SSMT Progress Monitoring By: Holli Farr

SSMT Process Begin with CASA process Complete PEP packet Parent Contact Log At least 2 contacts Educational History Interventions Page

SSMT Process Prior to First Meeting Check out SSMT folder Send home RE 2 and get parent signature Complete SSMT packet RE-1 Copy completed PEP forms Request vision & hearing screenings Check cum folder and CO for prior SSMT/ EC referrals

SSMT Process Prior to First SSMT meeting Return folder with RE-2 with parent signature Copy of completed PEP Completed SSMT packet (pgs RE 1-2) Collect Student Data (i.e. grades, benchmark info, attendance, etc.)

First Meeting Further define and refine problem/target behaviors Develop 2 research based interventions per area Determine progress monitoring for each target behavior Based on available data, determine what screening is needed, i.e. KBIT, KTEA, Conners’, Vision, Hearing Assign observations (one during an intervention)

First Meeting Immediately following the meeting For the next 6-8 weeks Check out probes/make copies Administer probes to baseline for each targeted area Implement Interventions decided upon SSMT For the next 6-8 weeks Implement interventions with fidelity Monitor progress monitoring (administer probes weekly-need 3 for baseline and 5 data points after the baseline) Review and revise interventions based upon data

Second Meeting Bring progress monitoring data and graphs Update RE packet Review progress and determine action: Exit process Continue interventions and progress monitoring Revise interventions and progress monitor Refer to special education referral committee

How do we obtain a baseline? Administer three probes in the designated target area. The “middlemost” score is the baseline. For Example: Scores: 30, 20, 25 The baseline would be the median of these numbers which is 25. (Math Reasoning, Written Expression & Behavior do not require a baseline)

Basic Reading Probes Administration Baseline 3 probes Student has 1 minute to complete the probe Read directions in the grade level probe book to student. Reading fluency is calculated by first determining the total words attempted within the timed reading probe and then deducting from that the total number of incorrectly read words. Words read correctly are scored as correct: Self-corrected words are counted as correct within 3 seconds. Repetitions are counted as correct. Examples of dialectical speech are counted as correct. Inserted words are ignored. Norms are available

Basic Reading Probes Example: “I am so happy! I just found out I can be on the soccer team. We have our first practice on Saturday. We practice at my school] right after lunch.” Total words 27-errors:3=words correct:24

Reading Comprehension Baseline-3 probes Administer sample if needed The student has 3 minutes to complete probe The number correct is the score that can be used to determine progress Refer to AIMSweb table in your grade level progress monitoring notebook. The norms can be viewed in Fall, Winter, and Spring. Can be administered in a group.

Reading Comprehension Example: Kim was happy because she lost her first tooth! “Put your tooth under your pillow (too, for, so) the Tooth Fairy can come,” said (Mother, smart, pillow).

Math Calculation Progress Monitoring Baseline 3 probes Read directions on page 2-12 from the math probe book at the particular grade level. After 2 minutes have passed, the examiner says “Stop”. Scoring Scored based on number of “Digits Correct” Assigned credit to each individual correct digit Graph on worksheet

Math Calculations Example 4214 -3565 639 Total Digits Correct: 2

Math Reasoning Administration Read the directions to the student (located at the top of the probe) At the end of one minute the examiner says, “stop” Can be administered within a group

Math Reasoning Assign credit to each individual correct digit appearing in the solution to a math fact. One minute to complete (show example prior to starting time). Example: Aaron has 14 red, blue, and yellow pens. 6 are red and 3 are blue. How many pens are yellow? 5 yellow pens= 3 points

Written Expression Read directions to the student from the probe book. Student has one minute to brainstorm. Student has three minutes to complete the task. (Note: Can be administered in a group.) Ways to score writing: Total words Total letters Correctly spelled words Correct writing sequences Correct sequences goes beyond confines of isolated word to consider units of writing and their relation to one another (fluency!); the words in each writing sequence must make sense within the context of the sentence Repeating Kindergarteners’ through 5th grade

Attention/Behavior Track behavior with behavior charts (i.e. how many stickers, or rewards did student receive) Use daily behavior report card, or Classroom Dojo

Graphing You can use the blank graph in the probe book, your own, excel, or online graphing, such as, chartdog

Graphing Willie Wildcat Probes Week 1 -(Baseline) 3 Week 2 -6 Week 3 -2 Week 4 -6 Week 5 -8 Week 6 -9

Questions??? Holli Farr hfarr@rock.k12.nc.us