Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011.
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Transcript of Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011.
![Page 1: Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011.](https://reader035.fdocuments.in/reader035/viewer/2022062717/56649e2b5503460f94b19124/html5/thumbnails/1.jpg)
Setting Ambitious & Attainable Student
Goals OrRTI Spring Training
May 3rd, 2011
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Talk to your neighborTalk to your neighbor
• What is your current role in your school/district?
• How do you or your staff currently set goals for students in interventions? – Benchmarks?– Percentile Ranks?– Growth Rates?
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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)
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ObjectivesObjectives
• Progress monitoring as an “indicator”
• Writing objective and complete goals
• Things to consider when setting goals:– What is the goal?– When will they get there?– What progress can we reasonably expect?
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Progress Monitoring as an Progress Monitoring as an “Indicator”“Indicator”
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Progress Monitoring Progress Monitoring ToolsTools
Brief & Easy
Sensitive to growth
FrequentEquivalent forms!!!
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Progress Monitoring Progress Monitoring ToolsTools
Curriculum-Based Measures Curriculum-Based Measures (CBM) (CBM)
General Outcome Measures General Outcome Measures (GOMs)(GOMs)
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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)
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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
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Using the Right ToolUsing the Right Tool
The progress monitoring tool should match the skills being taught.
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Additional Progress Monitoring Additional Progress Monitoring ToolsTools
For more info and a review of available tools, visit
www.rti4success.org (Progress Monitoring Tools Chart)
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Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools(CBM)
VS.
What information does it give you?What information does it give you?
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Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools (CBM)
What information does it give you?What information does it give you?
VS.
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Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools (CBM)
VS.
What information does it give you?What information does it give you?
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Most Miserable U.S. Cities Least Miserable U.S. Cities
Do we have the right “indicators”?Do we have the right “indicators”?
Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values
Wall Street Journal, 2011
Phoenix
Portland
Seattle
MinneapolisDenver
New York
Detroit
Cleveland
Chicago
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Questionable data leads to Questionable data leads to questionable decision-questionable decision-
makingmaking
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Talk to a NeighborTalk to a Neighbor
• In what areas does your school/district have good progress monitoring measures?
• In what areas does your school/district need additional progress monitoring measures?
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Writing Objective and Complete Goals
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What are the 6 essential What are the 6 essential parts of a Goal?parts of a Goal?
1. Goal Date – date by which student is expected to reach goal
2. Condition under which student will perform the behavior
3. Student4. Behavior – clearly defined, observable,
measurable behavior5. Criterion – performance level required to
achieve mastery of the goal6. Evaluation Schedule – frequency of
assessment
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Sample goal formatSample goal format
• By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule).
By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.
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What’s missing?What’s missing?
• In 36 weeks, Edward will read aloud at a rate of 85+ words per minute with 4 or fewer errors. Progress will be monitored weekly. condition
• In 36 weeks, when given a 4-minute, 4th grade AIMSweb M-CBM math computation probe, Jackie will perform at grade level. Progress will be monitored monthly. behavior
• When given a 3-minute story starter, Keith will write 40+ total words in three minutes. Progress will be monitored once every other week. goal date
1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule
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What’s missing?What’s missing?
• By June 7th 2010, when given a DIBELS PSF probe, Frank will orally segment 35 phonemes per minute. eval schedule
• By May 28th 2010, Sarah will complete a math probe with 45 digits correct with less than 4 errors. Progress will be monitored monthly. condition
• In 36 weeks, George will get 80% correct on a 2nd grade math probe. Progress will be monitored once every other week. condition behavior
1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule
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Goal SettingGoal Setting
• Goals should be:
By June 9, 2011 when given a 2nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly.
Moves Harry from needing intensive
support to needing strategic support
AND 3 wcpm per week growth
Measurable Able to be Monitored
Meaningful
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1. What is the goal?2. By when will they get there?3. What does reasonable growth
look like?
Goal Setting: Goal Setting: Things to ConsiderThings to Consider
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Goal Setting: Goal Setting: Things to ConsiderThings to Consider
1.What is the goal? – Criterion-based
• Research-based benchmarks/proficiency
– Norm-based• Minimum of 25th percentile (bottom limit of
average)• School, District, State, National
How do you define How do you define success?success?
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Goal Setting: Goal Setting: Things to ConsiderThings to Consider
2. By when will they get there?– Long term goals always at proficiency
(i.e., grade placement benchmark)– Short term goals may be an incremental
step towards proficiency (i.e., instructional level material)
Does your goal Does your goal close the gap?close the gap?
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Progress Monitoring Progress Monitoring LevelLevel
How do we determine appropriate materials for progress monitoring?
Do we monitor at grade level or instructional level?
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Survey Level Survey Level AssessmentAssessment
• A process used to determine a student’s instructional level
• Step 1: Administer 3 separate passages at grade level. Record median words correct per minute (WCPM) and errors.
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Survey Level Survey Level AssessmentAssessment
• Step 2: Compare median scores (WCPM & errors) to a performance criteria
Instructional Level
Words Correct Per Minute
(WCPM) (Expected Range)
Errors (Expected Range)
1-2 40-60 4 or fewer
3-6 70-100 6 or fewer
From Hosp, Hosp, & Howell, 2007
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Survey Level Survey Level AssessmentAssessment
• Step 3: – If student performance falls within expected
range on WCPM and errors, progress should be monitored at that level or a level higher.
– If student’s performance falls below expected range on WCPM or errors, administer 3 passages from next lowest level and evaluate as compared to performance criteria
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Survey Level Survey Level AssessmentAssessment
• Step 3: – If student performance fails to meet
criteria at 1st grade instructional level, administer early reading measures (e.g. DIBELS PSF or NWF, easyCBM PSF, etc.)
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Survey Level Assessment Criteria Student Performance
Grade WCPM Errors WCPM Errors Pass?
4 70-100 ≤ 6 45, 49, 39 10, 8, 9 No
3 70-100 ≤ 6 55, 59, 64 9, 9, 7 No
2 40-60 ≤ 4 58, 46, 59 4, 5, 3 Yes
1 40-60 ≤ 4
Example: 4Example: 4thth Grade Student Grade Student
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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
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Goal setting at a lower Goal setting at a lower instructional levelinstructional level
• Set goal based on instructional level benchmark (DIBELS Next Example)
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Example: DIBELS Next Example: DIBELS Next GuidelinesGuidelines
• When monitoring a student in below-grade materials, the following steps are recommended:
• Step 1: Determine the student’s current level of performance. (Survey Level Assessment)
• Step 2: Determine the score to aim for based on the end-of-year goal for the level of materials being used for monitoring.
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Example: DIBELS Next Example: DIBELS Next GuidelinesGuidelines
• Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers
• Step 4: Draw an aimline connecting the current performance to the goal.
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Goal setting at a lower Goal setting at a lower instructional levelinstructional level
• Set goal based on instructional level benchmark (DIBELS Next Example)
• Set goal based on instructional level growth rates
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Goal Setting: Goal Setting: Things to ConsiderThings to Consider
3. What does reasonable growth look like?
– National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal)
– Local Growth rates• District, School, Classroom, Intervention Group
What progress can What progress can we expect?we expect?
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“Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.”
Shapiro, 2008
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National Growth Rates: National Growth Rates: ReadingReading
Grade Average ORF Growth
(WCPM)*
Ambitious ORF Growth
(WCPM)*
Average Maze Growth
(WCR)**
1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4
*Fuchs et al (1993), **Fuchs & Fuchs (2004)
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National Growth Rates: National Growth Rates: WritingWriting
Grade Average Growth (TWW)
Average Growth (CWS)
1 0.4 0.22 0.3 0.43 0.3 0.34 0.3 0.45 0.2 0.46 0.6 0.37 0.3 0.28 0 0.2
Based on AIMSWEB Norms
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Grade CBM Comp (Digits
correct)
CBM Concepts & Applications
(Answers correct)
1 0.35 N/A2 0.30 0.403 0.30 0.604 0.70 0.705 0.70 0.706 0.40 0.70
National Growth Rates: National Growth Rates: MathMath
Based on Monitoring Basic Skills Progress (MBSP) Probes
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Not all available probes from different sources are created equally
AIMSWEB ≠ DIBELS ≠ easyCBM
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National growth rates may be well below those obtained in highly successful
interventions and…
…they may not be consistent across the range of your students receiving your
instruction
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Local Growth RatesLocal Growth Rates
What does typical growth look like in…
…your district?…your school?…your classroom?…your intervention group?
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“…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.”
Shapiro, 2008
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Calculating Local Growth Calculating Local Growth RatesRates
1. Determine the normative group:
– All students in your district?– All students in your school?– All students in your classroom?– All students in your intervention
group?
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Calculating Local Growth Calculating Local Growth RatesRates
2. Determine the beginning-of-year and end-of-year level of performance for the normative group:
46.9 93.3
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Calculating Local Growth Calculating Local Growth RatesRates
3. Calculate the difference to get the average yearly student growth.
46.9 93.346.4 words
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Calculating Local Growth Calculating Local Growth RatesRates
4. Calculate the # of instructional weeks between beginning-of-year and end-of-year performance.46.9 93.346.4
words
2nd week of September
4th week of May34 weeks
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Calculating Local Growth Calculating Local Growth RatesRates
5. Divide average yearly student growth by # of instructional weeks to get the average weekly growth.
46.4 words
34 weeks
1.4 1.4 wcpm wcpm per weekper week
=÷
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Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?
• For students in interventions, goals must be set higher than average district or school growth rates.
District growth rates:1.4 wcpm per weekStudent goal based on district growth rates
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Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?
• For students in interventions, goals must be set higher than average district or school growth rates.
District growth rates:1.4 wcpm per weekStudent goal based on intervention group growth rates:2 wcpm per week
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Setting Goals Using Setting Goals Using Growth Rates Growth Rates
(Baseline score) + (growth rate x number of weeks) = GOAL
( ) + ( x ) = 88 wcpm
Example:Baseline (Fall ORF) = 20 wcpm2nd grade intervention growth rate = 2 wcpm per weekNumber of weeks = 34
20 wcpm 2 wcpm34
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Questions/Comments?
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Closing ThoughtClosing Thought
When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps.– Confucious