The Use of Progress The Use of Progress Monitoring with Monitoring with Students with Students with

Significant Cognitive Significant Cognitive DisabilitiesDisabilities

Diane M. Browder, PhDDiane M. Browder, PhDUniversity of North Carolina at CharlotteUniversity of North Carolina at Charlotte

With Bree Jimenez, MEDWith Bree Jimenez, MEDCharlotte Mecklenburg School SystemCharlotte Mecklenburg School System

Today’s Presentation…Today’s Presentation…

Segment One: Current thinking about Segment One: Current thinking about aligning with grade level standardsaligning with grade level standards

Segment Two: Based on…Segment Two: Based on…Browder, D., Wallace, T., Snell, M., & Kleinert, H. (In review). The use of Browder, D., Wallace, T., Snell, M., & Kleinert, H. (In review). The use of

progress monitoring with students with significant cognitive disabilities.progress monitoring with students with significant cognitive disabilities.

A White Paper Prepared for the National Center on Student Progress A White Paper Prepared for the National Center on Student Progress MonitoringMonitoring

What is Progress MonitoringWhat is Progress Monitoring

When teachers assess students’ academic When teachers assess students’ academic performance on a regular basis to performance on a regular basis to determine where students are profiting determine where students are profiting from the instructional program and to build from the instructional program and to build more effective programs for students who more effective programs for students who benefit inadequately from current benefit inadequately from current instruction. instruction.

Curriculum Based MeasurementCurriculum Based Measurement

CBM CBM More than 200 empirical studiesMore than 200 empirical studies Academic performance sampled through Academic performance sampled through

direct observation and scoring of correct and direct observation and scoring of correct and incorrect responses in a fixed time periodincorrect responses in a fixed time period

Repeatedly sampling across timeRepeatedly sampling across time Differs from Mastery Learning – focus on Differs from Mastery Learning – focus on

progress through grade level contentprogress through grade level content

Standard Tasks used for CBMStandard Tasks used for CBM

Read aloud Read aloud Writing word Writing word

sequencessequences Writing letter Writing letter

sequencessequences Solving problems in Solving problems in

arithmeticarithmetic

Challenges in Using CBM with Challenges in Using CBM with Students with Significant Students with Significant

DisabilitiesDisabilities

Rarely been applied or evaluatedRarely been applied or evaluatedDegree of flexibility needed for the Degree of flexibility needed for the assessment to be accessibleassessment to be accessiblePaucity of researchPaucity of researchNo consensus on what is adequate No consensus on what is adequate progress in the general curriculum for progress in the general curriculum for students with significant cognitive students with significant cognitive disabilitiesdisabilities

SEGMENT ONESEGMENT ONE

What is academic progress for students What is academic progress for students with significant cognitive disabilities? What with significant cognitive disabilities? What should we expect?should we expect?

Grade Level Content Standards Grade Level Content Standards with Alternate Achievementwith Alternate Achievement

Differs from functional Differs from functional academicsacademics

Differs from entry level Differs from entry level academicsacademics

Full range of grade level Full range of grade level contentcontent

Materials/activities of the Materials/activities of the grade level are adaptedgrade level are adapted

Focus on accessible ways Focus on accessible ways to teach construct, to teach construct, principle, or procedure principle, or procedure contained in contentcontained in content

Recommendations for Progress for Recommendations for Progress for students with SCDstudents with SCD

11stst – show progress in academic content that is – show progress in academic content that is aligned with assigned grade level aligned with assigned grade level

(USDOE Nonregulatory Guidance, August (USDOE Nonregulatory Guidance, August 2005)2005)

What that means…What that means… Same content- Same/similar materials, activities, Same content- Same/similar materials, activities,

contexts as assigned grade level based on agecontexts as assigned grade level based on age Similar type of performance- but reduced in Similar type of performance- but reduced in

complexity, breadth, depthcomplexity, breadth, depth Different expectation for achievement-not grade level Different expectation for achievement-not grade level

achievementachievement

ExampleExample

SAMPLE STATE STANDARD: Summarize SAMPLE STATE STANDARD: Summarize information from informational textinformation from informational text Example of what 5Example of what 5thth graders in general education do: graders in general education do:

Use a website to find key information on Use a website to find key information on a a topic that they selecttopic that they select

• Example for student with significant cognitive disabilities: Example for student with significant cognitive disabilities: Choose the topic using picture or object choiceChoose the topic using picture or object choice Go on website with peer support, student learns to click icon for Go on website with peer support, student learns to click icon for

the internet with no prompt (icon may be enlarged)the internet with no prompt (icon may be enlarged) Select picture that provides information on topic, student learns Select picture that provides information on topic, student learns

to select, copy, paste the picture into a powerpoint to submit as to select, copy, paste the picture into a powerpoint to submit as a reporta report

Showing Academic Progress for Students Showing Academic Progress for Students with Significant Cognitive Disabilitieswith Significant Cognitive Disabilities

22ndnd-Target skills used to increase both -Target skills used to increase both participation in the grade level content and participation in the grade level content and to improve literacy and numeracyto improve literacy and numeracy

• Prerequisite skills may be used in alternate Prerequisite skills may be used in alternate assessments evaluated with alternate achievement assessments evaluated with alternate achievement standards (USDOE Nonregulatory Guidance, standards (USDOE Nonregulatory Guidance, August 2005)August 2005)

ExampleExample

STATE STANDARD: Analyze text to find STATE STANDARD: Analyze text to find elements of the storyelements of the story To participate in general curriculum, students with To participate in general curriculum, students with

significant cognitive disabilities need skills to significant cognitive disabilities need skills to participate in reading of storyparticipate in reading of story

Early literacy skills are applicable- open book, turn the Early literacy skills are applicable- open book, turn the page, show understanding by pointing to picturespage, show understanding by pointing to pictures

Caveat- but use a book that is “grade appropriate” …a Caveat- but use a book that is “grade appropriate” …a simplifed version of simplifed version of Call of the WildCall of the Wild for middle school for middle school versus preschool book like versus preschool book like Brown Bear, Brown Bear.Brown Bear, Brown Bear.

Academic Progress for Students with Academic Progress for Students with Significant Cognitive DisabilitiesSignificant Cognitive Disabilities

33rdrd – differentiate expectations based on degree of – differentiate expectations based on degree of symbolic communication symbolic communication Symbolic Level:Symbolic Level: Students who can show progress Students who can show progress

using pictures, some reading, numbers, some mathusing pictures, some reading, numbers, some math Early Symbolic Level:Early Symbolic Level: Students who can show Students who can show

progress using some selected pictures, some progress using some selected pictures, some numbers, concrete materialsnumbers, concrete materials

Presymbolic Level:Presymbolic Level: Students who will need to show Students who will need to show progress using objects, concrete materials, although progress using objects, concrete materials, although should also pair words/pictures with these for should also pair words/pictures with these for exposure and incidental learningexposure and incidental learning

ExampleExample SKILL: Solve for a simple linear equation such SKILL: Solve for a simple linear equation such

as 4+x=10.as 4+x=10. Symbolic: Symbolic: Student can count. Can use a number line Student can count. Can use a number line

to count from 4 up to 10 to solve for x.to count from 4 up to 10 to solve for x. Early Symbolic: Early Symbolic: Student cannot count; uses counting Student cannot count; uses counting

jig to fill in object number line to find out if have 4, how jig to fill in object number line to find out if have 4, how many more to get 10 needed for job task; then many more to get 10 needed for job task; then communicates “6” using voice output AACcommunicates “6” using voice output AAC

Presymbolic: Presymbolic: Student uses object number line which Student uses object number line which may be large bins on table; 4 are prefilled; fills in rest; may be large bins on table; 4 are prefilled; fills in rest; items are prenumbered with stickers; teacher counts items are prenumbered with stickers; teacher counts to six as places in bin; student peels off the “six”. to six as places in bin; student peels off the “six”. Teachers shows how 4 and 6 more get 10.Teachers shows how 4 and 6 more get 10.

End of Segment One:End of Segment One:Questions and DiscussionQuestions and Discussion

Before discussing the specific models for Before discussing the specific models for progress monitoring, Dr. Browder will answer progress monitoring, Dr. Browder will answer questions about linking to grade level content questions about linking to grade level content standards. Please submit questions now.standards. Please submit questions now.

Bree Jimenez will talk briefly about some Bree Jimenez will talk briefly about some experiences teaching academics to students experiences teaching academics to students with significant disabilities. Bree is the Charlotte with significant disabilities. Bree is the Charlotte Mecklenburg School System coordinator for our Mecklenburg School System coordinator for our USDOE grant on Teaching Reading, Writing, USDOE grant on Teaching Reading, Writing, Math, and Science to Students with Significant Math, and Science to Students with Significant Cognitive DisabilitiesCognitive Disabilities

SEGMENT TWOSEGMENT TWO

Models for Student Progress MonitoringModels for Student Progress Monitoring

Three Options for Monitoring Three Options for Monitoring Progress in Academic SkillsProgress in Academic Skills

Extend the current CBM models to students Extend the current CBM models to students with significant cognitive disabilitieswith significant cognitive disabilities

Extend data-based decisions research from Extend data-based decisions research from functional living skills to academicsfunctional living skills to academics

Borrow from alternate assessment portfolio Borrow from alternate assessment portfolio models to consider ways both data and work models to consider ways both data and work samples can be used to assess progresssamples can be used to assess progress

Curriculum-Based Curriculum-Based MeasurementMeasurement

Simple set of procedures for repeated Simple set of procedures for repeated measurement of student growth towards measurement of student growth towards an instructional goalan instructional goal

Inexpensive, easy to use, time efficient, Inexpensive, easy to use, time efficient, easy to understand, sensitive to small easy to understand, sensitive to small changes in performance.changes in performance.

Valid indicator of general academic healthValid indicator of general academic health

CBM AdministrationCBM Administration

Provides regular (often weekly) information on Provides regular (often weekly) information on the progress students are makingthe progress students are making

Use data from measures (1-5 min)Use data from measures (1-5 min) Teacher counts and records student’s scoreTeacher counts and records student’s score Student’s score is recorded on graph and Student’s score is recorded on graph and

compared to goal linecompared to goal line Determine when a change in instruction is Determine when a change in instruction is

neededneeded

10

20

30

40

50

60

70

M11/24

M12/01

M12/08

M12/15

M1/05

M1/12

M1/19

M1/26

M2/02

M2/09

M2/16

M2/23

M3/02

M3/09

M3/16

M3/23

M3/30

M4/06

M4/21

M4/25

M5/04

M5/11

M5/18

M5/25

Weeks (M = Monday)

Num

ber o

f cor

rect

maz

e ch

oice

sBaseline Begin IEP Modify Instruction

Evidence Base for CBMEvidence Base for CBM

Reading-Elementary-Aged studentReading-Elementary-Aged student Also – writing, spelling, math, science, and Also – writing, spelling, math, science, and

moremore Now used across age-spectrum (pre-K Now used across age-spectrum (pre-K

thru high school)thru high school) Other systems – assessment processes Other systems – assessment processes

(DIBELS, IGDIs)(DIBELS, IGDIs) Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A

building-based case study of evidence-based literacy practices: building-based case study of evidence-based literacy practices: Implementation, reading behavior, and growth in reading Implementation, reading behavior, and growth in reading fluency, K-4. fluency, K-4. Journal of Special EducationJournal of Special Education, , 3737, 95-110., 95-110.

The Question is . . . . . . The Question is . . . . . .

Can CBM be effective in Can CBM be effective in measuring the academic measuring the academic performance of students with performance of students with significant cognitive disabilities?significant cognitive disabilities?

Research Institute on Progress Monitoring (RIPM) at the Research Institute on Progress Monitoring (RIPM) at the University of Minnesota University of Minnesota

-beginning 2005-06-beginning 2005-06

http://www.progressmonitoring.nethttp://www.progressmonitoring.net

Using what is available!Using what is available!

Research by: Research by: Otaiba, S.A., & Hosp, M. (2004). Providing Otaiba, S.A., & Hosp, M. (2004). Providing

effective literacy instruction to students with effective literacy instruction to students with down syndrome. down syndrome. TEACHING Exceptional TEACHING Exceptional Children, 36Children, 36, 28–35. , 28–35.

Use beginning reading and math CBMs that are Use beginning reading and math CBMs that are readily availablereadily available

Create additional CBMs that capture other aspects of Create additional CBMs that capture other aspects of early reading that may be relevantearly reading that may be relevant

• E.g., Sight word readingE.g., Sight word reading

Limitations in Trying to Apply CBM Limitations in Trying to Apply CBM for Students with SCDfor Students with SCD

Grade level expectations not always clear Grade level expectations not always clear for students with significant cognitive for students with significant cognitive disabilitiesdisabilities

Current practices often assume skills Current practices often assume skills students do not have (e.g., verbal students do not have (e.g., verbal language to read aloud; writing skills)language to read aloud; writing skills)

Alternative methods will be needed for Alternative methods will be needed for some studentssome students

The Data-Based The Data-Based Decision ModelDecision Model

Behavioral measuresBehavioral measures For example: task analytic assessment, repeated For example: task analytic assessment, repeated

trials, frequency counttrials, frequency count

Progress is monitored by graphing and then Progress is monitored by graphing and then applying a set of decision rulesapplying a set of decision rules

Potential to be extended to a greater range of Potential to be extended to a greater range of academic skills more typical of grade level contentacademic skills more typical of grade level content

• NCAAP modelNCAAP model

Research Foundation for Data-Research Foundation for Data-Based DecisionsBased Decisions

High Support:High Support: 25 years of research25 years of research When teachers made rule-based decisions, When teachers made rule-based decisions,

students showed considerably more progress students showed considerably more progress Browder, D., Demchak, M.A., Heller, M., & King, D. (1989). An in vivo evaluation Browder, D., Demchak, M.A., Heller, M., & King, D. (1989). An in vivo evaluation

of the use of data-based rules to guide instructional decisions. of the use of data-based rules to guide instructional decisions. Journal of the Journal of the Association for Persons with Severe HandicapsAssociation for Persons with Severe Handicaps,, 14, 14, 234-240. 234-240.

May save time in making instructional decisionsMay save time in making instructional decisions Haring, N., Liberty, K., & White, O. R. (1981). Haring, N., Liberty, K., & White, O. R. (1981). An investigation of phases of An investigation of phases of

learning and facilitating instructional events for the severely/profoundly learning and facilitating instructional events for the severely/profoundly handicapped learners. handicapped learners. Final project report. Seattle: University of Washington, Final project report. Seattle: University of Washington, School of Education.School of Education.

Limitations from ResearchLimitations from ResearchResearch shows teachers-Research shows teachers- May be overly rigid May be overly rigid Rely more on non data- Rely more on non data-

based informationbased information Use “intuition”Use “intuition” Fail to graph dataFail to graph data Not collect enough dataNot collect enough data. .

IMPLICATION: IMPLICATION: Data based decision Data based decision

making does not come making does not come “naturally”; teachers need “naturally”; teachers need opportunity to learn a opportunity to learn a specific systemspecific system

Also-Also- To date most data-based To date most data-based

decisions research has decisions research has been with teachers been with teachers collecting data on collecting data on functional skillsfunctional skills

How affects progress in How affects progress in academics a question for academics a question for future researchfuture research

Guidelines for Making Instructional Guidelines for Making Instructional Decisions ModelDecisions Model

Data collection method chosenData collection method chosen

Daily Data taken at the onsetDaily Data taken at the onset progress = ascending trend – data can be taken less often progress = ascending trend – data can be taken less often

(still once per week)(still once per week) not making progress = flat or decending trend – data should not making progress = flat or decending trend – data should

be gathered at least 2x week. be gathered at least 2x week.

Once 5 data points are collected, data can be Once 5 data points are collected, data can be summarized using standard (equal interval) summarized using standard (equal interval) graphs.graphs.

Standardize GraphsStandardize Graphs

Lengths of x and y sameLengths of x and y same Solid vertical lines = major phase changesSolid vertical lines = major phase changes Broken vertical lines = minor phase Broken vertical lines = minor phase

changeschanges Data points not connected across phrase Data points not connected across phrase

changes, absences, vacations, or different changes, absences, vacations, or different assessment contextsassessment contexts

(continued)(continued)

After first 3 days of instruction, aim line is After first 3 days of instruction, aim line is drawn (beginning and target criterion)drawn (beginning and target criterion)

5 days of data = 5 days of data = performance is adequate (3/5 points above performance is adequate (3/5 points above

the line)the line) Inadequate = Problem Analysis WorksheetInadequate = Problem Analysis Worksheet

Example: Making a Purchase by Counting with PenniesExample: Making a Purchase by Counting with Pennies

M.E. Snell & F. Brown (Eds.),M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities Instruction of students with severe disabilities (6th ed, pp. (6th ed, pp.

170-105). Upper Saddle River, NJ: Merrill/Prentice-Hall, p. 198.)170-105). Upper Saddle River, NJ: Merrill/Prentice-Hall, p. 198.)

Simplified Decision RulesSimplified Decision Rules

Adequate progress- no changeAdequate progress- no change No progress- simplifyNo progress- simplify Slow progress- fade promptingSlow progress- fade prompting Variability/regression-improve motivationVariability/regression-improve motivation

Borrowing From Portfolio Borrowing From Portfolio AssessmentsAssessments

Sometimes difficult to capture progress Sometimes difficult to capture progress with data alonewith data alone

Portfolio assessment can use multiple Portfolio assessment can use multiple sources of information to make decision sources of information to make decision about progressabout progress

Research on PortfoliosResearch on Portfolios

Kentucky’s alternate assessment is a portfolio Kentucky’s alternate assessment is a portfolio that includes…that includes… Measure of independence on target skillsMeasure of independence on target skills Age-appropriate productsAge-appropriate products Collected ongoing basisCollected ongoing basis

Research on Kentucky model shows outcome Research on Kentucky model shows outcome scores correlated with …scores correlated with …

Kentucky Alternate Portfolio Project (2004). Kentucky Alternate Portfolio Project (2004). Kentucky Alternate Portfolio Teacher’s Kentucky Alternate Portfolio Teacher’s Guide 2004-2005Guide 2004-2005. Lexington, KY: University of Kentucky, Interdisciplinary Human . Lexington, KY: University of Kentucky, Interdisciplinary Human

Development Institute.Development Institute.

Multiple Sources of InformationMultiple Sources of Information

Allows for not only Allows for not only reviewing data for reviewing data for progress, but also progress, but also triangulation of triangulation of information. Is information. Is progress also progress also apparent in student apparent in student work sample? work sample? Observation?Observation?

SEGMENT TWO QUESTIONSSEGMENT TWO QUESTIONS

Please submit questions now about data-Please submit questions now about data-based decisions or extensions of CBMbased decisions or extensions of CBM

During this time, Bree Jimenez will talk During this time, Bree Jimenez will talk more about the simplified decision rules more about the simplified decision rules with examples of each. with examples of each.

Summary: Three Options for Summary: Three Options for Student Progress MonitoringStudent Progress Monitoring

1.1. Track progress using early reading and Track progress using early reading and math CBMs (extend to this population)math CBMs (extend to this population)

2.2. Use graphs of task analytic, repeated trial, Use graphs of task analytic, repeated trial, and frequency data and decision rules and frequency data and decision rules (extend from functional skills to academics)(extend from functional skills to academics)

3.3. Use work samples, anecdotal notes, and Use work samples, anecdotal notes, and other portfolio entries to gain rich picture of other portfolio entries to gain rich picture of progress (extend from alternate assessment progress (extend from alternate assessment portfolios to ongoing decision making)portfolios to ongoing decision making)

LIMITATIONSLIMITATIONS

These three methods have some empirical These three methods have some empirical support, BUT ALSOsupport, BUT ALSO Need research on how show progress on Need research on how show progress on

skills aligned with grade level contentskills aligned with grade level content Need new methods Need new methods

QUESTIONSQUESTIONS

As time permits, additional questions will As time permits, additional questions will be answered at this time.be answered at this time.

Go to next slide for additional resources Go to next slide for additional resources and contact information.and contact information.

Some New ResourcesSome New Resources

Browder, D.M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M.E. Browder, D.M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M.E. (2006). Access to the general curriculum. In M.E. Snell & F. Brown (2006). Access to the general curriculum. In M.E. Snell & F. Brown (Eds.). (Eds.). Instruction of students with severe disabilitiesInstruction of students with severe disabilities. Upper Saddle . Upper Saddle River, NJ: Prentice Hall. River, NJ: Prentice Hall.

Browder, D.M. & Courtade-Little, G. (2005). Browder, D.M. & Courtade-Little, G. (2005). Aligning IEPs to Aligning IEPs to academic content standardsacademic content standards. Madison, WI: Attainment Co. . Madison, WI: Attainment Co.

Browder, D.M., & Spooner, F. (In press for spring 2006). Teaching Browder, D.M., & Spooner, F. (In press for spring 2006). Teaching reading, math, and science to students with significant cognitive reading, math, and science to students with significant cognitive disabilities. Baltimore, Md: Paul H. Brookes Publishing Co.disabilities. Baltimore, Md: Paul H. Brookes Publishing Co.

http://education.uncc.edu/accesshttp://education.uncc.edu/access

Contact InformationContact Information

Diane M. Browder, PhDDiane M. Browder, PhDSnyder Distinguished Snyder Distinguished

Professor of Special Professor of Special EducationEducation

Department of Special Department of Special EducationEducation

University of North Carolina University of North Carolina at Charlotteat Charlotte

9201 University City Blvd9201 University City BlvdCharlotte, NC 28223Charlotte, NC 28223DBrowder@email.uncc.eduDBrowder@email.uncc.edu

Bree Jimenez, MedBree Jimenez, MedCoordinating Teacher for Coordinating Teacher for

Specialized GrantsSpecialized GrantsDepartment for Exceptional Department for Exceptional

ChildrenChildrenCharlotte-Mecklenburg SchoolsCharlotte-Mecklenburg Schools

700 E Stonewall Street700 E Stonewall StreetSuite 404Suite 404

Charlotte, NC 28202Charlotte, NC 28202Bree.Jimenez@cms.k12.nc.usBree.Jimenez@cms.k12.nc.us

Robin G. Greenfield, Ph.D.Robin G. Greenfield, Ph.D.

Center on Disabilities and Human Center on Disabilities and Human DevelopmentDevelopment

University of IdahoUniversity of Idaho

322 E. Front Street, Suite 440322 E. Front Street, Suite 440

Boise, Idaho 83702Boise, Idaho 83702

(208) 364-4012(208) 364-4012