Today’s Learning Objectives: 1.What is Progress Monitoring? 2.Brief review of Universal Screening...
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Transcript of Today’s Learning Objectives: 1.What is Progress Monitoring? 2.Brief review of Universal Screening...
TodayToday’’s Learning Objectives:s Learning Objectives:1.1. What is Progress Monitoring?What is Progress Monitoring?
2.2. BriefBrief review of Universal Screening data, review of Universal Screening data, identifying students “in need,” and how data connects to Instructional Decision-Making and Progress Monitoring
3.3. Survey Level Assessment (SLA)Survey Level Assessment (SLA) & Determining Students’ Current Success Level (Present level of educational performance)
4.4. Setting individualized student goalsSetting individualized student goals when progress monitoring—using one common method involving normative data
5.5. Determining the schedule and frequency of monitoring progress:Determining the schedule and frequency of monitoring progress:a. Durationb. Frequency
6. Data interpretation, case studies and practice exercisescase studies and practice exercises
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What is What is Progress Monitoring?Progress Monitoring?
Important qualities of tools used to Important qualities of tools used to frequently monitoring academic frequently monitoring academic
progressprogress
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Research-Based Best Practices:Research-Based Best Practices: Systematic Formative Evaluation that requires the use of standardized assessment toolsstandardized assessment tools that are:
1.1. Of Of similar difficultysimilar difficulty
2.2. Given the same wayGiven the same way each time.
(AIMSweb® Offers these features.)
Progress Monitoring Involves:Progress Monitoring Involves:
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A Brief Review of A Brief Review of Universal Screening Data: Universal Screening Data:
Identifying Students At-Risk for Identifying Students At-Risk for Academic FailureAcademic Failure
*All data and identifying information presented are fictitious.
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Michael Martin Michael Martin (fictitious)(fictitious):: A student with Universal Screening data that indicates he is performing significantly behind peers and targets.
*All data and identifying information presented is fictitious.
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Box & Whiskers Graphs (Box Plots): Box & Whiskers Graphs (Box Plots): A 3-Step ExplanationA 3-Step Explanation
AIMSweb commonly uses box plots to report data.
AIMSwebAIMSweb’’s Box plots are s Box plots are somewhat similar in somewhat similar in shape and representation shape and representation as to a vertical bell curve.as to a vertical bell curve.
7575thth percentile percentile
Median (50Median (50thth percentile)percentile)
2525thth percentile percentile
9090thth percentile percentile
1010thth percentile percentile
Above 90Above 90thth percentilepercentile
Average range of Average range of population population includedincluded
in sample.in sample.
Below Average Below Average RangeRange
Above Average Above Average RangeRange
Below 10Below 10thth percentilepercentile
Michael Martin
Target Line
**
*
**
*
**In relation to user-defined comparison group
1 3
2
Average Range (middle 50%)
Well Below Average
Well Above Average
Fall Benchmark Data for Fall Benchmark Data for Michael MartinMichael Martin
Martin, Michael: Grade 5
(All identifying information and scores are fictitious.)
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Compare Performance Across GroupsCompare Performance Across Groups
Grade 5:MichaelMichael’’s Schools School
Grade 5: MichaeMichaell’’s Districts District
Grade 5: National National Aggregate NormsAggregate Norms
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AIMSweb National Norms AIMSweb National Norms Michael MartinMichael Martin
Compare Michael Martin Fall 5th grade student:
48 wrc / 12 errors*All data and identifying information presented are fictitious. 10
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Survey Level Assessment (SLA)Survey Level Assessment (SLA)
*All data and identifying information presented are fictitious. 11
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Grade 5:
48/12Grade 4:
67/10
Grade 3:
76/8
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SLA: Students are tested in successive levels of general curriculum, beginning with their current expected grade placement, until a level at which they are successfulsuccessful is determined.
Grade 5 Median: 48/12
Grade 4 Median: 67/10
Grade 3 Median:
76/8
Survey Level AssessmentSurvey Level Assessment
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*All data and identifying information presented are fictitious. 13
SSurvey urvey LLevel evel AAssessmentssessment (SLA):(SLA):Uses National Normative DataUses National Normative Data
Reading Curriculum Based Measurement (R-CBM)Reading Curriculum Based Measurement (R-CBM)
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Grade 5:
48/12
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SSurvey urvey LLevel evel AAssessmentssessment (SLA):(SLA):
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Grade 5:
48/12Grade 4:
67/10
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SSurvey urvey LLevel evel AAssessmentssessment (SLA):(SLA):
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Grade 5:
48/12Grade 4:
67/10
Grade 3:
76/8
*All data and identifying information presented are fictitious.
SSurvey urvey LLevel evel AAssessmentssessment (SLA):(SLA):
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““Michael Martin currently reads about 48 words correctly, with 12 errors, from Michael Martin currently reads about 48 words correctly, with 12 errors, from Grade 5 Standard Reading Assessment Passages. Grade 5 Standard Reading Assessment Passages.
He reads Grade 3 reading passages successfully; 76 words correct per minute, He reads Grade 3 reading passages successfully; 76 words correct per minute, with 8 errors, which is how well average beginning 3with 8 errors, which is how well average beginning 3 rdrd grade students read this grade students read this material.material.””
*All data and identifying information presented are fictitious.
Using SLA Data for describing Using SLA Data for describing Present Levels of Present Levels of
Educational PerformanceEducational Performance
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Grade 5:
48/12
Grade 4:
67/10
Grade 3:
76/8
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Setting Individualized Setting Individualized Student Goals: Student Goals:
The Principles & The PracticeThe Principles & The Practice
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The PracticeThe Practice
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Methods for Setting Goals Using Methods for Setting Goals Using General Outcome Measures & General Outcome Measures & Frequent Progress MonitoringFrequent Progress Monitoring
There are multiple ways in which to set performance goals for students when progress monitoring.
Those include, but are not limited to:
• Using school, district, or state pre-approved targetstargets
• Using a cut scorecut score that predicts likelihood of passing high stakes testshigh stakes tests
• Using desired Rate of Improvement (ROI)Rate of Improvement (ROI) in relation to the period of time by which the student is expected to reach the goal
• Reducing the “achievement gap” by using normative datanormative data as a reference (local or national norms) S
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A Common Method for A Common Method for Goal Setting with Frequent Progress Goal Setting with Frequent Progress
Monitoring:Monitoring:
Using Normative DataUsing Normative Data
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50% of students in 5th grade at this school are performing between 90-128 wrc/min.
These students represent the MIDDLE 50% of students in the comparison group (school).
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Michael MartinMichael Martin
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“Core” Curriculum: “Core” instruction is often delivered in a way that meets “middle” students more than the students in the “whiskers.”
Implication? BM data reflects current status of performance—and also where the “core” must work to move middle students higher by next benchmark period.
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Michael MartinMichael Martin
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Grade 5:
48/12Grade 4:
67/10
Grade 3:
76/8
*All data and identifying information presented are fictitious.
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Michael MartinMichael Martin
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*All data and identifying information presented are fictitious.
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Michael MartinMichael Martin
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Sample: 36-week36-week expectation for performance = GOALGOAL
Goal for Michael is set at about the 25th percentile (spring),
98wrc/min, rounded to
(Norm-referenced goal setting method)
Reading Curriculum Based Measurement (R-CBM)Reading Curriculum Based Measurement (R-CBM)
Goal for Michael is set at about the 25th percentile (spring),
98wrc/min, rounded to
(Norm-referenced goal setting method)
Determining the Schedule & Determining the Schedule & Frequency for Monitoring ProgressFrequency for Monitoring Progress
*All data and identifying information presented are fictitious.
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Duration: How long?Duration: How long?Frequency: How often?Frequency: How often?
How much data should be collected?How much data should be collected?
Making Data-Based Decisions With Progress Monitor
Typically need at least 7-10 data points (Shinn & Good, 1989) before making programming decision— and you may need to collect more if uncertain.
Christ & Silberglitt (2007) recommended 6-9 data points
As the number of data points increases, the effects of measurement error on the trend line decreases.Exception- 3-4 consecutive data points below aimline
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AIMSweb Progress Monitor provides the new ROI after the entry of three (3) data points.
Understanding Elements of an AIMSweb Understanding Elements of an AIMSweb Progress Monitor GraphProgress Monitor Graph
Four Criteria To Consider:
Criteria #1.Criteria #1. Trend line meetsmeets (or is on-target to meet) AIM line for ultimate goal:
Success! Once goal is met, consider transition to less intensive program or new goal as needed.
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How much data should be collected?How much data should be collected?
Criteria #2Criteria #2. Trend line and AIM line will intersect in relatively near will intersect in relatively near futurefuture?Keep with current intervention until goal is reached.
*All data and identifying information presented are fictitious.
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How much data should be collected?How much data should be collected?
Criteria #3aCriteria #3a. Trend line exceeds AIM lineexceeds AIM line?a. Consider increasing goal or difficulty levelincreasing goal or difficulty level
Grade 5 student reading grade 4 passages. Goal was changed from 104 wrc/min to
125 wrc/min.
NOTE: When changing a goal to require a different grade level of material, start a new schedule.
Do not use the same schedule as the data are not comparable (i.e., 50 wrc/min on a 5th grade passage means something different than 50 wrc/min on a 3rd grade passage.)
*All data and identifying information presented are fictitious.
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How much data should be collected?How much data should be collected?
Criteria #3b.Criteria #3b. Trend line exceeds AIM lineexceeds AIM line?
b. Or, retain the current intervention and close the gap even faster if this goal is the final performance level the student is to reach while being progress monitored.
Grade K student on Grade K PSF probes.
Student may reach goal in mid-March, rather than the end of May if progress continues at same rate of improvement.
*All data and identifying information presented are fictitious.
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How much data should be collected?How much data should be collected?
Criteria #4Criteria #4. Trend line will not likely intersectnot likely intersect AIM line—and/or moves in opposite direction of AIM line:
Consider adding additional interventionadding additional intervention, changing variable, and/or intensifying program changes.
Note four data points are
already below the AIM line.
*All data and identifying information presented are fictitious.
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How much data should be collected?How much data should be collected?
Building Confidence in Building Confidence in Decision-MakingDecision-Making
Variability of the data: a. The “more variable” the data, the
larger the error in the slope.
The larger the error in the slope, the more data points are needed to gain confidence in the trend/actual progress made.
b. The "tighter" the data, the fewer the number of data points potentially needed to be “confident” in the trend developing.
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The direction of the trend:a. If all the data points are below
the aimline and going strongly negative, you will not likely need 7-10 data points to confirm "uh-oh!"
b. In contrast, if all data points are above the line and in strongly positive direction, the opposite applies—you won’t likely need 10 data points to say, "wow" and increase the ambitiousness of your goal.
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Building Confidence in Building Confidence in Decision-MakingDecision-Making
How Frequently to Assess?How Frequently to Assess?
Balance IDEAL with FEASIBLE:
Too little data, too infrequently means students may stay in ineffective programs longer than necessary.
See example on next slide.
*All data and identifying information presented are fictitious.
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Decision-MakingDecision-Making
*All data and identifying information presented are fictitious.
5 data points over 15 weeks. 5 data points over 5 weeks.vs.
Note that a student may potentially be in an ineffective program longer than needed when data collection is not done frequently enough.
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Frequency of Assessment Directly Frequency of Assessment Directly Related to Student AchievementRelated to Student Achievement
Similar results found by Fuchs & Fuchs (1986)
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Now that we have calculated a goal using the norm-referenced method, let’s practice goal setting using the weekly ROI-method…
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OPTIONAL
Use ROI Use ROI method to method to calculate goalcalculate goal
..
*All data and identifying information presented are fictitious.
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Reading Curriculum Based Measurement (R-CBM)
3. Write a Rate of Improvement goal for Maya, assuming 36 weeks until her annual review.
In ___ weeks, Maya will read ___ words correctly, with ____ or fewer errors,
from Grade ___ Progress Monitor Reading Assessment Passages.
OPTIONAL
Use the following chart as needed to determine Maya’s goal using the ROI method.
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OPTIONALWell Below Average
Well Below Average
Below Average
Average
Well Above Average
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Well Below Average
Well Below Average
Below Average
Average
Well Above Average
• Double ROI on Norm chart to set ambitious goal:
.78 x 2 = 1.6
• Multiply by # weeks to get gain:
1.6 x 36 wks = 57.6
• Add gain to baseline score:
39 (baseline) + 58 = 97
Goal Setting: ROI Method
ROI GOAL: 97 wrc/minROI GOAL: 97 wrc/min
OPTIONAL
..
*All data and identifying information presented are fictitious.
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Reading Curriculum Based Measurement (R-CBM)
3. Write a Rate of Improvement goal for Maya, assuming 36 weeks until her annual review.
In 36 weeks, Maya will read 97 words correctly, with 4 or fewer errors, from
Grade 4 Progress Monitor Reading Assessment Passages.
Goal Setting: Goal Setting:
ROI Method ROI Method
POSSIBLE ANSWER: POSSIBLE ANSWER:
* Dependent upon ambitious, but feasible goal for individual student.* Dependent upon ambitious, but feasible goal for individual student.
Additional Case Studies & Additional Case Studies & Practice ExercisesPractice Exercises
*All data and identifying information presented are fictitious.
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8a8a
Zachary Johnston: Grade 6 studentM-CAP Goal Setting
Schedule Setup Progress Monitoring
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*All data and identifying information presented are fictitious. 45
For this case, assume that . . .
DIRECTIONS:DIRECTIONS:
Task 1:Task 1: Using the graph below, determine Zachary’s performance level for each median Survey Level Assessment score obtained (based on Fall Norms).
Task 2:Task 2:Write down Zachary’s performance level (e.g., “Average,” “Below Average,” etc.) in the table above.
Math Concepts and Applications
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*All data and identifying information presented are fictitious. 46
For this case, assume that . . .
DIRECTIONS:DIRECTIONS:
Task 1:Task 1: Using the graph below, determine Zachary’s performance level for each median Survey Level Assessment score obtained (based on Fall Norms).
Task 2:Task 2:Write down Zachary’s performance level (e.g., “Average,” “Below Average,” etc.) in the table above.
Math Concepts and Applications
Well Below AverageBelow AverageBelow AverageAverage
Directions:
1. Complete the activity below.
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Consider Zachary’s scores and check the one that makes the most sense:
Zachary has a moderate performance discrepancy where the goal material can be at his current 6th grade level
• Zachary’s baseline score for his PM graph will be 4 based on his 6th grade MCAP SLA
Zachary has such a severe performance discrepancy that lower grade material should be considered as his goal material for the next 36 weeks
• Zachary’s baseline MCAP score will be 4 based on his 5th grade MCAP SLA
Math Concepts and Applications
Directions:
1. Complete the activity below.
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Consider Zachary’s scores and check the one that makes the most sense:
Zachary has a moderate performance discrepancy where the goal material can be at his current 6th grade level
• Zachary’s baseline score for his PM graph will be 4 based on his 6th grade SLA
Zachary has such a severe performance discrepancy that lower grade material should be considered as his goal material for the next 36 weeks
• Zachary’s baseline MCAP score will be 4 based on his 5th grade SLA
Math Concepts and Applications
Currently, Zachary earns ____ correct points in 8 minutes on Grade 6 AIMSweb®
MCAP probes. He performs successfully on Grade ____ MCAP probes, earning
____ correct points in 8 minutes, which is approximately how well ____ grade
students perform math computation problems in the fall of the year.
*All data and identifying information presented are fictitious.
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Write a Present Levels of Educational Performance statement for Zachary:
Currently, Zachary earns 4 correct points in 8 minutes on Grade 6 AIMSweb®
MCAP probes. He performs successfully on Grade 3 MCAP probes, earning 9
correct points in 8 minutes, which is approximately how well 3rd grade students
perform math computation problems in the fall of the year.
*All data and identifying information presented are fictitious.
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Write a Present Levels of Educational Performance statement for Zachary:
*All data and identifying information presented are fictitious.
Zachary’s Goal:
Norm Referenced
Method
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3. Write a norm-referenced goal for Zachary, assuming 36 weeks until his annual review.
In ___ weeks, Zachary will earn ___ points correct on Grade ___ Progress
Monitor MCAP probes.
*All data and identifying information presented are fictitious.
Zachary’s Goal:
Norm Referenced
Method
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3. Write a norm-referenced goal for Zachary, assuming 36 weeks until his annual review.
In 36 weeks, Zachary will earn 13 points correct on Grade 6 Progress Monitor
MCAP probes.
* Dependent upon ambitious, but feasible goal for individual student.* Dependent upon ambitious, but feasible goal for individual student.
POSSIBLE ANSWER:
