Are students benefitting from core instruction + interventions? Progress Monitoring Are students benefitting from core instruction + interventions?

Data-Based Decision Making with Decision Rules RTI Essential Components Standards of Practice Data-Based Decision Making with Decision Rules Training Coaching Fidelity SLD Decision Making Progress Monitoring Interventions Screening Core Leadership Teaming/Data-Based Decision Making Professional Learning & Support Culture

RTI Team Structures Meetings Purpose Students Data 100% Meetings Review effectiveness of tiered systems of support and make adjustments ALL Screening (CBM), Attendance, ODRs, SBAC Group Intervention Review Meetings To make changes for students in interventions Some students Progress monitoring (CBM) Individual Problem Solving Meetings To further intensify interventions for those in need Few Students Progress Monitoring (CBM)

What is Progress Monitoring? Brief, frequent assessments provided to make timely decisions about whether students are making progress in interventions

Purpose of the Session Choose “The Good” Help teams make decisions about….. effective progress monitoring measure/s to use progress monitoring logistics (who administrates, how often etc.) how to provide/refine professional learning and fidelity for your progress monitoring system

How do you do this work?

District Work

What are “The Good?” The progress monitoring measures you choose should…… Follow guidelines of effective progress monitor measures Measure the right skill need/s Let you know if the student is making progress

What are “The Good?” The progress monitoring measures you choose should…… Follow guidelines of effective progress monitor measures Measure the right skill need/s Measure student progress toward an ultimate goal

Characteristics of EFFECTIVE Progress Monitoring Measures Are Quick to administer with equivalent forms Can be given Frequently Are well Correlated to the ultimate goal Are Sensitive to growth

Characteristics of EFFECTIVE Progress Monitoring Measures Quick to administer with Equivalent Forms Frequently given Correlated highly with ultimate goal Sensitive to growth

Progress Monitoring as an “Indicator” Frequent, Equivalent Forms, quick, sensitive to growth, correlated with final goal, Quick, consistent, reliable

Literacy Progress Monitoring Measures Not meant to be a comprehensive assessment Provide a quick reference to where students are at instructional wise Research shows that they are trustworthy Most common reading screeners measures

What are “The Good?” easyCBM DIBELS Next AIMSWEB

What are NOT good progress monitoring tools? Phonic Screeners Report Cards SBAC DRA Running Records Reading curriculum weekly or monthly tests or fluency passages

What are “The Good?” The progress monitoring measures you choose should…… Follow guidelines of effective progress monitor measures Measure the right skill need/s Measure student progress toward an ultimate goal

Do we have the right “indicators”? Least Miserable U.S. Cities Most Miserable U.S. Cities Seattle Cleveland Minneapolis Denver Detroit Portland Chicago New York Phoenix Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Forbes, 2012 Wall Street Journal, 2011

Do we have the right “indicators”? Least Miserable U.S. Cities Most Miserable U.S. Cities Cleveland Detroit Chicago Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Forbes, 2012

What are the “Right” Indicators? DIBELS Next easyCBM* AIMSWEB RTF Daze ORF CWPM MC Reading Comp Maze Reading CBM ORF Acc % PRF WRF NWF WWR NWF CLS PRF Acc % WRF Acc % Letter Sounds R-CBM Acc % NWF LSF PSF FSF Phoneme Segmenting Phoneme Segmentation Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

What are “The Good” The progress monitoring measures you choose should…… Follow guidelines of effective progress monitor measures Measure the right skill need/s Measure student progress toward an ultimate goal

What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

Talk Time What are important aspects of progress monitoring tools? How does this impact your choice of progress monitoring measures?

Logistics Who? Who administers progress monitoring? How Often? Where? When? How? Who administers progress monitoring? Interventionist? Literacy specialist or coach? Classroom teacher? Instructional assistants (IA)?

Logistics Who? Students with intensive needs – 1x/week How Often? Where? When? How? Students with intensive needs – 1x/week Students with targeted needs – at least 1x/month

Logistics Where will progress monitoring occur? Who? How Often? When? How? Where will progress monitoring occur? Where will the materials be kept?

Logistics Who? How Often? All students on one day? Where? When? How? All students on one day? 1-2 students each day of the week? Note: Avoid direct instructional time being used for progress monitoring

Logistics Who? How Often? Where? When? How? How is data stored/entered into central database? Person doing progress monitoring enters their data Reading specialist or IA enters all student data How is the data graphed?

Progress Monitoring Level Do we monitor at grade level or instructional level? (Remember, effective progress monitoring measures must be Sensitive to growth) PM should illustrate the student’s: A. current level B. instructional goal C. progress toward the goal

Progress Monitoring Out of Grade Level Sample Decision Rule: For students whose reading skills are well below grade level, the EBIS team may choose to monitor progress at the student’s instructional level as well as at their grade level. Only grade level data should be used in making high-stakes decisions (such as referral to special education) For students already in special education, the team may determine that it is appropriate to monitor less frequently in grade level material (i.e., monthly or 3 times per year). For monitoring progress at a student’s instructional level, the team will select the measure that best matches the instructional content and goals, allows the student to demonstrate success with skill acquisition, and at the same time provides room for growth over time. When monitoring progress in out-of-grade materials, use the highest level of material in which change can be shown in skills targeted for instruction.

Team Time What is your district’s rule for monitoring a student out of grade level? Chart from Lisa?

District Work

Professional Learning/Development Questions Possible Solutions Is staff trained and provided refreshers on how to administer Progress Monitoring Assessments? How do you know staff is proficient? On-site or on-line trainings by Dynamic Measurement Group. On-line or on-site trainings or manuals on easyCBM Website. Schedule refresher training at least once each year Develop on-site coach to do trainings and walkthroughs

District Work

Logistics Who? How Often? Where? When? How? How do you ensure fidelity of data collection? Initial training Refresher trainings Fidelity checks

Fidelity/Monitoring What fidelity tools will be used? Questions Possible Solutions What fidelity tools will be used? Who will monitor fidelity? How often will fidelity be monitored? How will the information be used? Literacy Reading/Specialist monitors Instructional Assistants Staff take self assessment Principal monitors staff Once a month? Meetings three times a year to review fidelity data?

District Work

District Work

District Work

Team Discussion Make it “Good” What is your district’s progress monitoring tool? How often will progress monitoring measures be given? Who administers the progress monitoring measures and where will they be given? How has staff been trained to administer and interpret the progress monitoring measures? How do you check to determine that progress monitoring measure/s are done with fidelity? How is data entered/stored in the central database?

Facilitated Work Time Standard Reading Protocol: List tier 2 and tier 3 intervention curriculum options, time, and group size for each grade level Description of Intervention Placement Meeting Process: Decision rules for placing students in interventions Description of Progress Monitoring Process: what assessment is used and how often Group Intervention Review Meeting Form, Process, and Decision Rules for Intervention changes

But First, Take a Break!