Progress Monitoring Cadre 8 Training February 6 th, 2012.
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Transcript of Progress Monitoring Cadre 8 Training February 6 th, 2012.
Progress Monitoring
Cadre 8 TrainingFebruary 6th, 2012
• We’ve talked about how to select interventions and place students appropriately.
• We’ve also talked about how to create a schedule to allow for core and intervention implementation.
Where We’ve BeenWhere We’ve Been
Now we’re going to talk about what makes an effective progress monitoring measure and some things to consider developing your progress monitoring system.
Where We’re GoingWhere We’re Going
Implementation PlanImplementation Plan
Start with the WhyStart with the Why
Simon Sinek
Why does this matter for Why does this matter for you?you?
• As district leaders, you must understand why:• Certain assessments are used• The progress monitoring system looks the
way it does• Fidelity of the assessments is important• Student goals are set in a certain way
So you can communicate that to staff and understand when staff
communicates to you
TargetsTargets
• Create a conceptual understanding of progress monitoring measures as indicators of student achievement
• Identify logistics and questions to consider when developing your progress monitoring system
Progress Monitoring as an Progress Monitoring as an ““IndicatorIndicator””
Most Miserable U.S. Cities Least Miserable U.S. Cities
Do we have the right Do we have the right ““indicatorsindicators””??
Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values
Phoenix
Portland
Seattle
MinneapolisDenver
New York
Detroit
Cleveland
Chicago
Wall Street Journal, 2011
Forbes, 2012
Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,
etc
Most Miserable U.S. Cities Least Miserable U.S. Cities
Do we have the right Do we have the right ““indicatorsindicators””??
Detroit
Cleveland
Chicago
Forbes, 2012
Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather,
etc
What are some commonly used progress What are some commonly used progress monitoring tools?monitoring tools?
ReadingAIMSWEB Reading CBM, Maze
DIBELS NEXT FSF, PSF, NWF, ORF, Daze
easyCBM PSF, LSF, WRF, PRF, MC Reading Comp, Vocab
MathAIMSWEB M – Computation, M – Concepts & Applications, CBM –
Early Numeracy
easyCBM Numbers & Operations, Measurement, Geometry, Algebra
Written LanguageWriting – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)
What are What are NOTNOT good progress monitoring good progress monitoring tools?tools?
Reading•Phonic Screeners•Report Cards •OAKS
•DRA•Running Records
•Reading curriculum weekly or monthly tests or fluency passages
MathCurriculum weekly testsTeacher created math probes*
OAKS
Written LanguageWriting rubrics* OAKS
* when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes
• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)
Fluent & accurate reading is not the end goal… but a child who cannot read fluently AND accurately cannot fully comprehend written
text.
Do we have the right Do we have the right ““indicatorsindicators””??
Progress Monitoring Progress Monitoring LevelLevel
How do we determine appropriate materials for progress monitoring?
Do we monitor at grade level or instructional level?
Progress Monitoring Level:Progress Monitoring Level:Things to considerThings to consider
• Accuracy is more important than fluency and typically develops first• If a student is accurate (>95%) on grade
level, consider monitoring at grade level• If a student is not accurate consider
monitoring accuracy in addition to fluency
• Can monitor at both grade level AND instructional level• More frequently at instructional level
Out of Grade-Level Out of Grade-Level Progress MonitoringProgress Monitoring
General Recommendations (ORF):•Use the highest level material where the student meets the following criteria:Grade
Level Accuracy Correct Words Per Minute
1st > 90% > 20
2nd > 90% > 40
3rd – 6th > 90% > 50Dynamic Measurement Group, 2012
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Who administers progress monitoring?Interventionist?Literacy specialist or
coach?Classroom teacher?Instructional assistants
(IA)?
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Students with intensiveintensive needs – 1x/week
Students with targetedtargeted needs – at least 1x/month
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
Where will progress monitoring occur?
Where will the materials be kept?
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
All students on one day?1-2 students each day
of the week?Note: Avoid direct
instructional time being used for progress monitoring
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
How is data stored/entered into central database?Person doing progress
monitoring enters their data
Reading specialist or IA enters all student data
How is the data graphed?
LogisticsLogistics
• Who?• How
Often?• Where?• When?• How?
How do you ensure fidelity of data collection?Initial trainingRefresher trainingsFidelity checks
Setting Appropriate Goals Setting Appropriate Goals Is ImportantIs Important
Benchmark
36 WCPM
18 WCPM
Ora
l Rea
ding
Flu
ency
(W
ords
Cor
rect
Per
Min
ute)
Goal Setting & Progress Monitoring Goal Setting & Progress Monitoring HandoutHandout
We talked about what makes an effective progress monitoring measure and some things to consider when setting goals for students in interventions.
Where We’ve BeenWhere We’ve Been
Now we’re going to talk about how you use your progress monitoring data to determine the effectiveness of your interventions for individual students.
Where We’re GoingWhere We’re Going
• Please complete the evaluation for this presentation
• Please write down some things you really want to remember on the “Tools and Take Away” Sheet
EvaluationEvaluation
Talk TimeTalk Time