monitoring the progress of special education students the power of progress monitoring: what all...
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Monitoring the Progress of Special Education
Students
The Power of Progress Monitoring:What ALL special educators need to know and be able to do
Agenda for Today Homework Review & Standards Selection Intervention Demos –Matthew & Joy Objectives & Big Idea Tools for Progress Monitoring
Curriculum Based Measures (CBMs) Other Standardized Norm-Referenced Tools Rubrics & Scoring Guides
Partner Progress Monitoring & Charting Practice Goal Writing Using Data Decision Rules
Learning Objectives
Students will draw comparisons between the Common Core and Colorado Academic Standards
Students will administer and chart two different Curriculum Based Measures (Maze & CBM Math) to monitor student progress over time.
Students will plot results using free charting tools
Students will apply instructional decisions to the results obtained through their progress monitoring.
Homework Review
David Tower’s Goals
Let’s Talk – What do you suppose David’s mom is most concerned about? What is your biggest concern for David?
Specific Target Behaviors: ______________________________ Setting Event Strategies – Reduce impact Antecedent Strategies - Decrease likelihood of behavior Behavior Teaching Strategies - Increase replacement
behavior Reinforcement Strategies – What is attained or avoided?
Suggested interventions: _______________________________
Now, What about Standards?
Comparing Common Core and Colorado Academic Standards
Compare the kindergarten Common Core standard for Foundational Reading Skills on the next slide with its comparable Colorado Academic Standard under Reading, Writing and Communicating Standard 1 - Oral Expression and Listening:
Activity 2
9 o’clock partner
What is Progress Monitoring?
An on-going, systematic approach to gathering academic and behavioral data.
Green Board Quiz: Why Monitor Progress?
Evaluate response to intervention Encourage data-based decision-making Measure learning outcomes on a frequent
basis Help schools establish more effective
programs for children who have not benefited from previous programming.
In other words, it tells us if our interventions are working
Activity 3
A Good Progress Monitoring Tool…
• is administered frequently
• is easy and quick
• has multiple, comparable versions (to eliminate a practice effect)
• is sensitive to student growth
• provides timely results
• Can be charted
• is called a PROBE
Today’s Big Idea
If you want to measure change, don’t change the
measure.
LOOK FOR MULTIPLE, COMPARABLE VERSIONS
General Outcome Measures
Specific skill assessments that can be linked to achievement in broader academic domains, like reading, spelling, or math.
Initial Studies (2004-05) Examined reliability and validity of four potential
measures
3 7
Quantity Discrimination
● ● ● ●● ● ● ●
Quantity Array
Number ID
0 ___ 2 3
Missing Number
Anne Foegen, Ph.D., 2006
6
The Search for a Stronger GOM for Math: Quantity Discrimination
Quantity Discrimination
“Look at the paper in front of you. In each row there are some boxes with numbers in them.” (Point to the first set of boxes in the top row)
“I want you to tell me the number that is bigger.”
“Look at the paper in front of you. There are boxes with dots in them. (Point to the first box.)
“How many dots are in each box?”
The Search for a Stronger GOM for Math: Quantity Array
“Look at the paper in front of you. Each box has three numbers and a blank.” (Point to the first box.)
“What number goes in the blank?”
The Search for a Stronger GOM for Math: Missing Number
“Look at the paper in front of you. There are numbers in boxes.” (Point to the first box.)
“What number is this?”
The Search for a Stronger GOM for Math: Number Identification
Your Vote?
Anne Foegen, Ph.D., 2006
3 7
Quantity Discrimination
● ● ● ●● ● ● ●
Quantity Array
Number ID
0 ___ 2 3
Missing Number
6
Quantity Array did not prove to be a reliable and valid tool for K-1 screening or PMing.
Activity 3Cont.
Purposes of Assessment
Screening Diagnostic Progress Monitoring Outcome
Why does DIBELS NWF meet evidence for Progress Monitoring while the Scholastic assessment does not?
How can the Scholastic measure be effectively used?
Why Progress Monitor? • Progress monitoring has been extensively researched in Special
Education (Fuchs & Fuchs, 1986) • Students showed improved reading scores when teachers:
Action Effect Size
Monitored progress +.70
Graphed progress +.80
Used decision rules +.90
(0.2 - 0.3 small 0.5 medium 0.8 - 1.0 large)
Writing Legal & Educationally Meaningful IEP Goals
• • • Area of Need: Reading Fluency
Condition: Given Grade-3 reading material
Specific behavior: Will fluently and accurately read aloud
Goal baseline: 50 Words Correct per Minute
Goal target: 101 Words Correct per Minute*
*Using one approach to establishing goals, the teacher calculates a 1.5-word increase across 34 weeks left in
school year and adds it to the current baseline. Goal is set at 101 words read correctly per minute: (1.5 x
34) + 50 = 101. Adapted from Stecker, Lembke, Saenz 2007
NOT
As an evaluation method:
Grades
Grade levels
Observation
Standardized test scores (e.g. WJ-III, WIAT-2)*
Percentages (with caution)
Evaluation tools with a small scale (e.g. 0-4)
* Tests designed with 3 or more forms for progress monitoring are permissible (e.g. TOSWRF, TOSCRF)
WHAT
TOWRITE
As an evaluation method:
Curriculum Based Measures (CBM)
Rubrics
Timer/ Observation Data
Standardized Formative Assessments (Acuity, MAP)
Standardized Diagnostic Assessments with multiple, equitable forms
WHAT
TOWRITE
Progress Reporting
Make it simple
May write: “See attached graph/chart”
IEP goals & progress reports use the same data collection
Commonly Used PM ToolsCBM Probes: Early Reading (ISF, PSF, LSF, NWF) ORF Reading Mazes Math Probes Writing (CWS/CIWS)
Other Measures: Standardized Commercial Assessments Scoring Guides and Rubrics Timer/Observation Data
Oral Reading Fluency (ORF) Individually administered test of accuracy and
fluency with connected text
Measured in Words Correct per Minute (WCPM)
Timed for 1 minute
Baseline is the average of 2 probes or the median of 3 probes (depending on measure used)
Materials needed: Stopwatch or timer Clipboard Student & administrator copies of probes Pencil or pen
Oral Reading Fluency (ORF)
Today, we are using 1st grade Fundations’ ORF probes from Wilson Reading Systems
Oral Reading Fluency (ORF) Start your timer or stopwatch when the student
says the first word of the passage. The title is not counted. If the student fails to say the first word after 3 seconds, say the word and mark it as incorrect, then start your timer.
The maximum time for each word is 3 seconds. If the student does not provide the word within 3 seconds, say the word and mark the word as incorrect.
Follow along on the examiner scoring sheet. Put a slash(/) over words read incorrectly.
Oral Reading Fluency (ORF) At the end of 1 minute, place a bracket
( ] )after the last word provided by the student and say “Stop.”
Record the total number of words read correctly on the bottom of the scoring sheet by counting the number of words the student attempted (up to the bracket). Then count the number of errors made. Subtract errors from total number of words attempted. Result is number of words read correctly.
Oral Reading Fluency (ORF)
Say:
When I say “Begin,” start to read the story to me. If you come to a word you do not know, do your best to get it. I am going to time you while you read, but most importantly read it well so that you can tell me all about it afterward. Are you ready? Begin.”
Go ahead and practice with your partner.
University of Maryland (CBM reading passages)
The CBM measures are free to download and use. The CBM measures, teacher scoring sheets, administration instructions and scoring instructions are on the internet:
http://www.glue.umd.edu/~dlspeece/cbmreading
Letter Sound Fluency Test (practice list, 12 lists) Oral Reading Fluency passages for grade 1 (15 passages) Oral Reading Fluency passages for grade 2 (19 passages) Oral Reading Fluency passages for grade 3 (14 passages) Oral Reading Fluency passages for grade 4 (14 passages)
Vanderbilt University (CBM reading passages)
CBM measures are free, except for copying costs and postage. The CBM measures, scoring sheets, administration instructions, and scoring instructions are available: Letter Sound Fluency Test for kindergarten (5 tests) Word Identification Fluency Test for grade 1 (20 tests) CBM Reading passages for grades 1-8 (30 passages per grade) Maze Fluency passages for grades 1-6 (30 passages per grade)
Mail: Diana Phillips Peabody #328
230 Appleton PlaceNashville, TN 37203-5721
Phone: 615-343-4782
M-CBM Math FactDirections (Grades 1-6)
1. Students have a Math Fact Probe and a pencil.
2. Say to the student(s):We’re going to take a 2-minute Math Fact test. I want you to write
your answers to: <Addition and subtraction> <Multiplication and division> <Addition, subtraction, multiplication, and division>
problems. Look at each problem carefully before you answer it.”
When I say ‘BEGIN,’ write your answer to the FIRST problem (demonstrate by pointing) and work ACROSS the page. Then go to the next row.
Try to work EACH problem. If you come to one YOU REALLY DON’T KNOW HOW TO DO, put an 'X’ through it and go to the next one.
If you finish the first side, turn it over and continue working. Are there any questions? (Pause)”
Directions Continued3. Say, “BEGIN” and start your stopwatch/timer.
4. If testing in groups, walk around and monitor students to ensure they are not skipping problems, are working across the page, and continue to write answers to the problems during the test time.If a student is excessively skipping problems they should know how to do,
say to the student:
“Try to work EACH problem. You can do this kind of problem so don’t skip or put an ‘X’ over it.”
If a student is not working across the page, say to the student.
“Work across the page. Try to work each problem in the row.”
If a student stops working before the test is done, say to the student.
“Keep doing the best work you can.”
5.At the end of 2 minutes, say, “Stop. Put your pencils down.” Monitor to ensure students stop working.
Goal-Setting Methods
Local or nationally established benchmarks
Local or nationally established growth rates that reflect typical increases in performance by grade level
Intra-individual framework that uses the student’s current growth rate to establish the target growth rate
Goal-setting method varies by CBM tool used
Measurable IEP goals that are Compatible with CBM
use Once the goal has been calculated, a Long Range Goal (LRG) can be written
using the following formula:
In _______ (number of weeks until next IEP review) when presented with stories from Level ________ (level number in which the student currently reads 30-60 wpm) in ______________ (name of reading series) _________ (student's name) will read aloud _________ words correctly.
The following format can be used to write an IEP objective:
Each successive week, when presented with a random selection from Level _________ (same as for LRG) ______________ (name of reading series) __________ (student's name) will read aloud at an average increase* of _____ wpm.
* The average weekly increase is the aimline and can be obtained from calculating the numeric value of the aimline (see determining the trend [slope]).
www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion=main&subsection=cbm/iepgoals
Charting Results
Excel spreadsheets
Three provided: CCSD cbmExcelChart aimline and trendline.xls CCSD cbmExcelChart aimline no trendline.xls CCSD Multi Student PM Charting Tool
4-Point Rule
When at least 6 points have been collected, examine the 4 most recent data points. If all 4 are above Aim Line, increase goal. If all 4 are below Aim Line, make an
instructional change. If the 4 data points are both above and
below the Aim Line, continue collecting data until the 4-Point Rule or Trend-Line Rule can be applied.
Decision Rules
Decision Rules
Trend-Line Rule
When at least 8 data points have been collected, review trend of current performance and compare to Aim Line (Goal Line). If trend of student progress is steeper than Aim
Line, raise goal. If trend of student progress is less steep than Aim
Line, make an instructional change.
When To Use
Rubrics are a good alternative when no validated, or strongly validated, measure is available:
Secondary math/ problem solving Writing Behavior
Points on rubric need a wide point spread in order to show growth over time
Behavior Tools
Timer/ Observation Data www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment§ion=teachertools
Event Recording (Frequency)
Duration
Latency
Momentary Time Sampling
Permanent Product Measurement (e.g. homework)
SEL Rubrics
Standard Rubric Applied to Writing
Sample
Whole class, small group, or individually administered
Use same standardized instructions and story starters/prompts as CBM Writing
One minute to plan, either 3 or 7 minutes to write
Homework Pick one of the two IEP goals you wrote for David Tower to practice
the graphing of progress data using Excel.
You will need to make-up at least six data points. For the sake of ease, pretend this is last year’s data. Plot the baseline score at January 1, 2011 and the goal for June 1, 2011. Data points should be plotted at intervals that make sense for the skill being taught (You decide: monthly, twice-monthly, weekly, twice-weekly or daily).
Graph David’s progress by using one of the Excel charting tools created by CCSD SpEd Coordinator Mark Semmler. These can be downloaded at http://ccsdrti.pbworks.com/Charting-Tools
cbmExcelChart aimline and trendline.xls cbmExcelChart aimline no trendline.xls CCSDMultiStudentPMChartingTool.xls
Print out your goal and chart to turn in.
HomeworkWrite your third and final one-page field experience summary. Be sure that
your observation, interview, or practice links an intervention to an assessment.
Example 1: Interview a school interventionist (SpEd, ELA, Title I, or Reading Recovery teacher). Ask him or her what screening or diagnostic assessments were used to place students in their intervention, what progress monitoring assessments are used to measure growth, and what outcome assessment will be used to exit the child from the intervention.
Example 2: Observe an intervention with a student (academic or behavioral). Write what you see in objective terms. Comment on its effectiveness: Was the purpose of the lesson clear? Did instruction appear to be systematic and explicit? Was assessment used to inform instruction? Was the child engaged?
Example 3: Summarize your own experience providing an intervention. Provide the date when it occurred, how many students, your purpose, and what assessment did you use to determine the appropriateness of the selected activity? Were students engaged? How effective was it? What could you do to improve the lesson in the future?
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