progress monitoring of course we also already have: classroom assessments end of unit tests homework...
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Progress Monitoring
Of course we also already have:
Classroom assessments End of unit tests Homework completion info Attendance records Discipline referrals
We have tons of data – but that doesn’t mean we have information that informs.
Much of our data is not scientifically based, and cannot be compared
Testing vs Measurement
Both assess but difference is based on purpose
Testing judges summative
Measurement informs formative
Data That Judges vs Data That Informs
Basketball Team
Fans
Players
Owner
Coach
DATA Set “A”
Won/Lost Record
DATA Set “B”Team/Individual
Statistics
Data that Judges Data that Informs
A A
BA ABStudent
Administration
Teacher
School
Parents/Community
DATA Set AGrades
DATA Set BDIBELS
Features of Effective Instruction
Use data that INFORMS for:GroupingPlanning instructionDelivering targeted instruction and
intervention to address students’ instructional needs
Monitoring student progress toward grade-level standards/benchmarks
What makes it a Core/Basic Skill? Predictive of later achievement
Something we can do something about…we can teach it
Something that improves outcomes for students if we teach it
Steps for Successful Readers (Roland Good)
Phonemic Awareness
(Spring, Kdg)
Fluency with Connected Text
(Spring, 1st)
Alphabetic Principle
(Winter, 1st)
Probability: On-Track .64 (n=348)
Probability: On-Track .86 (n=138)
Probability: Catch-Up .17 (n=183)
Probability: Catch-Up .22 (n=180)
Probability of remaining an average reader in fourth grade when an average reader in first grade is .87Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)
Fluency with Connected Text
(Spring, 2nd)
Fluency with Connected Text
(Spring, 3rd)
Probability: Catch-Up .03 (n=114)
Probability: Catch-Up .06 (n=213)
Probability: On-Track .83 (n=246)
Probability: On-Track .81 (n=196)
We need to have the odds with us!
For Data To Be Useful
Assessment must be
Reliable
Valid
Efficient
DIBELS Oral Reading
Student reads aloud for 1 minute from each of 3 separate reading passages
While student reads, examiner marks errors Calculate the number of correctly-read words
(CRW) per minute and number of errors Median score is used as the student’s reading
rate.
(there are also pre-reading measures)
DIBELS is used for:
To identify at-risk students who may need additional services
To help teachers plan more effective instruction within their classrooms
To help teachers design more effective instructional programs for students who don’t respond to the general education program
To document student progress for accountability purposes
To communicate with parents or others professionals about students’ progress
DIBELS
Current levels of performance is measured
Goals are identified
Progress is measured on a regular basis (weekly or monthly). Compare expected versus actual rates of learning.
Based on these measurements, teaching is adjusted as needed.
Taking it a step further
Using assessment to develop interventions
Survey Assessments Teaching students to use it for Peer
Assisted Learning and more…
Top-Down Processing
School-Wide and Grade-level team level
Classroom or Special Group level
Individual student level
1st Phase
2nd Phase
3rd Phase
Data-Driven InstructionalDecision-Making
Involves using assessment data to determine your school’s current status: What’s working What’s not working How did different sub-groups (economically
disadvantaged, racial and ethnic groups, students with disabilities or with limited English proficiency) score?
What actions are needed to improve classroom instruction and student outcomes?
Do you know where you’re going?Do you know where you’re going?
Do you know where you’ve been?Do you know where you’ve been?
Grade Level Analysis
This should be accomplished through grade level meetings
Teachers and staff need to time to look at the data and make decisions
Helps to have a facilitator and an agenda Focus on the data
Questions to Ask:
What percentage of students will be at benchmark at the next school-wide
assessment?
What will you do to be sure all students’ are instructed at their level?
2nd Grade Mid Year 2006-2007
71% = Low Risk (31 students)13% = Some Risk (7 students)
15% = At Risk (8 students)
Grouping FormIntensive Strategic
Benchmark
NONE!
Classroom #1 Classroom #2
Benchmark
16 Students – Scores Ranging from 74 to 176 Words Read Correctly
Nakia 67Randy 8Josh 10Paul 11Marsha 30Carrie 30Joey 31Ross 49Betsy 50
21 Students – Scores Ranging from 74 to 152 Words Read Correct
Lizzy 54Travis 55Mandy 59Greg 64Henry 64Jarod 65
Intensive Strategic
Teachers determine needs Interventions are chosen Additional problem-solving happens as needed
** Remember – We’re looking across the grade-level. How can we combine kids and combine our effectiveness
2nd Grade Problem Solving
Benchmark – Core Program Strategic and Higher Level Intensive Students
Teacher Directed Pals Read Naturally
Intensive Students SIPPS with 1st grade students Reading Mastery Read Well
2nd Grade Problem Solving
Classroom #2Additional Paraprofessional TimeAdditional Behavior Intervention time from
Social Worker
Need to Watch the Progress
Teachers discuss at monthly grade-level meetings what is working and what is not
Return to the data after each benchmarking and make decisions
Beginning of the Year Data
Benchmark: 38% (n=22)
Some Risk: 22% (n=13)
At Risk: 40% (n=23)
Benchmark: 56% (n=30)
Some Risk: 26% (n=15)
At Risk: 22% (n=13)
Middle of the Year Data
Effectiveness Graph
Top-Down Processing
School-Wide and Grade-level team level
Classroom or Special Group level
Individual student level
1st Phase
2nd Phase
3rd Phase
Classroom or Special Group Analysis Are there certain student groups that are
not making progress?
Is there a certain Tier or a certain population that are not making gains?
How are our ESL students doing?
Individual Student Level
Intensive Individual Interventions•Individual Students•Assessment Based•High-Intensity•Of longer duration
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Intervention Progress Monitoring
Benchmarking•3 Times a Year
Strategic•Monthly
Intensive•Bi-Weekly
Universal Programming•All Students•Preventative•Pro-active
Is this student making adequate progress?
Is this student making adequate progress?
Is this student making adequate progress?
Vocabulary and Language DevelopmentReading
Comprehension
Accuracy and Fluency with
Connected Text
PhonologicalAwareness
AlphabeticPrinciple
Initial Sound Fluency
NonsenseWord
Fluency
PhonemeSegment.Fluency
Oral Reading Fluency
ORF, Teacher-Made Assessments/Observations
What kind of progress can we really expect?
How?
Use research based programs Make ambitious goals Track progress Make changes when needed
Benefits of Progress Monitoring
Clear visual representation of progress. Common understanding between teachers,
parents, psychologists, administrators. Student can track/follow their own progress
** Increases Communication **
Evaluates success of programs
Best Practice
Monitor Students at Grade Level as Often as Possible
Out-of-Grade Monitor When You Need To Have:Better Information For Decision Making
General Guidelines
Students should be at about the 20th percentile to be monitored at that level
Once students begin to reach goal for that grade level, move upWhen moving up to the next level, get 2-3
data points at both levels so you can continue to watch the student’s trend.
http://brt.uoregon.edu/techreports/ORF_90Yrs_Intro_TechRpt33.pdf
Out of Grade Level
Student Example:
What teachers have to say: “I love the chance to work with kids in reading one on one. It's
exciting to see the progress in individuals. The kids are proud and are really shining!” - Sue Craig 4th grade teacher
“I like the uniformity and consistency of the test. It’s great to watch the kids’ abilities grow! For those that aren’t growing – helps with intervention strategies.”- Coleen Vader, 5th grade teacher
“I don’t mind the process of progress monitoring. I do mind the huge differences in the oral reading fluency passages. It makes the “progress” go up and down, up and down.”- Jane Mazei, Title One Teacher
What teachers have to say:
“DIBELS is easy and quick to administer. The graphs are very helpful and parent friendly.” - Denise Cardenas, 1st grade teacher
“I really like the one minute DIBELS assessments. They give me a quick indication of where my students are at and what areas they need to work on yet.” - Shelly Modreske, 1st grade teacher
“The one-on-one approach to testing is a wonderful tool in monitoring students. I really enjoy that aspect of this program and also the excitement on my students faces when they see their great progress!” – Anonymous
Barriers to Data Use
Lack of training in data use No uniform data collection Lack of leadership at the school and
district level Outdated technology Unclear priorities and goals Lack of teamwork Distrust of data use
What gets measured gets done.
Peters 1987
In all these successful programs, one strategic In all these successful programs, one strategic requirement emerges: The teacher is “the requirement emerges: The teacher is “the essential force for improving student essential force for improving student achievement.” achievement.”
Solmon & Schiff, “Talented Teachers,” 2004Solmon & Schiff, “Talented Teachers,” 2004
One thing in commonOne thing in common