Data Based Decision Making Using Progress Monitoring Data.

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Presentation transcript:

Data Based Decision Making Using Progress Monitoring Data

Progress Monitoring Individual or class-wide assessment used to: Demonstrate student/class rate of improvement in the curriculum & to identify students whose growth is inadequate Aid teachers in determining when instructional modifications may be necessary PM schedule may vary by student/class from weekly to monthly, based on perceived need

Why Is Progress Monitoring Important? Research has demonstrated: Students achieve more Teacher decision making improves Students tend to be more aware of their performance (Fuchs, Deno, Mirkin, 1984; L.S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Fuchs, Fuchs, Hamlett, & Stecker, 1991; Stecker, Fuchs, & Fuchs, 2005)

Progress Monitoring Mantra The more data points we have = the greater our ability to determine students rate of progress with confidence The sooner we have them = the greater our ability to determine the potential need to change the reading intervention

Progress Monitoring Principles 1. Frequency of PM is related to severity of reading problem 2. Must balance what is ideal with what is feasible 3. The less frequently we assess, the higher quality our information should be

PM Best Practice Minimum of 6 data points This is based on PM procedures where students are administered single passage Accuracy of decisions about student’s rate of progress increases with each additional data point

Frequency# of PassagesQuality; Timeliness 1 time per week1 passageDefensible; Timely Decisions Every 2 weeks1 passageModerately Defensible; Less Timely Every 4 weeks3 passagesModerately Defensible; Much less timely Decision-Making for At-Risk Readers

Examining Student Response to Intervention

Definitions Goal : end of year expectation based on ROI equal to or better than that of student performing at target Aim Line : runs between beginning of year benchmark and and goal Trend Line : indicates student’s actual progress based on weekly monitoring Decision Rule : involves considering trendline in relation to aim line

Definitions F.I.T.T. principle (for adjusting intervention) Frequency (of delivery) Intensity (due to smaller group size) Time (per session) Type (of intervention)

Decision-Making Rules Examine the slope of the trend line in relation to that of the aim line Trend line is well above aim line, consider the following: Is student on track for benchmark; if so, consider whether student should return to Tier one Student is responding well but not on track for benchmark; consider continuing in current intervention Trend line is at or somewhat above aim line: Consider intervention change by applying FITT principle

Decision-Making Rules (cont’d) Slope of trend line is less steep than that of aimline: Intervention change is needed (apply FITT principle) Consider whether formal problem solving is required (i.e. IDM)