DECEMBER 11, 2014 BRIAN LLOYD, ED.S., NCSP PROGRESS MONITORING THE SECONDARY LEVEL

LEARNING INTENTIONS AND SUCCESS CRITERIA By the end of the PLC session you will: Identify the rationale, purpose and essential features of progress monitoring. Understand curriculum based measurement (CBM) and how to use CBM for progress monitoring. Learn best practice setting goals for progress monitoring. You will practice a simulated survey level assessment. You will practice setting progress monitoring goals using grade level ROI expectations. Learn how to read, interpret, and create various progress monitoring data graphs. You will practice making a progress monitoring graph.

HOW DOES IT FIT TOGETHER? UNIFORM STANDARD TREATMENT PROTOCOL Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive 1X to 2x weekly All Students at a grade level Fall Winter Spring Universal Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Step 1 Step 2Step 3Step 4 Supplemental 1-5% 5-10% 80-90% Core Intensive 2-4 times/month Phonics Quick Screener, DRA, etc. Small Group, all less than proficient students get the same, balanced, research-validated instruction

PROGRESS MONITORING ESSENTIALS Data collected and graphed on an on- going and frequent basis Frequency of progress-monitoring is proportional to the intensity of intervention needed Intervention plan re-evaluated after at least 6-8 data points are collected Consider intervention fidelity, intensity, frequency and match to student need Can be implemented with individual students, a small, or large group

Are sensitive to improvement in brief intervals of time Valid, reliable and accurate predictor of the skill being measured Designed to be as short as possible to ensure its “do ability” Provides prompt feedback on results Are linked to decision making for promoting positive achievement and problem-solving ESSENTIALS OF PROGRESS MONITORING MEASURES

Medicine measures height, weight, temperature, etc. Companies report earnings per share. McDonalds measures how many hamburgers they sell. CBMs As General Outcomes Measures

RESEARCH SHOWS… LYNN S. FUCHS, VANDERBILT UNIVERSITY AND INGRID OXAAL, OFFICE OF SPECIAL EDUCATION PROGRAMS, U.S. DEPARTMENT OF EDUCATION (2007) CBM produces accurate, meaningful information about students’ academic levels and their rates of improvement. CBM is sensitive to student improvement. CBM has high correlation with high-stakes tests. When teachers use CBM to inform their instructional decisions, students achieve better.

HOW OFTEN TO PROGRESS MONITOR How often do you progress monitor? I would recommend scheduling your progress monitoring to the frequency in which you will use the data. The prevailing message from best practice indicates at least 6-8 data points are needed to make important decisions. At minimum, special education teachers should monitor progress on a monthly basis if you are using CBMs to monitor skill growth. You may want to give progress monitoring measures every other week to help with problem solving and to change/adjust instruction and intervention.

PROGRESS MONITORING MEASURES AIMSWeb and DIBELS are both commonly used curriculum based measures (CBM). AIMSWeb and DIBELS are not the only options: easyCBM STAR iSTEEP You can also create your own (if you have a ton of extra time on your hands and are good at creating local norms and have grade leveled materials and…) AIMSWeb will be used as demonstration measures.

PROGRESS MONITORING STEPS 1.Identify Students who will be progress monitored and which CBM or CBMs will be used. 2.Get baseline CBM score for students. Obtain within 2 weeks prior to the start of interventions if you can. If you can’t, obtain a baseline the first week of the intervention. 3.If baseline is below 10 th percentile at grade level, strongly consider survey level assessment until the student scores between 10 th and 25 th percentiles. 4.Set/calculate a goal score for the student or group of students. 5.Schedule frequent progress monitoring probes (1-4x/month for strategic and/or special education monitoring). The frequency will depend on your timeline for decision making (6-8 data points). 6.Chart student progress on graph with aim/goal line and student scores. 7.Review progress frequently and make instructional decisions based on student performance data. 8.Go back to step 1

IDENTIFYING STUDENTS AND SKILLS Use universal screener reports (consider instructional sorts), teacher observation and personal knowledge, curricular (reading street tests, teacher made tests, etc) assessment data, and any other relevant data to determine intervention groups. Determine the instructional focus need for each intervention group. The instructional focus may dictate your use of progress monitoring measure. For example: Phonemic awareness = PSF, alphabetic principle/phonics = NWF or LSF, basic reading or reading fluency or most other = R-CBM or DORF, basic comprehension or silent reading = MAZE. Math calculation = M-COMP, Math problem solving = M- CAP.

WHERE TO START? The selection of what CBM to use for progress monitoring depends on what you have decided to target within your problem-solving process. Choose the measure that corresponds to the skill that you have decided to target for intervention. Reading - If not clear which measure to use, then R-CBM to monitor oral reading fluency. Math – If not clear which measure to use, then M-COMP. Writing – Correct Writing Sequence (CWS)

WHERE TO START – WHAT GRADE LEVEL? Establish student’s performance on grade level assessment (use benchmark if within the last two weeks). Establish student’s functional level on the measure, the highest level at which the student performs in the average range (25th-75th percentile) If student is more than 2 grade levels behind, consider using a lower grade level. In that case, one year above the student’s functional level is generally recommended. Match to the grade level that you hope the student will reach by the end of the intervention period. When in doubt, use the same grade level as the student.

RATES OF IMPROVEMENT (ROI) What is ROI? Rate of improvement tells us a student’s growth over time. Many popular CBMs provide expectations for what score change we can expect on a weekly basis. This is why CBMs are SOOOoo cool!

SELECTING PROGRESS MONITORING GOALS There are differing “acceptable” methods for setting progress monitoring goals. 1.Use 1.5 times the ROI for students at the 50 th percentiles for tier 2 and 2.0 times the ROI for students at the 50 th percentiles for tier 3. 2.Using the Growth Norms to select a goal for different achievement bands at specified percentiles. This method is best for making sure the ROI goal is best matched to student needs and skills. You will need to decide which GN growth percentiles you select and under which circumstances. 3.Selecting default benchmark scores for grade levels or percentiles (usually 25 th or 50 th ) for all students. Use Growth Norms to make sure they close the gap and isn’t too ambitious. MOST LIKELY TO MAKE MISTAKE!

STEPS 1-2 Step 1: Determine whether you can use grade level measures. If not, find what grade level you need. AIMSWeb survey assessment procedures indicate that you go down a grade level when the student scores below the 10th percentile. Remember though that when in doubt, use grade level measures for progress monitoring.

SURVEY LEVEL ASSESSMENT 1. Administer the screening probe(s) at the student’s current grade level. 2. Determine the percentile rank of the student’s score on the screening measure. (Note: For R–CBM, use the median of the student’s three screening probe scores.) If the student’s score ranks above the 10th percentile, proceed with progress monitoring at grade level. If the student’s score ranks at or below the 10 th percentile, proceed to step Step back one grade level and administer that grade’s screening probe(s). If the student’s score ranks above the 10th percentile, proceed with progress monitoring at this grade level. If the student’s score ranks at or below the 10th percentile, repeat step 3, stepping back one grade level at a time until the student achieves a score that ranks above the 10 th percentile, and proceed with progress monitoring at that grade level.

SURVEY LEVEL ASSESSMENT OK, let’s make this easier. Start at grade level and go backwards until you find where the student’s score is between the 10 th and 25 th percentile. If the score is above the 25 th percentile, you’ve gone to far. Go a grade higher (even if below 10 th percentile). Use that score at that grade level to set the baseline and set the goal score.

READING CBM - SLA (GIGI) USE OF 3 PASSAGES IS GREAT IF YOU HAVE TIME Grade Reading Assessment Passage Passage 1 WRC/E Passage 2 WRC/E Passage 3 WRC/E Median WRC/E Winter CBM achievement Level 448/743/444/6 <10th % Severe Reading Problem 357/452/856/256/410th-25th % At-Risk Reader 257/154/357/2 25th-50th % Average Reader

STEP 3 – SETTING A GOAL SCORE We’ve recommended using 1.5 times the ROI at the 50 th percentile on the AIMSWeb norms. We also recommend the use of 2.0 times the ROI at the 50 th percentile for ambitious goals and/or for students receiving tier 3 interventions. This still works great. Another method is using new AIMSweb growth norms. I’ll show that at the end. You could also use a criterion score like benchmark score to set goals, but I don’t recommend it. Let’s start by practicing using the 1.5 multiplier.

SELECTING PROGRESS MONITORING GOALS Pull out the Using 1.5 (or 2.0) Multiplier of ROI At 50th %ile To Set PM Goals practice sheet handouts. Let’s practice in pairs.

UNDERSTANDING NEW GROWTH NORMS AIMSWeb 2.0 has automated/easier progress monitoring decision making using fairly recently released growth norms. AIMSWeb suggests using these for setting progress monitoring goals. They are better because: More specific to each students level of performance. More appropriate to the time of the year in which they are being monitored. An explanation of how to use the new growth norms without using AIMSWeb 2.0 is needed.

UNDERSTANDING NEW GROWTH NORMS The weekly rate of improvement you select to determine your goal is going to depend on the grade (of course), the benchmark/baseline score the student achieved, and the period of time you are monitoring. You will use a different set of weekly ROIs when setting goals for fall to winter, than you would when setting goals between winter to spring, and another different set of ROIs when setting yearly goals. It’s not as complicated as it sounds when you actually do it.

UNDERSTANDING NEW GROWTH NORMS See the handed out ROI Growth norm table page for fifth grade or download your own digital copy:

UNDERSTANDING NEW GROWTH NORMS Step 2: Select the ROI using the ranges provided in the ROI Growth Norms Table. Reference the column for the time of the year. Use the highest score in this range

UNDERSTANDING NEW GROWTH NORMS

Step 3: Use the baseline, number of weeks of progress monitoring, and your newly referenced ROI to calculate a goal score.

UNDERSTANDING NEW GROWTH NORMS Pull Out Using Growth Norms to Set PM Goals Sheet and Work in Pairs

UNDERSTANDING GROWTH NORMS

GROWTH NORMS ANSWER

GRAPH YOUR SCORES Illuminate Ed Goal Setting Profile Graph by hand Have students graph their own progress (has been found to increase student motivation). Graph using Excel Graph using online tool (such as chartdog.org). Graph using websites such as AIMSweb.com, dibels.org/next.html, or easycbm.com. dibels.org/next.html

GRAPH BY HAND Goal LineStudent Scores

GOAL SETTING PROFILE

GRAPH USING EXCEL

GRAPH USING MANAGED DATABASE SITES

PRACTICE! Your task for this training is now to either use sample data provided in the module or use your own student data to create your own progress monitoring graph. You may use any of the graphing methods described in the previous slides.