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Monitor Progress and Adjust Accordingly

About this Key Feature

School-wide Process for Responding to Student Needs

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OM

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Multiple times throughout each school year… Screen students and

organize data

Review data and set goals

Dig DeeperMatch Supports to

Needs

Monitor Progress and Adjust Accordingly

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ILE D

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GAC

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Outcomes Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and Additional

Challenges

Before collecting data, first establish…

Then, at the start of each school year...

Plan Logistics

At least annually…

Evaluate and Refine the Process

Our vision: All Wisconsin students will learn and be successful in life..

Our mission: To build the capacity of Wisconsin schools to develop and sustain a culturally responsive multi-level system of support to ensure the success for all students..

Wisconsin RtI Center

The Monitor Progress and Adjust Accordingly module supports schools in considering whether provided interventions and additional challenges are making a difference, both for individual students and at the school level.

Proactive, preventative, and responsive to students’ behavioral and academic needs

Analyzing student-level data to see if

goals are being met at an acceptable rate.

Evaluating the effectiveness of their

menu of supports

Moving all students to the

goal of meeting or exceeding grade level standards

and expectations

“ (In the past) most teachers intuitively knew who was struggling and most of us were on the right track in a lot of ways, but our practices weren’t as intentional. We now have evidence sooner of whether our instruction is working or not, and so we can make adjustments to serve students better.” RtI Coach Karen Van Noy, Washington

This step moves teams

What supports should we provide?

TOHow are students responding to the supports we are

providing?

What should we do next?

FROM

Why Progress Monitor?

• We do NOT KNOW ahead of time whether an intervention or additional challenges will be successful for an individual student

• Schools cannot ASSUME that the supports they are providing will produce expected outcomes for students.

ActionPlanning

Improving Decision-Making

Problem Solution

Problem

FROM

TO

ProblemSolving Solution

Source: Todd, A. & Cusumano, D. (October, 2012). Team-Initiated Problem Solving (TIPS)

ASSUMPTIONS

INFORMATION

Analyze Progress Monitoring DataPurpose: To review student progress toward meeting instructional goals

Use data-based decision rules to determine effectiveness of interventions and additional

challenges

Celebrate students making strides and

reducing level of support needed

Adjust instructional plans for students

not making expected progress

Establish a schedule that determines the frequency of collecting progress-monitoring

Universal

Intensive

Selected

Incr

ease

d fre

quen

cy

Weekly

Monthly

Determine when teams will convene to review progress-monitoring data.

Universal

Intensive

Selected

Incr

ease

d fr

eque

ncy

Must Have: Teams Need Sufficient Data to Accurately Interpret Student Response

CollaborativeScheduled Meetings

Analyzing Data and Adjusting Instruction: Student Level

Individual

Source: aimsweb.com

School

Analyzing Data and Adjusting Instruction: Student Level

To gauge whether students are meeting established short- and long-term goals at an acceptable rate

To determine whether to make adjustments to the plan

Protocols that guide them through a set of questions to ask about the data

A set of decision rules that guides next-step planning

Teams Develop…

Teams Analyze Data…

G

T

Source: Advanced Applications of CBM in Reading: Instructional Decision-Making Strategies

Present data in user-friendly, visual formats

Is the intervention closing the gap for students below benchmark or accelerating learning for students above?

Inte

rven

tion

star

ts

Days of Instruction

Set a goal: End of year benchmarks

Gap

Spring benchmark

Skill

Lev

el

Fall benchmark

Effective strategy for students moderately below benchmark

A

Days of Instruction

B

Effective strategy for students well below benchmark

Skill

Lev

el

Fall benchmark

Gap

1. Select growth norm: ambitious or realistic

2. Multiply by number of instructional weeks

3. Add to baseline

Set a goal: Use growth norms

Days of Instruction

Set a Goal: Use intra-individual framework

GapC

Skill

Lev

el

Fall benchmark

Effective strategy for students significantly below benchmark

Spring benchmark

Skill

Lev

el

Fall benchmark

F

DStudent D is moderately above the grade level benchmark, At a

minimum, slope should be as steep as average growth rate for same age

peers

Student F is well above the grade level benchmark. Project accelerated

growth, or a slope steeper than the average growth rate.Set a goal: Above benchmarks

Exposure Adherence

Environment Data

Fidelity

Sticking to the plan;

Using “active ingredients”

Frequency, dosage, duration,

attendance

Use of “best practices”, established routines and classroom management

strategies

Sufficient data, right measure, sensitive to

show change

BEFORE changing instruction for a student, first consider fidelity

Interventions• Based on CCSS• Matched to needs• Provided in addition to

UniversalPurpose: To provide underlying supports needed to meet/exceed grade-level benchmarks

Universal

Intensive

Selected

Freq

uenc

y and

dur

ation

Grou

p siz

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cus o

f ins

truc

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Indi

vidua

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Expe

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Incr

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d in

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ity

Intervention Match to Student NeedBelow or Well Below

Additional Challenges Match to Student Need Above and Well Above

Additional Challenges • Based on CCSS beyond

grade-level ceiling• In addition to or in lieu of

Universal level instruction• Purpose: To

enrich/accelerate growth (at least one year of growth in one year’s time)

Universal

Intensive

Selected

Pacin

g an

d co

mpa

cting

Dept

h, co

mpl

exity

, abs

tracti

on

Spec

ializ

ation

Incr

ease

d in

tens

ity

Analyzing Data and Adjusting Instruction: School Level

Individual

Source: aimsweb.com

School

Which of the research- and evidence-based strategies and practices in our menu of supports are showing positive student outcomes?

Which might we want to keep/weed out?