many points would you need in order to decide with reasonable confidence about the efficacy of program? a. About 3-4 if all clearly fell above or clearly fell below the aimline. b. About 7-10 if all clearly fell above or clearly fell below the aimline. c. About 2 which is the minimum data required to see the trend line develop and thus understand the program s efficacy. d. None of the above. I will use my crystal ball. Summer GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer

53 7 Data Interpretation, Case Studies, & Practice Exercises: 7a Michael Martin: Norm-Referenced Progress Monitoring Schedule Setup Summer Practice Example: Michael Martin KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S Michael Martin currently reads about 48 words correctly from Grade 5 Standard Reading Assessment Passages. He reads Grade 3 reading passages successfully; 67 correct words per minute, which is how well beginning 3 rd grade students read this material. Summer *All data and identifying information presented are fictitious. 53

54 Practice Example: Michael Martin Sample: 36-week expectation for performance = GOAL Goal for Michael is set at about the 25 th percentile, 114wrc/min, rounded to 115 wrc/min for simplicity. (Norm-referenced goal setting method) KF KW KS 1F 1W 1S 2F 2W 2S 3F 3W 3S 4F 4W 4S 5F 5W 5S 6F 6W 6S 7F 7W 7S 8F 8W 8S *All data and identifying information presented are fictitious. Summer Baseline Data KEY Aimline: Trend line: Corrects: Errors: *All data and identifying information presented are fictitious. Summer

55 Summer 2009 *All data and identifying information presented are fictitious. 125 AIMSweb Progress Monitor provides the new ROI after the entry of three (3) data points. Summer 2009 *All data and identifying information presented are fictitious

56 Summer 2009 *All data and identifying information presented are fictitious. 127 Summer 2009 *All data and identifying information presented are fictitious

57 Summer 2009 *All data and identifying information presented are fictitious. 129 Summer 2009 *All data and identifying information presented are fictitious

58 Teacher referenced research of Shinn (1989), Christ & Silberglitt (2007) and collected eight (8) data points thus far. Is this enough data to evaluate efficacy of instructional program? Summer 2009 *All data and identifying information presented are fictitious. 131 Sample questions to ask when reviewing data: 1. Has instructional program been provided with fidelity? (Has this been observed directly?) 2. Has student attendance been acceptable? 3. Is core instruction also being provided in reading? Or, is student missing core instruction? 4. Does instruction address student skill deficits? 5. What other factors could be impacting student s performance? Summer 2009 *All data and identifying information presented are fictitious

59 An Intervention line is added on the exact date the new intervention has begun. Summer 2009 *All data and identifying information presented are fictitious. 133 An Intervention line is added on the exact date the new intervention has begun. Summer 2009 *All data and identifying information presented are fictitious

60 Summer 2009 *All data and identifying information presented are fictitious. 135 Summer 2009 *All data and identifying information presented are fictitious

61 Summer 2009 *All data and identifying information presented are fictitious. 137 Intervention 3 added and performance observed. Summer 2009 *All data and identifying information presented are fictitious

62 Intervention 3 added and performance observed. Note: Skill regression & recoupment pattern during winter break between December 22-January 5. Summer 2009 *All data and identifying information presented are fictitious. 139 Summer 2009 *All data and identifying information presented are fictitious

63 Note: Gradual decrease in error rates and increase in words read correct over time. Summer 2009 *All data and identifying information presented are fictitious. 141 Quiz 1. How could you use Progress Monitor data for regression & recoupment analysis? 2. How was Michael Martin s Goal set? ROI or Norm referenced method? Speculate what the logic was behind choosing the goal selected? Summer

64 GROUPWORK: Rehearse, Practice & Discuss: Break into groups of 2-4 participants and rehearse the slides and content presented. Think about how you will present this material to future trainees. Try to re-tell the information on the slides to peers. Take notes they will be your reference for when you need to train others within your organization. Bring forth any questions from the team to your CAT. Your CAT will walk about the room, observing and assisting as needed. Your CAT will then survey each group at the end of this break to discuss questions and comments that arose during the exercise. Summer a Progress Monitor Practice Exercises 1. Survey Level Assessment 2. Present Levels of Educational Performance 3. Writing quality instructional program / intervention descriptions 4. Goal Setting Practice Exercises (Norm-based) Summer

65 Exercise 1: 7a Tabitha Gralish 3 rd grade student Summer DIRECTIONS: Task 1: Using the graph below, determine Tabitha s performance level for each median Survey Level Assessment score obtained (based on Fall Norms). Task 2: Write down Tabitha s performance level (e.g., Average, Below Average, etc.) in the table above. Summer 2009 *All data and identifying information presented are fictitious

66 DIRECTIONS: 1. Complete the activity below. Summer 2009 *All data and identifying information presented are fictitious. 149 Write a Present Levels of Educational Performance statement for Tabitha. Currently Tabitha reads words correct per minute correctly with errors from Grade 3 AIMSweb Standard Reading Assessment Passages. She reads grade passages successfully, words correct per minute with errors, which is how well grade students read this material in the fall of the year. Summer 2009 *All data and identifying information presented are fictitious

67 Use norm-referenced goal-setting method: Summer 2009 *All data and identifying information presented are fictitious. 153 Bonus Question: Based on the above goal, along with Tabitha s Present Levels of Educational Performance, calculate the Rate of Improvement (ROI) needed per week for Tabitha to reach her goal on time. Summer 2009 *All data and identifying information presented are fictitious

68 Calculating expected weekly ROI toward goal 1. First, determine gain score by subtracting goal score from score obtained on goal-level SLA probes. Formula to calculate Gain Score: Subtract SLA Score on goal level passages (22) from Goal Score (89) = GAIN SCORE (67) 2. Calculate weekly expected ROI = Gain Score / # of weeks allotted to reach goal. Goal for Tabitha: In 36 weeks, Tabitha will read 89 words correctly, with 4 or fewer errors, from Grade 3 Standard Progress Monitor Reading Assessment Passages. Summer 2009 *All data and identifying information presented are fictitious. 156 Goal Criteria and Method Consider your goal criteria and method: What student-related factors were involved in deciding the goal? How did the discrepancy between current performance and expected performance influence your decision about the goal? What other factors were involved in your goal-setting decision, if any? Summer 2009 *All data and identifying information presented are fictitious

69 8 Writing Effective Instructional Program / Intervention Descriptions Summer Writing the Intervention Title & Description Properly documenting instructional programs using Progress Monitor Software: Interventions must be written so that they may be thoroughly understood by anyone who has access to that student s data or who is responsible for his/her progress. Interventions, combined with Progress Monitor data, inform which programs work and which programs that did not work so that ineffective programs are not inadvertently re-administered. Therefore, it is recommended that the conditions under which the student received instruction are clearly reported, as well as any adjustments to those conditions that are made along the way. Summer

70 Writing the Intervention Title & Description Writing the Recipe for Student Success Describe your instructional programs as if they were a recipe for your favorite dishes. The greater the detail in the recipe the more success you will have in replicating it The greater the detail in your instructional recipes the greater your success will typically be in: Ensuring students receive consistent and appropriate instruction if they transfer to/from teachers, buildings, etc. Improved ability to defend your decision-making when changing components of student s instructional programs Enables teacher to see all of the variables that may impact the student s learning and thus improves the teacher s ability to later tweak those variables to improve student outcomes May reduce weakness of cases brought to litigation or other similar challenge when you have accurately and fully adhered to the recipe written. Summer Writing the Intervention Title & Description Compare the following recipes (Version 1 & 2). Which one is more easily replicated successfully? Chocolate Chip Nut Cake: Version 1 INGREDIENTS: Some Flour A little Baking powder Dash of Baking soda Salt Butter or margarine Lots of sugar eggs Chocolate chips PREPARATION INSTRUCTIONS: Preheat oven Put cake in pan Bake for desired time Enjoy (?) Summer 2009 Reference: 5/6/09:

71 Writing the Intervention Title & Description Chocolate Chip Nut Cake: Version 2 INGREDIENTS: 2 1/2 cup Flour 3 tsp Baking powder 1 tsp Baking soda 1/4 tsp Salt 1 cup Butter or margarine 1 cup Sugar 3 eggs 1 cup Sour cream 2 tsp Vanilla 1 cup Chopped nuts 1 cup Chocolate chips 1/2 cup Brown Sugar 2 tsp Cinnamon PREPARATION INSTRUCTIONS: Oven Temp ~ 350 Baking Time ~ 1 Hour Pan Type ~ 10 inch tube pan Preheat oven, Grease pan. Sift together the first four ingredients. Set aside. Cream together the next three ingredients, beating in the eggs one at a time. Add the sour cream and vanilla to the creamed mixture. Add flour mixture to creamed butter mixture and mix together. Mix together the nuts, chocolate chips, brown sugar and cinnamon. Pour 1/2 the batter in the pan, then sprinkle on 1/2 the chocolate chip mixture. Add the remainder of the batter, then sprinkle the remainder of the chocolate chip nut mix on top. Bake for desired time, remove from oven and let cool for 5 minutes, loosen the sides of cake with a butter knife. Invert cake onto serving plate and remove from pan Summer 2009 Reference: 5/6/09: GROUP ACTIVITY: (~5 minutes) OPTIONAL Step 1: Read the following sample case: Writing the Intervention Title & Description Michael Martin s Progress Monitor schedule was just transferred to your caseload today. He transferred to your school this week from another school in your district. Today you are reviewing his AIMSweb Progress Monitor report and see that he has received two instructional programs (i.e., interventions) thus far. The first program did not work well. The 2nd program appears to be working successfully: (See report on next slide.) Summer 2009 *All data and identifying information presented are fictitious

72 OPTIONAL Summer *All data and identifying information presented are fictitious. Step 2: As a group, consider and discuss the following: Would you be successful in delivering the following instructional program / intervention? Intervention 1: Reading tutoring. Intervention 2: Increase tutoring. OPTIONAL Do you have enough information, by reading the Progress Monitor report s program description alone, to deliver the program / intervention successfully? What other information do you need to know? Writing the Intervention Title & Description Summer

73 Writing the Intervention Title & Description Writing effective program descriptions: Consider the following eight criteria and examples: 1. Who: General education teacher, reading specialist, special education teacher, social worker, psychologist, parent, etc. 2. What: Reading intervention program title & level, The A+ Math Program, Level 2, trade-books, self-selected reading, repeated reading, behavior plan (describe), core curriculum, specific phonics skill instruction, etc. 3. Where: General education classroom, push-in instruction, pull-out instruction, resource room, social worker, intervention specialist s room, after-school program, etc.. 4. When: After-school program, morning, during math instruction, afternoon, during core reading program, never during core reading program, etc. (Continued on next slide) Summer Writing the Intervention Title & Description Writing effective program descriptions: Consider eight criteria and examples 5. Why: Level 2a of A+ Math addresses John s recently identified deficit in 2- digit x 2-digit addition and subtraction with regrouping. ABC Reading, Level 4 addresses John s recently identified deficit in diphthongs and digraphs, etc. 6. How often: 3x per week, every Monday, daily, twice per day, etc. 7. How long: 20 minutes, 10 minutes, one hour, during 1 st period, etc. 8. Other pertinent data: An attendance plan has also been added to ensure John receives the instruction offered (describe plan), a behavior plan has been added to increase frequency in which John turns in assignments and homework by the due date. Summer

74 Writing the Intervention Title & Description SUMMARY: Interventions must be written so that they may be understood and replicated easily as needed by others who read them. Examples Low quality High quality Program Label / Title Intervention Intervention 1; ABC Reading Intervention 4 Tier 2: Int. 1 Best Reading Program Tutoring Reading help Tier 2 Program / Intervention Descriptions Michael needs work on CVC and CVCE decoding skills, and skills to which those are prerequisite; therefore, Michael is receiving 30 minutes of pull-out reading instruction 3x per week, in the morning, using the ABC Reading Program, Level 2a, with Ms. Smith, the reading specialist. He will not be pulled out during core reading instruction in the general education classroom. Summer 2009 *All data and identifying information presented are fictitious. 169 Writing the Intervention Title & Description Summer 2009 *All data and identifying information presented are fictitious

75 Exercise 2: 2 7c Maya Cloud Grade 5 student Summer For this case, assume: 1. That the Survey Level Assessment (SLA) was obtained in the Fall 2. The Goal Date will be in 36 weeks (end of school year) DIRECTIONS: Task 1: Using the graph below, determine Maya s performance level for each median Survey Level Assessment score obtained (based on Fall Norms). Task 2: Write down Maya s performance level (e.g., Average, Below Average, etc.) in the table above. Summer 2009 *All data and identifying information presented are fictitious

76 Summer 2009 *All data and identifying information presented are fictitious. 174 Summer 2009 *All data and identifying information presented are fictitious

77 Set Goal: Use Norm-referenced referenced method Summer 2009 *All data and identifying information presented are fictitious. 178 OPTIONAL Bonus Question: Based on Maya s new 36-week goal (104 wrc/min on Grade 4 Passages), along with Maya s Present Levels of Educational Performance (below), calculate the weekly Rate of Improvement (ROI) needed per week for Maya to reach her goal on time. Calculate Gain Score (Goal Score SLA score for Grade 4): Divide Gain Score by Number of weeks: = weekly ROI Summer

78 Now that we have calculated a goal for Maya using the norm-referenced method, let s practice goal setting using the weekly ROI-method Summer Use ROI method to calculate goal. Summer 2009 *All data and identifying information presented are fictitious

79 Use the following charts as needed to determine Maya s goal using the ROI method. Summer Bonus Question: Based on the above goal, along with Maya s Present Levels of Educational Performance, calculate the Rate of Improvement (ROI) needed per week for Maya to reach her goal on time. Summer 2009 *All data and identifying information presented are fictitious

80 Goal Criteria and Method Consider your goal criteria and method for Maya: What student-related factors were involved in deciding the goal? How did the discrepancy between current performance and expected performance influence your decision about the goal? What other factors were involved in your goal-setting decision, if any? Summer 2009 *All data and identifying information presented are fictitious. 190 Exercise 3: 7d Zachary Johnston Grade 6 student Summer 2009 *All data and identifying information presented are fictitious

81 For this case, assume: 1. That the Survey Level Assessment (SLA) was obtained in the Fall 2. The Goal Date will be in 36 weeks (end of school year) DIRECTIONS: Task 1: Using the graph below, determine Zachary s performance level for each median Survey Level Assessment score obtained (based on Fall Norms). Task 2: Write down Zachary s performance level (e.g., Average, Below Average, etc.) in the table above. Summer 2009 *All data and identifying information presented are fictitious. 192 Summer 2009 *All data and identifying information presented are fictitious

82 Summer 2009 *All data and identifying information presented are fictitious. 196 Summer 2009 *All data and identifying information presented are fictitious

83 Set goal using Norm-referenced referenced method Summer 2009 *All data and identifying information presented are fictitious. 199 Set goal using ROI method Summer 2009 *All data and identifying information presented are fictitious

84 Use the following charts as needed to determine Zachary s goal using the ROI method. Summer Goal Criteria and Method Consider your goal criteria and method for Zachary: What student-related factors were involved in deciding the goal? How did the discrepancy between current performance and expected performance influence your decision about the goal? What other factors were involved in your goal-setting decision, if any? Summer 2009 *All data and identifying information presented are fictitious

85 Exercise 4: 7e Alyssia Erickson Grade 4 student Summer 2009 *All data and identifying information presented are fictitious. 206 DIRECTIONS: Task 1: Using the graph below, determine Alyssia s performance level for each median Survey Level Assessment score obtained (based on Fall Norms). Task 2: Write down Alyssia s performance level (e.g., Average, Below Average, etc.) in the table above. Summer 2009 *All data and identifying information presented are fictitious

86 Summer 2009 *All data and identifying information presented are fictitious. 209 Summer 2009 *All data and identifying information presented are fictitious

87 6. Summer 2009 *All data and identifying information presented are fictitious. 213 Use the following charts as needed to determine Alyssia s goal using the ROI method. Summer

88 Goal Criteria and Method Consider your goal criteria and method for Alyssia: What student-related factors were involved in deciding the goal? How did the discrepancy between current performance and expected performance influence your decision about the goal? What other factors were involved in your goal-setting decision, if any? Summer 2009 *All data and identifying information presented are fictitious. 218 Support Options A A Review Downloads Tab Help Button Support ( ) aimswebsupport@pearson.com User Guides/Software Guides Admin/Scoring Manuals Summer

89 SURVEY Locate your Certified AIMSweb Trainer s name Enter the password provided to you by your trainer Complete the survey Summer Appendix Supplemental materials for training (optional) Summer

90 AIMSweb National Aggregate Norm Table: Grades 1-8 Grades 1 5: (Grades 6-8 continued on next slide) Summer AIMSweb National Aggregate Norm Table Grades 6-8 (Grades 1-5 continued on previous slide) Summer 2009 *All data and identifying information presented is fictitious