To get us started on today’s topic… Jot down your response to the question below in the chat box … What are you currently monitoring the progress of in your life or work? Example: “Using a Fitbit to monitor the number of steps I take each day. I spend a lot of time sitting at meetings & want to make sure I’m making time to be active.” How are you monitoring it? Why are you monitoring it?

Webinar Series Outcomes Know recommended practices for students struggling to learn math Access math intervention research and resources Connect with practitioners across the state Create a plan to improve your school's math interventions

Webinar Series Topics October Overview and Screening February Systematic instruction November Motivational Strategies March Fact fluency December Intervention content April Monitoring progress January Use of visual representations May Next steps / networking

Today’s featured practice Monitor the progress of students receiving supplemental instruction and other students who are at risk.

This Step Moves Us What supports should we provide? What are the characteristics of effective supports? TO How are students responding to the supports we are providing? What should we do next? FROM

Alignment with the SIR Schoolwide Implementation Review For assessment at the SELECTED and INTENSIVE level, we… Use valid and reliable tools to monitor the progress of students receiving interventions Use a process based on the intensity of the intervention to determine the frequency of progress-monitoring for students receiving support at selected and intensive levels Frequently review progress-monitoring data to gauge whether students are making adequate progress in response to the interventions and adjust accordingly Use a system to document student-level progress-monitoring data and instructional decisions for students at the selected and intensive levels of support Use a process to regularly inform parents/guardians of ongoing student progress in response to interventions/challenges For more information about the SIR, see -> Self Assessment tools -> For more information about the SIR, see -> Self Assessment tools ->

What the research says How it looks in practice Reflection & resources Q&A Agenda

Where do we see progress monitoring?

What is Progress Monitoring? A process used to measure student responsiveness to interventions and to evaluate the effectiveness of interventions Source: Wisconsin RtI Center glossary Individual/group System

Progress Monitoring Helps Schools Answer These Questions 1.Are students meeting short- and long-term goals? 2.Are students making progress at an acceptable rate? 3.Does the instruction need to be changed? 4.Are the right supports available? Adapted from RTI Essential Components Part 2: Using Data to make educational decisions Individual / group System

Progress Monitoring Process Determine needs and select measures Establish the baseline Set a goal Determine frequency of progress monitoring Collect and document progress monitoring data Analyze progress monitoring data

Continuum of Services in General Education Great flexibility in choice for intervention & assessment Some flexibility but more prescription Possible referral for evaluation Decision Point

How to carry out this recommendation At least once a month, use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1 Use curriculum- embedded assessments to gauge whether students are learning from the intervention Use progress monitoring data to adjust instruction and regroup students when necessary.

At least once a month, use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1

Use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1 What are general outcome measures? Sample items from concepts covered over one year to assess student progress Provide a broad perspective on student proficiency in mathematics, (especially numeracy for interventions) Are often empirically determined through correlations with other full-scale Math assessments

Use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1 Grade bands General Outcome Measures/Robust Indicators K-1 Magnitude comparison Place value 2-6 Place value Numbers and operations 6-8 Complex Quantity Discrimination Estimation 9+Beginning Algebra

What to look for in general outcome progress monitoring measures Technically sound – Reliable and valid – Multiple forms of same measure – Sensitive to student growth Standardized administration procedures Brief and efficient to administer Ability to visually display data Source: Foegen and Stecker, Recent Developments in Mathematics Progress Monitoring

Numerical magnitude understanding: Ability to comprehend, estimate, and compare the sizes of numbers A critical underpinning of the ability to calculate The heart of number sense Fazio, L. Bailey, D. Thompson, C, & Siegler, R. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement.

Nosworthy, N. (2013). The Relationship Between Arithmetic Achievement and Magnitude Comparison Skills in Primary School: Evidence from Canada and Cambodia

Source: Recent Developments in Mathematics Progress Monitoring, Foegen and Stecker

Source: Project AAIMS- Algebra Assessment & Instruction: Meeting Standards

Where to Find Measures NCII Progress Monitoring Tools Charts: General Outcome Measures

Use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1 Intensity of intervention Frequency of progress monitoring

Use grade appropriate general outcome measures to monitor the progress of students in tier 2 & tier 3 supports and “borderline” tier 1 Because there’s no such thing as a perfect screener… “The recommendation of the math RtI practice guide panel is that educators continue to monitor the progress of students who score within one standard error of measurement of the cut score [threshold] on universal screening.” -Dr. Anne Foegen, SE researcher & IES guide panelist

Use curriculum- embedded assessments in interventions to determine whether students are learning from the intervention

About Curriculum-Embedded Assessments Teachers use these assessments to determine whether students learned a particular concept/skill or learned what was taught in the chapter or unit. Teachers may use these assessments to track mastery of short-term instructional objectives. Sampling of items is representative of a limited set of problems, concepts, or skills. Assessment materials mirror instructional materials.

Use progress monitoring data to regroup students [and adjust instruction] when necessary

Is the intervention closing the gap? At an acceptable rate? Intervention starts

Use progress monitoring data to regroup students [and adjust instruction] when necessary Universal Intensive Selected Increased frequency Must Have: Teams Need Sufficient Data to Accurately Interpret Student Response Collaborative Scheduled Meetings

Analyzing Data and Adjusting Instruction: Student Level To gauge whether students are meeting established short- and long-term goals at an acceptable rate To determine whether to make adjustments to the plan Protocols that guide them through a set of questions to ask about the data A set of decision rules that guides next-step planning Teams Develop… Teams Analyze Data…

What the research says How it looks in practice Reflection & resources Q&A Agenda

Today’s featured presenters Susan Marschman, Deb Moore, and Trudy Wahlen, Math Coaches

What the research says How it looks in practice Reflection & resources Q&A Agenda

Assessment should improve learning. - Rick Stiggins Reflection

“(In the past) most teachers intuitively knew who was struggling and most of us were on the right track in a lot of ways, but our practices weren’t as intentional. We now have evidence sooner of whether our instruction is working or not, and so we can make adjustments to serve students better.” RtI Coach Karen Van Noy, Washington Reflection

Add’l Resources

What the research says How it looks in practice Reflection & resources Q&A Agenda

Upcoming Webinars May 17

Thank you for attending! Susan Marschman Debra Moore Trudy Wahlen Heidi Erstad Sara Summ