1. Department of Curriculum and Instruction Considerations for Choosing Mathematics Progress Monitoring Measures from K-12 Anne Foegen, Ph.D. Pursuing the Promise Iowa Statewide Special Education Conference June 12, 2012

2. Department of Curriculum and Instruction Session Overview Foundations for shared understanding Review of mathematics progress monitoring measures Considerations when choosing measures

3. Department of Curriculum and Instruction Foundations for Understanding

4. Department of Curriculum and Instruction Foundations for Shared Understanding My background General education mathematics, special education Middle school teaching Teacher education Research and PD on mathematics progress monitoring Current projects on algebra progress monitoring

5. Department of Curriculum and Instruction Foundations for Shared Understanding Issues in Mathematics and Special Education Response to Intervention Common Core State Standards Grade level expectations

6. Department of Curriculum and Instruction Foundations for Shared Understanding Defining progress monitoring Collecting and evaluating data to make decisions about the adequacy of student progress toward a goal Evaluating student rate of change (slope) as compared to the slope of anticipated progress Informing teacher planning for instruction WHEN to make instructional changes Some measures inform decisions about HOW to change instruction Contrast with formative assessment

7. Department of Curriculum and Instruction Foundations for Shared Understanding Characteristics of Progress Monitoring Measures Technically sound measures Multiple forms of constant difficulty Assessment systems that are sensitive to student growth Standardized administration procedures (including timing) Frequent measurement (occurs at least monthly) Curriculum-based measurement (CBM)

8. Department of Curriculum and Instruction Foundations for Shared Understanding Approaches to Developing Measures (Fuchs, 2004) Curriculum sampling Goal is to reflect the content of instruction Development requires creating proportional representations of the annual curriculum Robust indicators Goal is to identify tasks which serve as robust indicator of general proficiency in a content area Development requires exploring correlations with established indicators of proficiency

9. Department of Curriculum and Instruction Reviewing Mathematics Progress Monitoring Measures

10. Department of Curriculum and Instruction Mathematics Progress Monitoring Measures Organization by grade bands K/1 K-8 Secondary (MS/HS) Selected options! Not an exhaustive list or an implied endorsement

11. Department of Curriculum and Instruction K/1 Mathematics Progress Monitoring Measures

12. Department of Curriculum and Instruction Early Mathematics Measures: K/1 Test of Early Numeracy (AIMSweb) Oral Counting Number Identification Missing Number Quantity Discrimination Early Numeracy Indicators (RIPM) Number Identification Missing Number Quantity Discrimination Mixed Numeracy

13. Department of Curriculum and Instruction TEN: Quantity Discrimination

14. Department of Curriculum and Instruction TEN: Missing Number

15. Department of Curriculum and Instruction ENI: Quantity Discrimination

16. Department of Curriculum and Instruction ENI: Mixed Numeracy

17. Department of Curriculum and Instruction K – 8 Mathematics Progress Monitoring Measures

18. Department of Curriculum and Instruction K-8 Mathematics Measures Monitoring Basic Skills Progress (Fuchs and Fuchs) Computation (1-6) Concepts and Applications (2-6 AIMSweb Revised Computation (1-8) Concepts and Applications (2-8) Yearly Progress Pro (1-8) easyCBM (K-8) STAR Math Enterprise (1-12)

19. Department of Curriculum and Instruction Fuchs & Fuchs: Computation

20. Department of Curriculum and Instruction Fuchs & Fuchs: Concepts & Applications

21. Department of Curriculum and Instruction AIMSweb: Revised Computation

22. Department of Curriculum and Instruction Yearly Progress Pro: Sample screen taken from a tutorial exercise but also illustrates how items are presented (one by one) on progress monitoring measure See http://www.ctb.com

23. Department of Curriculum and Instruction easyCBM: Grade 2 (Numbers and Operations)

24. Department of Curriculum and Instruction easyCBM: Geometry, Measurement, and Algebra (Grade 5)

25. Department of Curriculum and Instruction Star Math Enterprise

26. Department of Curriculum and Instruction Middle School and High School Mathematics Progress Monitoring Measures

27. Department of Curriculum and Instruction Secondary Mathematics Middle School Estimation Complex Quantity Discrimination Missing Number Algebra Algebra Basic Skills Algebra Foundations Algebra Content Analysis Translations

28. Department of Curriculum and Instruction Estimation (6-8)

29. Department of Curriculum and Instruction Complex Quantity Discrimination

30. Department of Curriculum and Instruction Missing Number

31. Department of Curriculum and Instruction Algebra Basic Skills

32. Department of Curriculum and Instruction Algebra Foundations

33. Department of Curriculum and Instruction Translations

34. Department of Curriculum and Instruction Content Analysis

35. Department of Curriculum and Instruction Considerations When Choosing Measures

36. Department of Curriculum and Instruction Considerations Factors to consider: Content Technical adequacy Logistics

37. Department of Curriculum and Instruction Considerations Content Match to instructional content makes a difference in mathematics General outcome measures vs. mastery measures Skills and concepts

38. Department of Curriculum and Instruction Considerations Research Evidence of Technical Adequacy Reliability of scores Reliability of slope Criterion validity of scores Predictive validity of slope Sensitivity to growth National Center on Response to Intervention www.rti4success.orgwww.rti4success.org (Resources: Tools charts)

39. Department of Curriculum and Instruction Considerations: Technical Adequacy

40. Department of Curriculum and Instruction Considerations: Technical Adequacy

41. Department of Curriculum and Instruction Considerations Logistics Administration time Group vs. individual administration Computer vs. paper-pencil Ease of scoring Data management and reporting COST

42. Department of Curriculum and Instruction Resources General Websites: National RTI Center (www.rti4success.org)www.rti4success.org RtI Network (www.rtinetwork.org)www.rtinetwork.org Mathematics Progress Monitoring Measures AIMSweb (www.aimsweb.com)www.aimsweb.com Algebra measures (Project AAIMS, www.ci.hs.iastate.edu/aaims) www.ci.hs.iastate.edu/aaims easyCBM.com ENIs (RIPM, www.progressmonitoring.org)www.progressmonitoring.org MBSP (Vanderbilt, www.proedinc.com)www.proedinc.com

43. Department of Curriculum and Instruction Resources Mathematics Progress Monitoring Measures Middle school measures (afoegen@iastate.edu)afoegen@iastate.edu STAR Math Enterprise (www.renlearn.com)www.renlearn.com Yearly Progress Pro (www.ctb.com/yearlyprogresspro)www.ctb.com/yearlyprogresspro

44. Department of Curriculum and Instruction Thank you! afoegen@iastate.edu