D E C E M B E R 1 1 , 2 0 1 4B R I A N L L O Y D , E D . S . , N C S P

PROGRESS MONITORING THE SECONDARY LEVEL

LEARNING INTENTIONS AND SUCCESS CRITERIA

By the end of the PLC session you will:• Identify the rationale, purpose and essential features of

progress monitoring.• Understand curriculum based measurement (CBM) and

how to use CBM for progress monitoring.• Learn best practice setting goals for progress

monitoring.• You will practice a simulated survey level assessment.• You will practice setting progress monitoring goals

using grade level ROI expectations.• Learn how to read, interpret, and create various

progress monitoring data graphs.• You will practice making a progress monitoring graph.

HOW DOES IT FIT TOGETHER? UNIFORM STANDARD TREATMENT PROTOCOL

Addl.Diagnostic

Assessment

InstructionResults

Monitoring

IndividualDiagnostic

IndividualizedIntensive

1X to 2x weekly

All Students at a grade level

Fall Winter Spring

UniversalScreening

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly

Step 1Step 2 Step 3 Step 4

Supplemental

1-5%

5-10%

80-90%

Core

Intensive

2-4 times/month

Phonics QuickScreener, DRA, etc.

Small Group, all less than proficient students get the same, balanced, research-validated instruction

PROGRESS MONITORING ESSENTIALS

• Data collected and graphed on an on-going and frequent basis

• Frequency of progress-monitoring is proportional to the intensity of intervention needed

• Intervention plan re-evaluated after at least 6-8 data points are collected

• Consider intervention fidelity, intensity, frequency and match to student need

• Can be implemented with individual students, a small, or large group

•Are sensitive to improvement in brief intervals of time

•Valid, reliable and accurate predictor of the skill being measured

•Designed to be as short as possible to ensure its “do ability”

•Provides prompt feedback on results

•Are linked to decision making for promoting positive achievement and problem-solving

ESSENTIALS OF PROGRESS MONITORING MEASURES

• Medicine measures height, weight, temperature, etc.

• Companies report earnings per share.• McDonalds measures how many hamburgers

they sell.

CBMs As General Outcomes Measures

RESEARCH SHOWS…LYNN S. FUCHS, VANDERBILT UNIVERSITY AND INGRID OXAAL, OFFICE OF SPECIAL EDUCATION PROGRAMS, U.S. DEPARTMENT

OF EDUCATION (2007)

• CBM produces accurate, meaningful information about students’ academic levels and their rates of improvement.

• CBM is sensitive to student improvement.

• CBM has high correlation with high-stakes tests.

• When teachers use CBM to inform their instructional decisions, students achieve better.

HOW OFTEN TO PROGRESS MONITOR

• How often do you progress monitor?

• I would recommend scheduling your progress monitoring to the frequency in which you will use the data.

• The prevailing message from best practice indicates at least 6-8 data points are needed to make important decisions.

• At minimum, special education teachers should monitor progress on a monthly basis if you are using CBMs to monitor skill growth.

• You may want to give progress monitoring measures every other week to help with problem solving and to change/adjust instruction and intervention.

PROGRESS MONITORING MEASURES

• AIMSWeb and DIBELS are both commonly used curriculum based measures (CBM).

• AIMSWeb and DIBELS are not the only options:• http://www.rti4success.org/progressMonitoringTools • easyCBM http://easycbm.com/ • STAR http://www.renlearn.com/se/ • iSTEEP http://www.isteep.com/login.aspx• You can also create your own (if you have a ton of

extra time on your hands and are good at creating local norms and have grade leveled materials and…)

• AIMSWeb will be used as demonstration measures.

PROGRESS MONITORING STEPS

1. Identify Students who will be progress monitored and which CBM or CBMs will be used.

2. Get baseline CBM score for students. Obtain within 2 weeks prior to the start of interventions if you can. If you can’t, obtain a baseline the first week of the intervention.

3. If baseline is below 10th percentile at grade level, strongly consider survey level assessment until the student scores between 10th and 25th percentiles.

4. Set/calculate a goal score for the student or group of students.

5. Schedule frequent progress monitoring probes (1-4x/month for strategic and/or special education monitoring). The frequency will depend on your timeline for decision making (6-8 data points).

6. Chart student progress on graph with aim/goal line and student scores.

7. Review progress frequently and make instructional decisions based on student performance data.

8. Go back to step 1

IDENTIFYING STUDENTS AND SKILLS

• Use universal screener reports (consider instructional sorts), teacher observation and personal knowledge, curricular (reading street tests, teacher made tests, etc) assessment data, and any other relevant data to determine intervention groups.

• Determine the instructional focus need for each intervention group.

• The instructional focus may dictate your use of progress monitoring measure.

• For example:

• Phonemic awareness = PSF, alphabetic principle/phonics = NWF or LSF, basic reading or reading fluency or most other = R-CBM or DORF, basic comprehension or silent reading = MAZE.

• Math calculation = M-COMP, Math problem solving = M-CAP.

WHERE TO START?

• The selection of what CBM to use for progress monitoring depends on what you have decided to target within your problem-solving process.

• Choose the measure that corresponds to the skill that you have decided to target for intervention.

• Reading - If not clear which measure to use, then R-CBM to monitor oral reading fluency.

• Math – If not clear which measure to use, then M-COMP.

• Writing – Correct Writing Sequence (CWS)

WHERE TO START – WHAT GRADE LEVEL?

• Establish student’s performance on grade level assessment (use benchmark if within the last two weeks). Establish student’s functional level on the measure, the highest level at which the student performs in the average range (25th-75th percentile)

• If student is more than 2 grade levels behind, consider using a lower grade level. In that case, one year above the student’s functional level is generally recommended.

• Match to the grade level that you hope the student will reach by the end of the intervention period.

• When in doubt, use the same grade level as the student.

RATES OF IMPROVEMENT (ROI)

• What is ROI?• Rate of improvement tells us a student’s growth over

time.• Many popular CBMs provide expectations for what score

change we can expect on a weekly basis. This is why CBMs are SOOOoo cool!

SELECTING PROGRESS MONITORING GOALS

• There are differing “acceptable” methods for setting progress monitoring goals.

1. Use 1.5 times the ROI for students at the 50th percentiles for tier 2 and 2.0 times the ROI for students at the 50th percentiles for tier 3.

2. Using the Growth Norms to select a goal for different achievement bands at specified percentiles.

• This method is best for making sure the ROI goal is best matched to student needs and skills.

• You will need to decide which GN growth percentiles you select and under which circumstances.

3. Selecting default benchmark scores for grade levels or percentiles (usually 25th or 50th) for all students. Use Growth Norms to make sure they close the gap and isn’t too ambitious. MOST LIKELY TO MAKE MISTAKE!

STEPS 1-2

• Step 1: Determine whether you can use grade level measures. If not, find what grade level you need.

• AIMSWeb survey assessment procedures indicate that you go down a grade level when the student scores below the 10th percentile.

• Remember though that when in doubt, use grade level measures for progress monitoring.

SURVEY LEVEL ASSESSMENT

• 1. Administer the screening probe(s) at the student’s current grade level.

• 2. Determine the percentile rank of the student’s score on the screening measure. (Note: For R–CBM, use the median of the student’s three screening probe scores.) If the student’s score ranks above the 10th percentile, proceed with progress monitoring at grade level. If the student’s score ranks at or below the 10th percentile, proceed to step 3.

• 3. Step back one grade level and administer that grade’s screening probe(s). If the student’s score ranks above the 10th percentile, proceed with progress monitoring at this grade level. If the student’s score ranks at or below the 10th percentile, repeat step 3, stepping back one grade level at a time until the student achieves a score that ranks above the 10th percentile, and proceed with progress monitoring at that grade level.

SURVEY LEVEL ASSESSMENT

• OK, let’s make this easier.

• Start at grade level and go backwards until you find where the student’s score is between the 10th and 25th percentile.

• If the score is above the 25th percentile, you’ve gone to far. Go a grade higher (even if below 10th percentile).

• Use that score at that grade level to set the baseline and set the goal score.

READING CBM - SLA (GIGI)USE OF 3 PASSAGES IS GREAT IF YOU HAVE TIME

Grade Reading

Assessment Passage

Passage 1

WRC/E

Passage 2

WRC/E

Passage 3

WRC/E

MedianWRC/E

Winter CBM achievement

Level

4 48/7 43/4 44/6 44/6 <10th %Severe Reading Problem

3 57/4 52/8 56/2 56/4 10th-25th %At-Risk Reader

2 57/1 54/3 57/2 57/2 25th-50th % Average Reader

STEP 3 – SETTING A GOAL SCORE

• We’ve recommended using 1.5 times the ROI at the 50th percentile on the AIMSWeb norms. We also recommend the use of 2.0 times the ROI at the 50th percentile for ambitious goals and/or for students receiving tier 3 interventions. This still works great.

• Another method is using new AIMSweb growth norms. I’ll show that at the end.

• You could also use a criterion score like benchmark score to set goals, but I don’t recommend it.

• Let’s start by practicing using the 1.5 multiplier.

SELECTING PROGRESS MONITORING GOALS

• Pull out the Using 1.5 (or 2.0) Multiplier of ROI At 50th %ile To Set PM Goals practice sheet handouts.

• Let’s practice in pairs.

UNDERSTANDING NEW GROWTH NORMS

• AIMSWeb 2.0 has automated/easier progress monitoring decision making using fairly recently released growth norms.

• AIMSWeb suggests using these for setting progress monitoring goals. They are better because:• More specific to each students level of performance.• More appropriate to the time of the year in which they are

being monitored.

• An explanation of how to use the new growth norms without using AIMSWeb 2.0 is needed.

UNDERSTANDING NEW GROWTH NORMS

• The weekly rate of improvement you select to determine your goal is going to depend on the grade (of course), the benchmark/baseline score the student achieved, and the period of time you are monitoring.

• You will use a different set of weekly ROIs when setting goals for fall to winter, than you would when setting goals between winter to spring, and another different set of ROIs when setting yearly goals.

• It’s not as complicated as it sounds when you actually do it.

UNDERSTANDING NEW GROWTH NORMS

• See the handed out ROI Growth norm table page for fifth grade or download your own digital copy:

UNDERSTANDING NEW GROWTH NORMS

• Step 2: Select the ROI using the ranges provided in the ROI Growth Norms Table. Reference the column for the time of the year.

Use the highest score in this range

UNDERSTANDING NEW GROWTH NORMS

We recommend the ROI at the 75th %ile Growth Norm

UNDERSTANDING NEW GROWTH NORMS

• Step 3: Use the baseline, number of weeks of progress monitoring, and your newly referenced ROI to calculate a goal score.

UNDERSTANDING NEW GROWTH NORMS

Pull Out Using Growth Norms to Set PM Goals Sheet and Work in

Pairs

UNDERSTANDING GROWTH NORMS

UNDERSTANDING GROWTH NORMS

GROWTH NORMS ANSWER

GRAPH YOUR SCORES

• Illuminate Ed• Goal Setting Profile• Graph by hand• Have students graph their own progress (has

been found to increase student motivation).• Graph using Excel• Graph using online tool (such as chartdog.org).• Graph using websites such as AIMSweb.com,

dibels.org/next.html, or easycbm.com.

GRAPH BY HAND

Goal LineStudent Scores

GOAL SETTING PROFILE

GRAPH USING EXCEL

GRAPH USING EXCEL

GRAPH USING MANAGED DATABASE SITES

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