Nuts and Bolts of Progress Monitoring Laura Boynton Hauerwas Kristen Matthes May 31, 2006.
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Transcript of Nuts and Bolts of Progress Monitoring Laura Boynton Hauerwas Kristen Matthes May 31, 2006.
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Nuts and Bolts of Progress Monitoring
Laura Boynton Hauerwas
Kristen Matthes
May 31, 2006
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Topics for the morning1. Progress Monitoring Assessment:
• What?• Why?
2. Sample PM tools3. Graphing Data4. Data-Base Decisions
• Setting Goals• Performance Level• Rate of Learning
5. Linking cases to RI RTI processes
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Assessment in a RTI model
BenchmarkingTo screen and identify students who are at-risk and in need of interventions
All students
Three times a year
All areas
At grade-level
Progress MonitoringTo monitor progress of individual students and determine rate of improvement and need for adaptation of intervention
Students who are not achieving benchmarks (PLP, IEP)
Weekly, biweekly, monthly assessments
In area of need
At instructional level
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What assessments do you use?
Reading Math Social-Emotional
Behavior
What measures do you use?
Who do you assess?
When do you assess?
How is the information used? Benchmark/
Progress Monitoring
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Progress Monitoring
Benefits of Progress Monitoring
Parents and students know what is expected
Teachers know what is working or not working with their instruction based on data
Easy to understand way to show parents progress
Teams have comprehensive data on student performance for decision making
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Progress Monitoring
CBMs• Are assessments to monitor progress
• Are designed to serve as ““indicatorsindicators”” of general reading achievement. R-CBM doesn’t measure everything, but measures the importantimportant things.
• Are Standardized testsStandardized tests to be given, scored, and interpreted in a standard way. standard way.
• Are researchedresearched with respect to psychometric properties to ensure accurate measures of learning.
• Are SensitiveSensitive to improvement in Short PeriodsShort Periods of time.
• Designed to be as short as possibleas short as possible to ensure its ““do abilitydo ability.”.”
• Are linked to decision makinglinked to decision making for promoting positive achievement and Problem-Solving
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Progress Monitoring
National Center on Student Progress Monitoring www.studentprogress.org
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Samples of CBMs
• Reading
• Math
• Writing
• Spelling
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MAZE - CBM
AIMSweb Reading Comprehension Measure
www.aimsweb.com
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DIBELS Phoneme Segmentation Fluency
https://dibels.uoregon.edu
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79x
41 644
52 85 264 70 8+
13 07x
B C D E
G H I J
L M N O
Q R S T
V W X Y
A
F
K
P
U
92 )
23
13 =
15 0414 41
Sheet #2
Password: AIR
Computation 4
Name: Date
12 =64 +
47 =13 -
511
311 =+
249 )
10 73x
62x
86x
724 )
655 )
105 )
3574x
90x
306 )
819 )
82 8543 04
+ 90
3223x
45x
306 )
Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd.
Available: from
http://www.proedinc.com
MATH COMPUTATION
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Concepts and Applications
Sample page from a three-page test for Grade 2 Math Concepts and Applications– From Monitoring
Basic Skills Progress
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CBM - Writing
www.interventioncentral.org
Total Words WrittenCorrect Word SequencesWords Correctly Spelled
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Spelling
AIMSweb Spelling Probes
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Date: 1/25/ 04 Time: 2:15 pm Setting: Classroo m/ Ma thStudent: Den n i s Teacher: Miss S Observer: S Freli ngTeacher Behavior: A = Atten tio n : prai se, r ed i rectin g, providin g a c omman d
I = No a tten tio n : provi d ing n o a ttenti on o f an y kin dStudent Behavior: - = Acti ve engag ement : wr iting , read i ng, a nswering
tea cher qu estion+ = O ff ta sk beha vio r : screa min g, r epetitiv e a udi ble noi ses,ou t of seat, l a ug hing , pound i ng fist on ta ble
Interval length: 10 secon ds
Teacher A A A I I I I A A A
Student + + + + - - - - + +
Teacher I A A I I A I I I A
Student - - + - - + - - - -
Teacher A I I I I A A A I I
Student + + - - - - + + - -
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Graphing
Graphing is an essential part of PM
Without graphic displays, the decision making process is difficult
Teacher graphing vs. Student graphing
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How to Develop Graphs
Graphing Data: Beetle, SUV, Race Car
Hand Graphing
Excel and Chart Dog
Web-based data systems
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Hand Graphing1. Establish Baseline (Median score)
2. Set up graph
3. Set Goal
4. Draw Aimline
5. Measure Student Progress
6. Plot Student Performance
7. Connect Indicators of Student Performance
8. Analyze Student Performance
9. Make Instructional Changes
10. Continue to Measure and Monitor Student Performance
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Hand Graphing
Goal 44
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Hand Graphing
Testing SessionsBaseline Session 1 Session 3Session 2 Session 4 Session 6Session 5 Session 7 Session 8
Nu
mb
er
of
Wo
rds
Re
ad
Co
rre
ctly
30
35
40
45
50
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Hand GraphingAdvantages
• Easy to do• No technology
required• Students can easily
maintain their own graphs
• Can be done immediately
• Free
Disadvantages• Added paper• Organization required• No long-term storage• Not automatic
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Excel• Excel Template
Website to access Excel Templates
http://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html
To add trend line:1. Select Data Points2. Right Click …Add Trend Line3. Choose Linear, 4. To find slope –Options Add Equation to the chart (y= slopex+ intercept)
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Chart Dog• Tool at www.interventioncentral.org
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Excel and Chart Dog
Advantage• Automatic• Storage capability
built-in• Easy to do• Clear displays of data• Free if you have
EXCEL, Chart Dog is free
Disadvantage• Requires technology• Time to enter data• Students may not be
able to do data entry themselves
• Requires some understanding of EXCEL or Chart Dog
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Web Based System
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Web-Based SystemAdvantage
• Web based data entry from anywhere
• Storage capability built-in
• Trend line drawn automatically
• Can annotate graphs interventions/goals
• Norms –benchmarks and Rate of Improvement
• Lots of flexibility
• Email graphs
Disadvantage
• Requires technology
• Cost
• Students may not be able to do data entry themselves
• Requires some training
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To do this will take newlearning for everyone
BREAK
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Data-Based Decisions
1. Performance Level • Gaps in Performance
• PLP Not at Grade Level• Special Education Significant Discrepancy
2. Rate of Learning• Trend in performance (slope)
• Response to Instruction• General Direction, Rate of Change
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1. Performance Level: Gap/ Discrepancy
• Be objective. Does it refer to an observable/measurable characteristic of behavior?
• Use numbers to define the discrepancy.– Percentile rank– Discrepancy Ratios– Cut scores
• Norms
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Norms… What to use? Local, National
• Local norms can be helpful to determine local performance levels and rates of progress
• Time consuming and costly to develop• National norms and research norms are
available.
BUT….
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Percentile Ranks
Requires a Larger Normative Data Base, Preferably Benchmark Data
< 25th At Risk, Consider Problem-Solving at the Group Level
<10th Potential Severe Problem, Consider Individual Problem Solving
1. Performance Level
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Discrepancy Ratios
1. Sample 5-7 Students or Whole Class, Grade
2. Figure Median and Graph
3. Divide by 2 and Graph
4. Students Who Performance Below the Line May Need Problem Solving
Performance Level
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Can Compute…
Peer MedianTarget Student Median
145 40
= Discrepancy of 3.6x
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Cut Scores• A number which represents the point at which scores
can be divided into different groups (for example does not meet, meets, and exceeds expectations) for decision-making purposes.
• May be based on research (e.g., a correlation between scoring at or above a certain level on a CBM or DIBELS task and future academic success) or expectation (e.g., grades at C or above, no more than 3 office referrals).
Performance Level
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Generally speaking… - A student who is 1.5x discrepant from his/her peers may benefit from intensive group interventions.– A student who is 2-2.5x discrepant from his/her
peers is appropriate for individualized problem-solving and intensive intervention resources may be appropriate.
Example: Jessica is 2.1x discrepant from peerson the Math CBM and may benefit from
intensive interventions in math.
Data-base decisions on performance level enables team to make decisions about levels of support and resource from the start.
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Rebecca 2nd grader• List all areas of concern:
– Off-task behavior– Reading difficulties– Poor handwriting
• Identify primary area of concern and define it in observable and measurable terms:– Reading – Definition: number words read correctly when reading a grade level
passage orally
• Collect baseline data on primary area of concern and state discrepancy statement:– Baseline data collected in the area of test from CBM reading probes– Discrepancy Statement: Rebecca reads 41 WRC per minute
in Fall of 2nd grade while her peers read ____ WRC per minute __________________________________________________________________
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Rob 7th grader• List all areas of concern:
– Calling out
– Lack of homework completion
– Poor handwriting
• Identify primary area of concern and define it in observable and measurable terms:– Work Completion
– Definition: Turning in teacher assigned work at beginning of class period on the day that it is due.
• Collect baseline data on primary area of concern and state discrepancy statement:– Baseline data collected in the area of review from teacher grade books
– Discrepancy Statement: Rob currently turns in homework 54% of the time while his peers turn in homework 86% of the time (_____ discrepant)
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Data-Based Decisions
1. Performance Level • Gaps in Performance
• PLP Not at Grade Level• Special Education Significant Discrepancy
2. Rate of Learning• Trend in performance (slope)
• Response to Instruction• General Direction, Rate of Change
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2. Rate of Learning
• Why?– Determine when what we are doing isn’t
working and intervene early – Better able to predict student success at
meeting goals– Better able to identify who needs more
intensive instruction
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Name Grade Area Initial Performance Discrepancy
Follow Up Performance Discrepancy
Outcome Decision
Bill 3 Reading 10th percentile 20th percentile
Satisfactory; Maintain Intervention
Susie 2 Math 1.2x NA No Severe Problem
Rob 4 Homework
65% completion 64% completion
No Progress, Problem solve and Modify intervention plan
Rate of LearningTracking Student Outcomes Using Initial Performance Discrepancies
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Rate of Learning
• Analyzing Rate using PM Data
• Rules:– Setting Goals– Data Point Rules– Trend Line Rules– Slope
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Setting Goals
1. End of the Year Benchmarks• GLEs for Reading Fluency (2nd grade 80-100 WPM, 5th grade 125-150)
• AIMSweb Math Computation Norms (1st grade 17 DPM, 5th grade 52 DPM)
2. National Norms for Improvement• Math Calculations (>.3 DPM 2nd and 3rd grade, >.5 DPM 4-6th grade)
(Fuchs, 2006)• Reading Fluency (Deno, 2005)
Grade Modest Reasonable Ambitious
1-2 1 Word Per Week 1.5 Word Per Week 2.0 Word Per Week
3-6 .5 Word Per Week 1.0 Word Per Week 1.5 Word Per Week
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Setting Goals3. Individual ROI
• Weekly rate of improvement in “baseline slope” calculated from 8 data points (Slope: Difference of highest and lowest/#weeks)
• Baseline multiplied by 1.5• Product multiplied by number of weeks until end of year• Add to student’s final baseline score to produce end of year
goal.
Baseline Reading scores: 52, 54, 52, 53, 55, 58, 55, 56
Difference: 58-52 =5Divide by number of weeks: 5/8 =.625 (SLOPE)
Baseline multiplied by 1.5: .625 × 1.5 = .9375Number of weeks left (6 weeks): .9375 ×6 =5.6
Add to final baseline score: 56+5.6 = 61.6
End of the year goal 62
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Jim – 5th grader
Math Calculation
December-January Monitoring 36, 37, 36, 36, 37, 38, 39, 37
January Benchmark38
Base determination on 18 weeks left in the year
What goal would you set for Jim in math for the end of year?
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Jim – 5th grader
End of Year Benchmarks 52 DPM (.77 ROI)
National Norms 47 DPM (.5 ROI)
(38+18*.5)
Individual ROI 48 DPM (.56 ROI)
3/8*1.5 =.56 ROI
38 + (18*.56)
What goal would you set for Jim in math for the end of year?
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Decisions based on data-points
Decisions are based on at least 4 data points• If all 4 scores fall above goal-line, responding to
instruction (increase goal if continues for 4 more data points)
• If scores are hovering about the goal line, continue what you are doing.
• If all 4 scores are below goal-line, but parallel, decide to “wait” for 4 more points to see if student performance accelerates in level to reach original goal.
• If all 4 scores fall below goal-line, not responding to instruction, revise plan and implement different teaching strategy.
• Mark change on graph with vertical line.
Derived from: Fuchs and Fuchs (2006) and Shapiro (2006)
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Maze Monitoring
0
2
4
6
8
10
12
14
16
Baseline Week 1-a
Week 1-b
Week 2-a
Week 2-b
Week 3-a
Week 3-b
Week 4-a
Week 4-b
Nu
mb
er
Co
rrect
Joel
Goal Line
Linear (Goal Line)
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Decisions based on trend lines
Trend lines based on 6-8 data-points
• If trend line is steeper than goal line, increase the goal.
• If trend line is flatter than goal line, revise instruction
• If trend line equals goal line, make no change at this time.
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Maze Monitoring
0
2
4
6
8
10
12
14
16
Baseline Week 1-a
Week 1-b
Week 2-a
Week 2-b
Week 3-a
Week 3-b
Week 4-a
Week 4-b
Nu
mb
er
Co
rrect
Joel
Goal Line
Linear (Goal Line)
Linear (Joel)
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Data-base decision on slope
Rate of Improvement = slope or r(in statistics)
• Y = slopeX + intercept
• Consider discrepancy from ROI norms
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Maze Monitoring
y = -0.2167x + 12.417
y = 0.25x + 11.75
0
2
4
6
8
10
12
14
16
Baseline Week 1-a
Week 1-b
Week 2-a
Week 2-b
Week 3-a
Week 3-b
Week 4-a
Week 4-b
Nu
mb
er
Co
rrect
Joel
Goal Line
Linear (Joel)
Linear (Goal Line)
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Is Jim responding to the
intervention?
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Math Calculations
y = 0.5789x + 37.421
y = 0.5612x + 35.987
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Baselin
e
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
CheckP
oin
t
Week 9
Week 1
0
Week 1
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Week 1
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Week 1
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Corr
ect D
igits
in 4
min
ute
s
Jim
Goal
Linear (Goal)
Linear (Jim)
Checkpoint:•Is Jim Responding to the Math Intervention?•Are modifications necessary?
End of Year: What would you say about Jim’s Math?
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How can you use the literacy, math and social-emotional/behavior assessments that you have? Do they provide information about– a student’s performance level – rate of learning – area of instructional need?
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Your chart might include one of these literacy measures?
R-CBM Rigby DRA
Performance Level
YES YES? YES
Rate of Learning
YES NO NO
Instructional needs
YES? YES YES
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What is the difference between data-driven and data informing?
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Rebecca- 2nd grader
• Fall benchmark some concern• 41 WPM, <25th percentile, 1.96X Discrepant
• Instructional Plan– small group guided reading– book bag for home with leveled readers
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Rebecca- 2nd grader
Rebecca Fall Monitoring
y = 0.4571x + 41.067
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Monitoring Probes
Wo
rds R
ea
d C
orr
ectly
Rebecca
Linear (Rebecca)
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What additional data is needed to modify interventions and
meet Rebecca’s needs?Possible
Hypotheses
Review Interview Observe Test
Rebecca reads 41 WRC per minute in the Fall of 2nd grade while her peers read ____WRC per minute and with small group guided reading limited rate of improvement because …
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Case Example: Rebecca
Possible
Hypotheses
Review Interview Observe Test
She had insufficient opportunity to practice
•Interview Teacher/Parent
•Observe during SSR
•CBM
She lacks the phonological skills to read the text fluently.
•Review her Records
•R-CBM scores
•Interview Teacher/Parent
•Phonological Assessment
Instructional materials are above her reading level.
•Review her Records/CBM scores
•Interview Teacher/Parent
•CBM survey level assessment
Rebecca reads 41 WRC per minute in the Fall of 2nd grade while her peers read 80 WRC per minute and with small group guided reading limited rate of improvement because …
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Case Example: RebeccaPredicted
Hypotheses
Review Interview Observe Test
She had insufficient opportunity to practice
•Instructional Planning Form revealed Rebecca had 15 minutes of independent reading practice per day
•Observation revealed that during SSR, Rebecca often played with items on desk.
•CBM probes indicated that she was not performing comparable to peers
She lacks the phonological skills to read the text fluently.
•Review of records indicated that she had done well in remedial phonics program the previous year and was graduated out of the program.
•IPF suggested that instructional time was given to phonological skills.
•CBM probes indicated that she was not performing comparable to peers; DIBELS assessments did not point to a phonological awareness or phonics problem.
Her reading level is not instructionally appropriate.
•Teacher reports showed that she was at the 25th percentile in the Spring of 1st grade
•Teacher felt that curriculum was appropriate
•Survey level assessment revealed that Rebecca had mastered 1st grade text
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Case Example: Rebecca
Rebecca reads 41 WRC per minute in the Fall of 2nd grade while her peers read 80 WRC per minute and is improving at a limited rate (.5 ROI) because …
She had insufficient opportunity to practice.
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What was the impact of progress monitoring assessments for Rebecca and her teachers?
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Rebecca’s progress during Reader’s Theatre
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3 - 2 - 1
3 things you learned today
2 things you still have questions about
1 statement about how you feel about PM now
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We will have tough choices to make – we’ll decide based on what’s best for our kids
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If you’re not hopelessly confused, you’re out of touch!
If you are hopelessly confused, then you only have one choice
— try stuff.
Tom Peters, Embracing Chaos, 1993
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We will make mistakes – and fix them along the way
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References
Deno, S., Lembke, E. and Anderson, A. (2005) Progress Monitoring Study Group Content Module available at www.studentprogress.org.
Fuchs and Fuchs (April, 2006) Progress Monitoring: Identifying LD and Improving Student Outcomes. Presentation at National SEA Conference on SLD Determination. Kansas City, MO.
Hawkins, and Tilly, D. (Sept. 2005). Response to Intervention On the Ground: Diagnosing the Learning Enabled. Pacific Northwest Institute on Special Education and the Law.
Shapiro, E. (2006). Advanced Issues in Monitoring Student Progress in Reading. Presentation for Pennsylvania Training and Technical Assistance Network on on RTI.
Tilly (Sept, 2005) Problem Identification and Analysis. Presentation at the Principal Lead Problem Solving Initiative, Highland Park, IL.