SCREENING AND PROGRESS MONITORING: THE HOW TO’S….. BEAVERTON SCHOOL DISTRICT Dean Richards, Lisa Bates, Jon Potter

Objectives  Provide the philosophy behind universal screening  Provide overview of why to use progress monitoring and its essential features  Show how to use progress monitoring  Developing an aimline and phaselines  How to use the information in Tier 1 and Tier 2 meetings

Managing Complex Change = Change Confusion = = = = = ++++ VisionIncentivesResources Action Plan ++++ Skills Incentives Resources Action Plan ++++ Vision IncentivesResources Action Plan ++++ Vision Skills Resources Action Plan ++++ Vision Skills Incentives Action Plan ++++ Vision Skills Incentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration Skills

The Process is Ongoing and Long-Term CONSENSUS

Oregon RTI project’s role today  Create knowledge of one component of the RTI infrastructure (assessment)  Provide knowledge and skills of Universal Screening and Progress Monitoring

Expectations  Let us know when you need a break  Write questions on sticky notes provided and we will answer them when we can

The Importance of Data  Data are important Data are important

Assessments  Universal Screening Tools  Why?  What?

What is CBM? Curriculum Based Measures are usually composed of a set of standard directions, a timing device, set of materials, scoring rules, standards for judging performance, and record form or charts. These are also called General Outcome Measures (GOM)

Purposes of CBMs  Evaluate overall effectiveness of program  Select students who need additional support  Monitor progress of students A universal screener should over-identify students who might need something more!

Essential Features of CBM Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms  (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

Universal Screening  Quick general outcome measures  Should occur for ALL students 3x per year  Used for data-based decision making about:  How to create instructional change for ALL Changes for Tier 1  Which students need a closer look and/or intervention Changes for Tier 2

Why use a Universal Screener to Track Progress? Reading trajectories are established early. Readers on a low trajectory tend to stay on that trajectory without intervention. Students on a low trajectory tend to fall further and further behind. Early identification leads to early intervention. The later children are identified as needing support, the more difficult it is to catch up!

 Maze  EasyCBM  AIMSweb ORF  DIBELS  Math Computation  Math Applications  Math Tests of Early Numeracy  Writing (Total Words Written)  Writing (Correct Word Sequences)  Quick Phonics assessment  QRI-IV  CORE Multiple Measures Assessment  DRA2  Fountas and Pinnell  Report cards  Meeting OAKS standards  Read Well Unit Tests, core curriculum weekly tests on skills that are learned Screeners Not Screeners

The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Purpose of Diagnostic Assessments Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

OAKS  Passing OAKS 3 rd grade (204) places a child in the 17 th percentile  Passing 3 rd grade is not enough.  By 5 th grade, if these students stay at the same percentile they will fail OAKS  By 10 th grade, if these students stay at the same percentile they will fail OAKS  This student will score a 236 and pass at the 37 th percentile Based on ODE percentiles

Storytown Assessments  Assesses what was taught that week/unit  The metric changes each week (i.e. inferencing is more difficult than summarizing)  Not enough questions to truly guide individual student instruction

Oral Reading Fluency Same measure middle of first grade through eighth grade ORF is not designed to provide an exhaustive assessment. You can be fluent enough, unless you want to be an auctioneer! Strong link to comprehension Accuracy matters!

Oral reading fluency and comprehension activity Meet a new friend. Find a person who you do not know in the room. (This is important because this is how these assessments are often given to students.) The person with the next birthday is the Test Administrator, paper A. The other person will be the Test Taker, paper B. Test Administrator, read your directions to yourself. Give the test and score. Test Taker, read the passage aloud and be prepared to answer questions.

Oral Reading Fluency 95%98%99% The Secret Life of Bees My Brother Sam is Dead1563 The Magic School Bus Oral Reading Errors per Page at Different Levels of Accuracy Richard Allington, 2009

Evaluate Overall Effectiveness of Program  Are 80% of students reaching benchmarks and “on track” for next goal?  90 minutes of reading daily?  Protected allocated reading time each day?  Skill grouping by class or grade?  Core and supplemental programs implemented with fidelity?  More professional development needed?

Indicators of the health of the core

Assessment Walls

Intensive at Beginning of the yearStrategic at Beginning of the year Benchmark at Beginning of the year

Which students do you need to take a closer look at?  Lowest 20% (?) of students  What do your resources allow?

Find the Students Below the Proficiency Guide Point About 65% Meeting Minimum Proficiency Lowest 20% identified to receive interventions

Fifth Grade Math About 60% Meeting Minimum Proficiency Screening Indicates Math Problem in Grade 5 Given The Standard – Do We Have a Problem With Our Core? Lowest 20% identified to receive interventions

Make a School Plan Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? Who will keep track of which students are in interventions?

Purpose of a Tier 1 meeting To determine the effectiveness of the core program Make necessary adjustments if the core is not meeting the needs of most students

Talk Time  Directions for Activity  3 connections between the video and what you heard today  2 things you think would work in your school  1 question

Oregon RTI Video Clip

Talk Time  Directions for Activity  3 connections between the video and what you heard today  2 things you think would work in your school  1 question

Assessments  Progress Monitoring Tools  Why?  What?

 Maze  EasyCBM  AIMSweb ORF  DIBELS  Math Computation  Math Applications  Math Tests of Early Numeracy  Writing (Total Words Written)  Writing (Correct Word Sequences)  Quick Phonics Screener  QRI-IV  CORE Multiple Measures Assessment  DRA2  Fountas and Pinnell  Report cards  Meeting OAKS standards  Read Well Unit Tests, core curriculum weekly tests on skills that are learned Progress Monitoring Tools Not Progress Monitoring Tools

Progress Monitoring: Key Features Administration is standardized Student performance is measured frequently (e.g., once a week, or every other week) and results in quantitative data Progress is monitored toward an observable, measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used consistently

Essential Features of Reliable and Valid Progress Monitoring Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms  (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

Why Monitor Progress?  It’s the GPS for educators  It improves achievement  It’s the law

Where are we? What is our goal? What course should we follow? How are we doing? Actual Course Desired Course Our Goal We are Here

Effects of Progress Monitoring Progress monitoring has been extensively researched in Special Education (Fuchs & Fuchs, 1986) Students showed improved reading scores when teachers: monitored their progress (+.70 effect size; ≈ 25 th  50 th %ile. Like it!) graphed their reading scores (+.80 effect size. Love it!) used decisions rules to determine whether to make a change in instruction (+.90 effect size. Gotta have it!)

 Progress Monitoring leads to good things….. Progress Monitoring leads to good things…..

It’s the Law!  Teams must include for all SLD evaluations “data that demonstrate that prior to or as part of the referral process the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and Data based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child’s parents.”  This information is to be used to prompt evaluation as appropriate.

Sources for Reliable and Valid Monitoring Tools  National Center on Student Progress Monitoring (studentprogress.org)studentprogress.org  DIBELS (dibels.uoregon.edu - Free to Oregon Schools ) DIBELS  AIMSWEB ( AIMSWEB  Easy CBM ( Easy CBM  Monitoring Progress of Basic Skills (Fuchs & Fuchs; Reproducible masters)  The ABC’s of CBM (Hosp, Hosp,& Howell)

TTSD EBIS DECISION RULES - Grades 1-5

So.. How do you progress monitor?  Key components  Aimlines Tell you where you need to go  Phase lines Tell you that you made a change  Trendlines Tell you if you are o the right track

Aimlines: Tell you where you need to go

Step 1: Aimlines 1. Plot the student’s score from the screening data using a X. 2. Draw a red line from the screening score to the end of year benchmark score (bullseye).

Brandon, first grade/Identify Goal and Draw Aimline The aimline connects where you are to where you want to get to, and shows the rate of progress needed to get there. Aimline Correct words per Minute Aimlines

Step 2: Phase Lines 1. Plot the data on the chart by week 2. When there are four data points in a row below the aimline (TTSD rule, BSD will make own decision rules) you need to make a change in your intervention.

Step 2: Phaselines tell you when to make a change Whoops! Time to make a change! Correct Phonemes Aimline

Determine Response to Intervention When a student fails to make adequate progress we should change their instruction to help her meet the goal

Let’s Practice

Step 3: Trendlines Why do we need trendlines?  To tell you where you are  To tell you how intensive of a modification/individualization you need to make to get back on track

Step 3: Draw a Trendline 1. Start with at least 7 data points 2. Approximately divide the data points into three equal sections using vertical lines. The outer two sections should have at least three data points 3. In the first and third sections, calculate the mid-date (draw a vertical line) and mid-rate (draw a horizontal line). 4. Mark the points on the graph where the two values intersect. 5. Connect the points to draw a trendline.

Trendline Example: Tukey Method Correct Phonemes Aimline 10 data points after baseline data divide points

Step 3: Draw a Trendline 1. Start with at least 7 data points 2. Approximately divide the data points into three equal sections using vertical lines. The outer two sections should have at least three data points 3. In the first and third sections, calculate the mid-date (draw a vertical line) and mid-rate (draw a horizontal line). 4. Mark the points on the graph where the two values intersect. 5. Connect the points to draw a trendline.

Trendline Example: Tukey Method Correct Phonemes Aimline Mid-date & Mid-Rate

Step 3: Draw a Trendline 1. Start with at least 7 data points 2. Approximately divide the data points into three equal sections using vertical lines. The outer two sections should have at least three data points 3. In the first and third sections, calculate the mid-date (draw a vertical line) and mid-rate (draw a horizontal line). 4. Mark the points on the graph where the two values intersect. 5. Connect the points to draw a trendline.

Trendline Example: Tukey Method Correct Phonemes Aimline Connect the points wiith a trendline

Trendlines

RN 30 min + Phonics for Reading Trendline Sam

Trendline FYIs  Some research suggests that you should have at least 14 data points to develop a reliable trendline

Step 4: Redraw aimline When an intervention needs to be changed, the aimline needs to be redrawn 1. Using the last three data points, find the intersection of the mid-date & mid-rate. 2. Draw a new aimline from this point to the end of the year benchmark. 3. Draw a phase line to reflect that the intervention has changed (after that point).

Redrawing Aimlines Use mid-date & mid- rate of last 3 data points & redraw aimine

Progress Monitoring Chant  Remember, you have to share this information with the rest of your school.  This is a GLAD (Guided Language Acquisition Design) strategy

Progress Monitoring Chant We all know ‘cause we’ve been told Progress monitoring is worth its weight in gold Watch the data, I’ll tell you why It won’t leave you high and dry Progress (Progress) Monitoring (Monitoring) Make informed instructional decisions everyday (everyday)

Progress Monitoring Chant When we monitor, students learn more Improved decision making for all we adore It doesn’t measure just one skill Monitoring measures pace towards the goals we need to fulfill Progress (Progress) Monitoring (Monitoring) Make informed instructional decisions everyday (everyday)

Progress Monitoring Chant Identify goals, establish rates of progress Monitor 2-4x a month and celebrate success Adjust instruction when you notice 4 points below Grab your data every six weeks and you will know Progress (Progress) Monitoring (Monitoring) Make informed instructional decisions everyday (everyday)

Progress Monitoring Chant Monitor at risk and strategic, too Look for growth, it will give you a clue If you teach grades 1-2, students will need between Grades 3-6, average growth is , let’s all watch them grow Progress (Progress) Monitoring (Monitoring) Make informed instructional decisions everyday (everyday)

Important Factors to Examine  Match between skill need and intervention  Group Size is small  provides enough explicit instruction and feedback  Time in program is sufficient

Organizing Fluency Data: Making the Instructional Match Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Regardless of the skill focus, organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match!

Organizing Fluency Data: Making the Instructional Match Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-Tap Method. If student can correct error easily, teach student to self- monitor reading accuracy. If reader cannot self- correct errors, complete an error analysis to Determine instructional need. Teach to the instructional need.

Purpose of a Tier 2 Meeting To determine which students are in need of intervention, select appropriate interventions based on protocol, schedule intervention groups, and schedule progress monitoring. Determine effectiveness of interventions To review progress monitoring for all students in interventions (20% group) and make decisions about whether to proceed with, discontinue, or change an intervention.

Reading Protocol

Contacts  Dean Richards    Lisa Bates    Jon Potter  