Special Education teacher progress monitoring refresher training Dan Hyson HVED Data Management Coordinator January 21, 2013

Agenda Review agenda What else were you hoping I would address when you heard I was presenting? What is the place of progress monitoring (PM) data within a comprehensive assessment system? How can Special Education (SpEd) teachers use technology tools to record and view PM data? How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? How can SpEd teachers use PM data to help determine whether students are eligible for SpEd and/or identify whether students are meeting SpEd goals?

2. What else were you hoping I would address when you heard I was presenting?

3. What is the place of progress monitoring within an assessment system? Functions of assessment Examples Purpose How often? With whom? SUMMATIVE ASSESSMENT MCA-II How did we do? (aka “autopsy”) 1x/year All students FORMATIVE ASSESSMENT Benchmark screening NWEA MAP, AIMSweb Are we meeting the needs of most students? Which are at-risk? Up to 3x/year (Fall, Winter, Spring) Progress monitoring AIMSweb Chart Dog How are students responding to interventions? Are they making growth? 1x/month (Strategic Monitoring); 1x/week-2 weeks (Progress Monitoring) Students at-risk based on summative and benchmark screening assessments; Students receiving Special Ed Diagnostic assessment NWEA MAP, AIMSweb, other standardized assessments, common teacher-made assessments What is getting in the way of some students making growth? As needed General and Special Ed students not responding to intervention based on progress monitoring

4. How can Special Education (SpEd) teachers use technology tools to record and view progress monitoring (PM) data? In reading and math AIMSweb Chart Dog - http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php For behavior Chart Dog AIMSweb Behavior

Using AIMSweb R-CBM Oral Reading Fluency (ORF) measure to predict performance on MCA-II Reading test R-CBM ORF is… Nationally-normed, standardized test of how many words student can read correctly in 1 minute Moderately correlated with MCA-II Reading test scores (correlation = .5 to .7) Easy to administer Sensitive to change, even when given as weekly progress monitoring tool R-CBM ORF is NOT… The only component of reading we should be concerned about The only measure of reading you should administer, especially if students identified as at-risk based on ORF

Unhappy, But No Surprise Multi-Year Correlation between MCA and ORF (N = 2135) Happy Surprises Happy, But No Surprise 1420 Unhappy, But No Surprise Unhappy Surprises 107

Sample screening data from AIMSweb Behavior

Sample Action Plans from AIMSweb Behavior

Sample PM from AIMSweb Behavior

Sample PM from AIMSweb Behavior

5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?

Start By Abandoning Old Goals Student will perform spelling skills at a high 3rd grade level. Student will alphabetize words by the second letter with 80% accuracy. Student will read words from the Dolch Word List with 80% accuracy. Student will master basic multiplication facts with 80% accuracy. Student will increase reading skills by progressing through the reading program with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2013. Student will be a better reader. Student will read aloud with 80% accuracy and 80% comprehension. Student will make 1 year's gain in general reading from K-3. Students will read 1 story per week. X

Individualized Goal Setting Strategies Determine the Present Level of Performance (PLOP) based on Survey-Level Assessment (SLA) Know the Time Frame for the Goal (typically the “anniversary date”--1 year. Determine the Level of Curriculum That Defines Success and Reduces the Gap Define the Criterion for Acceptable Performance (CAP)

Using norms v. target scores v. growth rates to set goals 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? Using norms v. target scores v. growth rates to set goals Local v. national norms Setting grade level v. instructional level v. goal level goals

5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? If student near grade level, set goal at grade level and PM with grade level probes

Can use Survey Level Assessment (SLA) to determine 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? If student far below grade level, set goal that is rigorous, yet reasonable NOT at grade level BUT NOT at instructional level either At level that will significantly close gap to same grade peers PM in goal level material Can use Survey Level Assessment (SLA) to determine

A SLA for Grade 6 Student to Write Individualized Goals Median of Grade 6 Benchmark Scores or 3 Individually Administered Grade 6 Passages 24 WRC Present Level of Performance (PLOP) Achievement Level of Average Students in Fall PLOP in Grade 6 Expected Level of Performance

A Survey Level Assessment to Write Individualized Goals Potential Goal (and PM) Material PLOP Expected Level of Performance

A Survey Level Assessment to Write Individualized Goals Goal Material and CAP of 90 WRC

WORDS = GRAPH OF EXPECTED RATE OF PROGRESS Ginny will read aloud 95 WRC with 3 or fewer errors when given a randomly selected Grade 4 reading passage by June 1, 2013 AIM LINE Expected Rate of Progress to Significantly Reduce the Gap

5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? “4 point decision rule” Establish baseline After establish baseline, collect at least 6 additional data points If goal is to increase target skill or behavior 4 consecutive data points below student’s goal or aimline -> adjust intervention May mean adding intervention, adding/changing component of intervention, or even taking intervention away 4 consecutive data points above student’s goal or aimline -> adjust goal or adjust/discontinue support

5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals? If goal is to decrease target skill or behavior 4 consecutive data points above student’s goal or aimline -> adjust intervention May mean adding intervention, adding/changing component of intervention, or even taking intervention away 4 consecutive data points below student’s goal or aimline -> adjust goal or adjust/discontinue support

Assessing Response to Intervention 4 point decision rule Individualized intervention initiated Student Identified as Needing Intensive Support Modify intervention Modify intervention Oral Reading Fluency Aimline Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.) (Florence & Potter)

Cautions when using 4-point decision rule Experts suggest that need to collect at least 10 data points (maybe as many as 20) before making decision Some even suggest collecting 3 data points each time PM to minimize error Careful not to pay too much attention to individual data points since more likely to be affected by sources of error (e.g., student motivation, examiner differences, difficulty of particular passages) Critical to do regular refresher trainings and fidelity checks with examiners to ensure don’t drift from original training

Special Education Eligibility Decisions 6. How can SpEd teachers use PM data to help determine whether students are eligible for SpEd and/or identify whether students are meeting SpEd goals? Special Education Eligibility Decisions If and when your district gets to point of using RtI SLD eligibility criteria Need 12 data points over at least 7 weeks Data must show student not responding to at least 2 research-based interventions Inadequate growth rate Student’s achievement level must be below the national or state 5th percentile on most recent standardized measures related to referral concern

Contact information Dan Hyson Hiawatha Valley Education District 507-452-1200, ext. 119 dhyson@hved.org