Improved Outcomes For All Children Progress Universal Monitoring Screening Research-Based Core Curriculum Improved Outcomes For All Children Educational Support Teams Fidelity and Integrity of Instruction and Intervention Tiered Levels of Intervention Scientific Research- Based Interventions Data-Based Decision- Making

Frequent progress monitoring of student performance occurs for all students and is used to pinpoint student-specific difficulties. PROGRESS MONITORING

When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. Confucius

What Is Progress Monitoring? Progress monitoring involves ongoing data collection on skills that are important to student success and can be used to: estimate student rates of improvement identify students who are not demonstrating adequate progress aid teachers in instructional planning

It Is Formative Evaluation Ongoing, systematic monitoring of student performance occurs with individuals in: the general education classroom during supplemental instruction during intensive instruction

Why Is Progress Monitoring Important? Research has demonstrated that when teachers use progress monitoring for instructional decision-making purposes: students achieve more teacher decision-making improves students tend to be more aware of their performance (e.g., see Fuchs, Deno, Mirkin, 1984; L. S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Stecker, Fuchs, & Fuchs, in press)

How does progress monitoring work? Benchmark assessments given 3 times a year Goals established Student progress measured according to need Progress measured against grade level benchmark or individual goal Teaching or intervention adjusted as needed Progress charted & graphically represented Overview of progress monitoring September 2006-one minute probes were given to each of my students to test for WRC per minute. Three probes were given and the mean correct/errors were recorded as the benchmark. From there I put the data collected on the AIMSweb program (will talk more about AIMSweb) and I reviewed graphs with our EST team. Based on the results I chose students to monitor on a weekly basis and since I only had 12 students I chose to do the rest of the class once a month. I set goals based on the VT GE’s for reading fluency (grade 2: 80-100 WRC) Students that were monitored weekly were given additional instruction: Repeated readings (with para or me)—passages read 3x daily, including one reading at home. Title One support-Rhoda Small group instruction in reading fluency with spec.ed.-Fundations fluency pack Decodable text Instruction was adjusted-Jan. “copier conversation” with Rhoda, picked up CS.

Degrees of Progress Monitoring Benchmarking Assess all children three to four times over the course of the school year Strategic Monitoring Assess children in “some risk” category every two-four weeks Intensive Monitoring Assess children in “at risk” category as often as weekly

Progress Monitoring Schedule Parent Contact Fall of 3rd grade

Compares Rates of Progress by Type of Instructional Program or Risk Group Service Code Meal Status Ethnicity ELL

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Summarize Data & Examine Results for Individual Students Second Grade-Oral Reading Fluency Instructional Change Aim Line Trend Line No. 2 Trend Line No. 1

CBM & Graphing & Progress Monitoring & RF = +.7 - +1.0 The Research CBM & Graphing & Progress Monitoring & RF = +.7 - +1.0

What kinds of questions do we ask? Questions that are relevant to a student’s goals, progress, and response to new instructional designs: How does progress compare to past performance? How does progress compare to peers? (rate and slope) Is the student responding to instruction with interventions? Is progress being made toward meeting the standard?

What’s my highest score? Can I beat it in the next 2 weeks? What kinds of questions do students ask? Are my scores going up? What’s my highest score? Can I beat it in the next 2 weeks? What skill(s) do I want to work hard on during the next 2 weeks to try to increase my CBM score?