1. Progress Monitoring Elementary Intervention Coaches November 22, 2011

2.  Progress monitoring research has been conducted over the past 30 years  Research has demonstrated that when teachers use progress monitoring for instructional decision making: Students learn more Teacher decision making improves Students are more aware of their performance Why Progress Monitoring? 2

3. Progress Monitoring  PURPOSE: monitor students’ response to primary, secondary, or tertiary instruction in order to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction  FOCUS: students identified through screening as at risk for poor learning outcomes  TOOLS: brief assessments that are valid, reliable, and evidence based  TIMEFRAME: students are assessed at regular intervals (e.g., weekly, biweekly, or monthly) 3

4. Purpose of Progress Monitoring Allows practitioners to…  Confirm risk status by estimating rates of improvement  Identify students who are not demonstrating adequate progress  Compare the efficacy of different forms of instruction in order to design more effective, individualized instruction 4

5. Purpose 1: Confirm Risk Status (Estimate Rates of Improvement) 6 WRC.3 WRC 5

6. Purpose 2: Identify Students Not Making Adequate Progress Increasing Scores: X Goal line trend line X Goal line trend line Flat Scores: X X X X 6

7. Purpose 3: Compare Efficacy of Interventions Growth by Intervention Type Score 7 Secondary prevention is expected to benefit a large majority of students who do not respond to effective primary prevention. About 70%-80% of students in secondary interventions should be demonstrating adequate progress.

8. Progress Monitoring Tools Should…  Be valid and reliable for both:  Level (i.e., that performance at a specific time point is stable and predicts end-of year achievement)  Growth (i.e., that rate of improvement is also stable and predictive of end-of-year achievement)  Use standardized administration & scoring procedures  Have alternate forms of comparable difficulty 8

9. Frequency of Progress Monitoring: Research Says…  Should occur at least monthly.  Ideal: 2x per month at secondary level  Ideal: 1-2 x per week at tertiary level  As the number of data points increases, the effects of measurement error on the trend line decreases.  Christ & Silberglitt (2007) recommended six to nine data points. 9

10. Frequency of Progress Monitoring : Finding a Balance IDEAL FEASIBLE vs. 10

11. Frequency of Progress Monitoring Similar results found by Fuchs & Fuchs (1986) 11 In this study by Bangert-Drowns, Kulik, and Kulik (1991), how frequently data was collected had a direct impact on the performance of students. They found that progress monitoring at least once a week led to measureable positive benefit for students. Notice that ideally, progress monitoring twice a week would lead to better results. However, it is important to consider whether it is feasible and whether the benefit warrants the extra time spent.

12. Think - Pair - Share What does progress monitoring look like in your building?  Where is it happening?  In the regular classroom?  In tier 2 interventions?  In tier 3 interventions?  Who is doing the monitoring?  What tools do they use?  What do you do with the data?  Do you have standard protocol for data decisions?