2008Student Progress Monitoring &Data-Based Instruction in Special

Education

Data-Based Instruction

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What is Data-Based Instruction?

Data-based instruction Progress monitoring is vital

Student progress is continually monitored

Approach of “test-teach-test” Inductive and recursive

Teachers are experimenters Instruction is individualized

Data-based instruction is problem solving

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What is Data-Based Instruction?

Developed within special education Data-based instruction requires special

education teachers to: Understand assessment Understand instruction Become “expert” instructors within the school Become the “go to” person for information

about how to work with the most difficult-to-teach students

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Background of Data-Based Instruction

Developed over the last 20-30 years by researchers and practitioners

Benefits of data-based instruction described in hundreds of scholarly journals

Utilized in special education Now a major focus because of the

Responsiveness-to-Intervention (RTI) movement

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The Role of Special Education and Data-Based Instruction in RTI

We will talk in-depth about RTI tomorrow

Two ways of thinking about Special Education within an RTI framework “Traditional” model

Few tiers (e.g., 3) Special Education is most intensive tier

“Alternate” models Many tiers Special Education may be dispersed among

all the tiers

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“Traditional” Model of Special Education within RTI

Most widely researched model Tier 1

General education Research-validated, whole-class instruction Progress monitoring used to determine

responsiveness-to-intervention Tier 2

General education Research-validated, small-group or

individual instruction Progress monitoring used to determine

responsiveness-to-intervention

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“Traditional” Model of Special Education within RTI

Tier 3 Special education Research-validated, individualized

instruction Progress monitoring is used to develop

and determine responsiveness to instructional programs

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“Alternate” Model of Special Education within RTI

Continuum of general education placements and services in tiers More than 3 tiers could be utilized

Services increasingly intensive across tiers Special educators as co-teachers in Tier 1,

small-group tutors in Tier 2, etc.

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Using CBM to Individually Tailor the Tutoring Protocol

CBM incoming level/slope is used to set IEP goal. CBM is administered weekly. CBM slope is used to assess the effectiveness of

varying instructional components for that student and to inductively formulate an effective, individualized program.

CBM slope is used to quantify response. On the basis of slope, decisions are formulated about when to exit Tier 3. Goal is to return students to Tier 1 or Tier 2 as soon as possible, but weekly CBM continues so that re-entry to Tier 3 occurs as needed.

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PM in Tier 3: Designing Individualized Programs Monitor adequacy of student progress and

inductively design effective, individualized instructional programs

Start with Tier 3 validated tutoring protocol Increase intensity Monitor progress

When adequate, maintain program (with increasing goals, as warranted)

When inadequate, experiment with new instructional component (maintain effective components; eliminate ineffective components)

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Ongoing Progress Monitoring

Example:

For a third-grade student with a learning disability and an IEP math goal, curriculum-based measurement (CBM) is collected each week (e.g., 25 problems sampling the 3rd-grade mathematics concepts and applications curriculum).

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Ongoing Progress Monitoring

Example: For a third-grade student with a learning disability

and an IEP math goal, curriculum-based measurement (CBM) is collected each week (e.g., 25 problems sampling the 3rd-grade mathematics concepts and applications curriculum).

Take baseline and set year-end goal. Draw goal line to represent performance level expected each week of the school year.

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Michael T. Applications 3

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Ongoing Progress Monitoring

Example:

For a third-grade student with a learning disability and an IEP math goal, curriculum-based measurement (CBM) is collected each week (e.g., 25 problems sampling the 3rd-grade mathematics concepts and applications curriculum).

Take baseline and set year-end goal. Draw goal line to represent

performance level expected each week of the school year.

Special education involves five 30-minute math tutoring sessions per week in dyads. Initial program is a validated tutoring protocol. Weekly progress monitoring continues.

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Ongoing Progress Monitoring

Example: For a third-grade student with a learning disability and an IEP math goal,

curriculum-based measurement (CBM) is collected each week (e.g., 25 problems sampling the 3rd-grade mathematics concepts and applications curriculum).

Take baseline and set year-end goal. Draw goal line to represent performance level expected each week of the school year.

Special education involves five 30-minute math tutoring sessions per week. Initial program is a validated tutoring protocol. Weekly progress monitoring continues.

After 8 weeks, the student’s progress is evaluated against the goal line. The special educator determines whether a revision to the program is needed to boost the student’s rate of improvement. If so, an instructional feature, based on a well researched instructional principle, is added to the validated protocol.

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Michael T. Applications 3

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Uh-oh! Make a teaching change.Student's rate of progress is less than the goal line.

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Ongoing Progress MonitoringExample: For a third-grade student with a learning disability and an IEP math goal, curriculum-based

measurement (CBM) is collected each week (e.g., 25 problems sampling the 3rd-grade mathematics concepts and applications curriculum).

Take baseline and set year-end goal. Draw goal line to represent performance level expected each week of the school year.

Special education involves five 30-minute tutoring sessions in dyads on calculation and word problem skills, deficit areas for the student. Initial program is a validated tutoring protocol. Weekly progress monitoring continues.

After 8 weeks, the student’s progress is evaluated against the goal line. The special educator determines that a revision to the program is required to boost the student’s rate of improvement. If so, an instructional feature, based on a well researched instructional principle, is added to the validated protocol.

This iterative process recurs over time so that the teacher uses the progress-monitoring data to formatively design an individualized, appropriate instruction (i.e., scientifically-based and intensive special education and related services) that addresses the general education curriculum.

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Amanda M. Applications 3

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Wait. Not enough scores for decision.You need at least 8 scores to make a decision.

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How Data-Based Instruction will Guide this Workshop

We will be presenting the most researched RTI model.

Under any model, special educators use their knowledge of data-based instruction to guide instructional planning for students who are struggling.

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How Data-Based Instruction will Guide this Workshop

We will discuss the following topics:

– Reading and progress monitoring– Mathematics and progress monitoring– How data-based instruction is used to

guide instructional planning and make decisions about how to increase student achievement (intervention, placement, etc.)

– Responsiveness-to-intervention