Progress Monitoring

Oregon RTICadre 6 Trainings

Feb 23, 2011

What is Progress What is Progress Monitoring?Monitoring?

• …repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

-National Center on Response to Intervention

Progress monitoring answers the question….

Is what we’re doing working?

Why We Monitor Why We Monitor ProgressProgress

+26 %ile

points

+29 %ile

points

+32 %ile

points

For your typical student that’s a gain of…

Why We Monitor Why We Monitor ProgressProgress

• It’s the law:

(d) Progress monitoring data, including:

• (B) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress that is directly linked to instruction.

Progress monitoring serves 2 purposes:

1.Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention)

2.Evaluate the effectiveness of ongoing interventions for individual students (evaluation of student’s response to intervention)

PurposesPurposes

Review: ScreeningReview: Screening

Progress MonitoringProgress Monitoring

Progress Monitoring Progress Monitoring ToolsTools

Brief & Easy

Sensitive to growth

FrequentEquivalent forms!!!

Progress Monitoring Progress Monitoring ToolsTools

Curriculum-Based Measures Curriculum-Based Measures (CBM) (CBM)

General Outcome Measures General Outcome Measures (GOMs)(GOMs)

Progress Monitoring Tools

• DIBELS– ORF, NWF, PSF, FSF,

Daze

• AIMSWEB– ORF, Maze, MC, etc

• easyCBM– PSF, WRF, PRF, MCRC,

Vocab, Math

NOTProgress Monitoring Tools

• Quick Phonics Screener• QRI-IV• DRA2• Running Records• Report cards• OAKS• Reading Curriculum

Fluency passages or weekly tests

What are Progress Monitoring What are Progress Monitoring Tools?Tools?

CBA vs. CBMCBA vs. CBM

Curriculum Based Assessment (CBA)

Curriculum Based

Measurement (CBM)

Feature Curriculum-Based Assessment

Curriculum-Based Measurement

Aligned with Curriculum Yes, Directly Yes, IndirectlyDirectly linked to instructional decisions (Low Inference)

Yes Yes

Frequent, Repeated Measurement Yes, but… YesEquivalent Forms …not equivalent YesReliable & Valid ? YesStandardized No YesResearch-Based Norms/Percentile Ranks No Yes

Using the Right ToolUsing the Right Tool

The progress monitoring tool should match the skills being taught.

If we use the wrong tool, we won’t be able to answer the question….

Is what we’re doing working?

For more info, visit www.rti4success.org

(Progress Monitoring Tools Chart)

Reading Curriculum Fluency Passages/Weekly Tests (CBA)

Progress Monitoring Tools

(CBM)

VS.

What information does it give you?What information does it give you?

Reading Curriculum Fluency Passages/Weekly Tests

Progress Monitoring Tools

What information does it give you?What information does it give you?

VS.

Reading Curriculum Fluency Passages/Weekly Tests

Progress Monitoring ToolsVS.

What information does it give you?What information does it give you?

Where are we?What is our goal?What course should we follow?

How are we doing?

ActualCourse

DesiredCourse

Our Goal

We are Here

Progress Monitoring: Progress Monitoring: The GPS for Educators!The GPS for Educators!

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

10

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Dec.Scores

Feb.Scores

Jan.Scores

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AprilScores

MayScores

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60

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1. Scale and TimeScale for improvement

Time

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point

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30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

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60

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2. Baseline Data

Baseline Data

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish

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Dec.Scores

Feb.Scores

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3. GoalGoal

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?

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?

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

3. What does reasonable growth look like?

– National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal)

– District Growth rates– Cohort growth rates

What progress can What progress can we expect?we expect?

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish4. Aim line/Goal line

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4. Aimline/Goal lineAimline/Goal line

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish4. Aim line/Goal line5. Progress monitoring data points

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40

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Feb.Scores

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5. Progress Monitoring Data Points

Data Points

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish4. Aim line/Goal line5. Progress monitoring data points6. Phase line(s) = vertical line(s)

indicating that you made an intervention change.

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MarchScores

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6. Phaseline(s) (if needed)

Add 15 minutes to intervention

Reduce group size to 3 students

Phaselines

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish4. Aim line/Goal line5. Progress monitoring data points6. Phase line(s) = vertical line(s)

indicating that you made an intervention change.

7. Trend line = actual rate of student progress

10

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40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

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60

50

7. Trendline (if needed)

Trendline

Progress Monitoring Graphs: Progress Monitoring Graphs: Fundamental CharacteristicsFundamental Characteristics

1. Blank graph with scale for improvement on left, and time on bottom

2. Baseline data = starting point3. Goal = target for finish4. Aim line/Goal line5. Progress monitoring data points6. Phase line(s) = vertical line(s)

indicating that you made an intervention change.

7. Trend line = actual rate of student progress

How often do you How often do you progress monitor progress monitor

students?students?Determined by district decision rules

and level of need

•Best practice recommendations:– Intensive: 1x per week– Strategic: 1x or 2x per month

Logistics:Logistics:Questions to ConsiderQuestions to Consider

• Who collects the data?– How will they be trained/re-trained?

• Who enters/graphs the data?• Where is the data kept?

Cor

rect

wor

ds p

er M

inut

e

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M ayScores

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How do we know if a student is making How do we know if a student is making adequate progress?adequate progress?

Decision Rules

We do not use progress We do not use progress monitoring data to…monitoring data to…

…select specific short-term instructional goals

…take a lot of time away from instruction

…diagnose educational problems

…assign grades to students

…evaluate teachers

CONSENSUSActivityActivity

Progress MonitoringProgress Monitoring