Essential Elements for Progress Monitoring

Mandy CarterLori Dehart

Tammy Wall

Big East Educational Cooperative

Taking a Look at today’s Session

For determining next step instructional needs and reporting student progress, participants will be provided:

• An overview of essential elements for a progress monitoring system to collect and analyze data

• A review of Methods of Measurement

• A review of the sections found in the “Guidance Document for Individual Education Program (IEP) Development, May 12, 2012”’

http://education.ky.gov/specialed/excep/Pages/IEP-Guidance-and-documents.aspx

Page 1

Student Performance Data

Information that demonstrates how the student is performing academically, behaviorally, socially, and functionally.

This data also assists the ARC in decision-making and development of the IEP for each student.

707 KAR 1:320 § 5 (1), 34 CFR 300.320 (a)(1) 707 KAR 1:300 § 4 (10), 34 CFR 300.304 (c)(4) 

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Examples of Student Performance Data

• Classroom observations• Work samples (e.g., portfolios, daily assignment)• Functional Behavior Assessment• Behavior Intervention Plan   • Transition Assessments (for students in 8th grade or age 14

and older)• Person-Centered Planning • Individual Learning Plan (ILP) or Individual Graduation

Plan (IGP)• Student & parent surveys

• Interviews• IEP progress monitoring data • IEP progress reports • Results of research based interventions• Results of universal screening • Integrated Assessment Report

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What is Progress Monitoring?

Progress Monitoring is the ongoing process of collecting and analyzing data to determine student progress toward specific skills or general outcomes and to make instructional decisions.

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Purposes of Progress Monitoring

Measure and report progress toward goals

Determine the effectiveness of instructional services

Guide instructional decisions and make adjustments

Determine current level of learning/behavior/performance

Provide data for the reevaluation process

Determine if the student continues to meet eligibility for special education AND need specially designed instruction

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Data Collection System – Essential Elements

The Service Provider reviews the IEP annual goals to identify target behavior to be measured, circumstances in which to teach and assess the skill/behavior target (criterion), method of measurement and frequency of data collection using the following steps: 

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Data Collection System – Essential Elements

1. Review Measurable Annual Goals and Benchmarks/Short-term Objectives

2. Transfer information from the IEP Goals to the monitoring system:

a) Observable behavior within the annual goal

b) Baseline described in the present levels of educational performance

c) Criterion level, based on the expected rate of growth

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Data Collection System – Essential Elements

4. Collect the data using the identified method of measurement and intervals of data collection

5. Analyze the data

6. Make data-driven instructional adjustments, as needed

7. Communicate progress to:a) Regular education teacher(s) of the student

b) Parents as indicated on the Reporting Progress

c) ARC, at least annuallyPage 63

When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions.

Step 1. Review Measurable Annual Goals and Benchmarks/Short-term Objectives.

Step 2. Transfer information from the IEP Step 2. Transfer information from the IEP Goals to the monitoring system:Goals to the monitoring system:

When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions.

Baseline performance describes the student’s current performance of a skill or strategy in measurable terms (e.g., words per minute, % correct in 3 out of 5 trials, # minutes to sustain a behavior, level of prompts necessary to sustain a behavior).  The baseline serves as a starting point for IEP instruction.  Baseline data for an initial IEP is based on student performance data, research based intervention data and instructional data within the integrated assessment report.  Baseline data for subsequent IEPs is based on IEP progress monitoring. 

2b. Baseline described in the present levels of educational performance:

Data Point

Score %

1 27

2 33

3 30

4 26

5 34

Candance’sData

2c. Criterion level, based on the expected rate of growth

When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions.

The greatest dangerfor most of us

is not that our aim istoo high

and we miss it,but that it is

too lowand we reach it.

Michelangelo

A THOUGHT ABOUT SETTING

STUDENT GOALS.

Step 3. Draw an aim-line from the baseline to the criterion.

X

Notes about Aimline

X

If the goal is to increase a “behavior”, the aim-line will be ascending.

Notes about Aimline

X

If the goal is to decrease a “behavior”, the aim-line will be descending.

Step 4. Collect the data using the identified method of measurement and intervals of data collection.

When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions as measured by a check-list.

Data Collection System Compilation Schedule

• The data compilation schedule depends upon the data collection frequency

• Suggested compilation schedules:

If data is collected Then data should be compiled

Daily Weekly

Two or three times per week

Bi-weekly or monthly

Once a week Monthly

An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm

Remember….

“If you can not measure it, you cannot improve

it.”

Characteristics of Effective Methods of Measurement

• Measures the behavior outlined in the goal; provides objective measurement or description of the behavior(s) or skill(s) outlined in the goal(s)

• Provide for regular and frequent data collection

• Uses an equivalent measure each time• Allows for analysis of performance over time (e.g., create

graph of data to determine progress toward goal)

• Require a short amount of time for recording information; easy to implement

• May involve the student in data collection and analysis of performance, as appropriate

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Curriculum Based Measurement (CBM)

A set of standardized measures of reading, spelling, written expression, and/or math that are standardized to provide valid and reliable indications of student progress.

Examples of Classroom Based Measures include:

• Oral Reading Fluency • Math Computation (addition, subtraction,

multiplication, and division of whole numbers, fractions, and decimals)

• Math Concepts and Applications (place value, time, money, charts, graphs, and problem solving)

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Examples of Direct Measures

Involves direct observation of performance and repeated recordings of student response.

• Frequency Count/Event Recording• Time Sampling/Interval Recording• Duration Recording• Latency Recording• Scatterplot • ABC Analysis• Anecdotal Recordings• Checklists

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Examples of Indirect Measures

Involve using scoring criteria to review student performance to supplement Direct Measures.

• Rubrics• Goal Attainment Scaling • Teacher Interview• Checklist• Scoring Guide• Permanent Product

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Examples of Authentic Assessment

Measures a student’s performance in tasks and situations that resemble real-life tasks and situations. This type of assessment is closely aligned with and models what the student performance

• Student Interview/Conference• Oral Interview• Portfolio• Work Samples• Annotation

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Step 4. Collect the data using the identified method of measurement and intervals of data collection.

•When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions as measured by a checklist.

Why Chart Progress on a Graph?

• Summarizes data collected periodically during the duration of services outlined within the IEP

• Creates documentation and visual representation of the student’s progress

• Provides the team with useful reference points in time to guide discussion and decisions during the ARC process

Method of Measurement Checklist

When auditorily presented with a “wh-question”, Candance will verbally answer the question with 80% accuracy over three consecutive sessions.as measured by a checklist. Date Number of Question

AskedNumber Correct Percentage

09/11/2012 8 3 3809/18/2012 6 3 5010/01/2012 7 3 43

X

Step 5. Analyze the Data

Student progress is considered in relationship to each goal.

Data must be collected regularly, frequently and analyzed to determine:

Whether or not SDI is effective If the student is progressing as expected to meet

the annual goal criteria

Data Collection System Schedule

• The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently:If progress is monitored Then effectiveness may

Daily, as part of instruction Be determined within 2 weeks

Twice a week Be determined within a month

Weekly Be determined within a quarter

Quarterly NOT be determined, even after a year

An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm

Analyzing you Graph

Step 6. Make data-driven instructional adjustments, as needed.

Four aspects to consider:1.Progress

• Did the student make the progress expected by the IEP team? (criteria)

2.Comparison to Peers or Standards• How does the student’s performance compare with the

performance of general education students?

3.Independence• Is the student more independent within the goal area?

4.Goal Status• Will this goal area continue?

Based on data, what needs to take place?

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aimline

Based on data, what needs to take place?

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aimline

Step 7. Communicate progress to:

1. Regular education teacher(s) of the student

2. Parents as indicated on Reporting Progress

3. ARC, at least annually

Data ReportingProgress Report to Parents

An IEP shall include a statement of:

When periodic reports on the progress the child is making toward meeting the annual goals, (which may include the use of quarterly or other periodic reports concurrent with the issuance of report cards) will be provided.

707 KAR 1:320 § 5 (13)(b), 34 CFR 300.320 (a)(3)(ii)

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Things to Consider when Reporting Progress

• Has the student made progress toward the goal/s as expected?

• How is the student performance compared to similar age peers?

• Is the student progressing toward independence in the goal area?

• Is the student on target to meet the goal/s?

Examples of Reporting Progress

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Aim-line

Examples of Reporting Progress

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Aim-line

Data are usually collected before, during, and after instruction:

• Before determines the BASELINE

• During tells the educator whether the student PERFORMS the behavior (ex. comprehends a reading passage, uses a switch, follows directions, solves an algebraic equation, etc.) independently or with assistance

• After CONFIRMS the learning by the student

Progress Monitoring Data Collection Cycle

Initial Eligibility:•Direct intervention•Historical data•Standardized assessments•Diagnostic assessment•Curriculum Based Assessment•Parent input

IEP Development:•Develop Goals & Benchmarks, Short-Term Objectives•Identify Methods of Measurement•Identify SDI•Determine LRE &Special Education and Related Services

IEP Implementation:•Provide SDI according to Goals & Benchmarks/Short-Term Objectives•Collect progress data

Continuous Progress Monitoring:•Analyze data to evaluate effectiveness of instruction•Adjust instruction as necessary•Review/revise IEP at least annually (or earlier if there are concerns about making progress toward achieving the goal)

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Graphing Samples

Transferring Data to a Graph

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Student Behavior: Writing paragraphs of 30 or more words given title and topic sentence. Date # of words Date # of words

3/16 16 4/01 24

3/18 24 4/03 25

3/23 20 4/07 20

3/25 20 4/9 24

3/28 18 4/13 25

Example of Curriculum Based MeasurementLiteracy

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Password: ARM

Computation 4

Name: Date

67 =31 +

47 =27 -

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• Example of CMB for Mathematics