1. Progress Monitoring Using Data to Guide Instruction
Tri-County Inservice 2017
Carie Hurford

2. Progress Monitoring “Is used to… Assess student’s performance
Measure his or her responsiveness to intervention
Adjust the student’s instructional program to make it more effective and targeted to the student’s needs
Evaluate the effectiveness of the intervention
NCII

3. What Progress Monitoring Is Not
Standard classroom documentation (anecdotal, worksheets, et.)
Different for Secondary than Elementary (discussion)
Something done without:
-Appropriate tools
-Accurate and reliable scoring
-Schedule for data collection
-Decision Rules
We tend to think that Interventions and PM should look different at the secondary level, but it does not. It is always based on students needs. Skill deficits need to be addressed, not just helping them get their general education classroom work done. When they are in a special education classroom, they should be getting specially designed instruction to help them bridge the gaps, learn coping skills, and strategies so that they can become more independent learners at the secondary level. Along with helping with any cognitive deficits: Self-Reg, processing deficits, LT/ST-Memory, reasoning deficits, etc…

4. Progress Monitoring Why?
Student’s learn more!
Teachers design better instruction programs
Data driven decisions, not from the heart
Data Drives Instruction
Takes the guess work out of a decisions
Students are more aware of their performance
Data tells a story about the student
Makes sub plans easier, Parents understand visuals (data), how do you know what to teach/goals? Get students involved and have them help graph data –encourage them to beat their previous scores,

5. Progress Monitoring-Why? Cont.
So you know if intervention is working
To make decisions about instructional goal, materials, levels, and groups
Easily understood by parents (visual)
To document progress for special education students for annual reviews and aides in writing your progress reports.
Tri-County asks us to
It is law!!

6. Progress Monitoring Data: Must Haves
Must have data to determine the student’s present levels of performance (baseline) and to set goals for instructional outcomes
Must have data to evaluate the effect of the interventions (performance) for establishing targeted skills and producing broader, more comprehensive learning gains
Must have data to ensure that children in special education are experiencing reduced risk over time
The RTI Approach to evaluating Learning Disabilities

7. How Often?
DISCUSSION Weekly, Bi-Weekly

8. How Often? Weekly, Bi-Weekly
Seven to 12 data points to make instructional decisions that are statistically valid
Must be collected at regular intervals
Monitoring is ongoing and frequent enough to provide sufficient information.
Depends on the PM tool you are using- CBM’s, math probes, fluency probes, easy cbm, Aims, Are easily used weekly, but STAR is much harder to use as a PM tool. If after about 4-5 weeks the data is going down or flat lined look at your ICEL chart and make adjustments and document that change on the PM tool (Indicate a change with a line or colored dot or something).

9. First, Identify the Problem
Diagnostic information
Problem Identification
Skill Assessment
Error Analysis (it is not enough to give a math fact fluency probe, without looking for a pattern of errors)
Reading: Phonics, Fluency, Vocabulary, Comprehension- Math: Math fact fluency/ getting a score of 5 out of 20 tells you nothing(computation-Error Analysis) , problem solving, Algebra, Money, etc..-Written Language: If you have an IEP, you should have some of this information, but may need to update it.

10. What to Progress Monitor?
Once you have identified the target skills (Advanced phonics, fluency ,comp, vocab, or word study, etc)) >Collect baseline information (35 wpm) >Set an intervention goal (find grade level goals to help) >Provide appropriate intervention throughout the week (Program/Process) -”I do it, we do it, you do it” - Repeated Readings, flashcards, Error Correction, etc….. > PM regularly and graph(Fluency probe weekly)
Reading Fluency-Define what it looks like; frequency, rate of correct, duration-Check age/grade level goals so you know where they should be. Goal: There are formulas to figure out how to determine a goal, but I’m not going to get into that, you just need to do to start- AIMS web does the work for you.

11. Phonics as a Secondary concern
Many teachers think that students at the secondary level should be past phonics concerns
Start with a Word Identification Fluency probe before a Passage Reading Fluency Probe
If WIF is low, administer a QPS to specific skills missing(CVC,blends)
If PRF is low-teach phonics building blocks and use WIF for progress monitoring
Easy CBM’s have probes for both WIF-Word Identification Fluency and PRF-Passage Reading Fluency/ Free, AIMS also

12. Intervention Definition
“An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings (Wright, 2012).”

13. Intervention Definition cont.
An Instructional Intervention is a specific program or set of steps to help a child improve in an area of need. An Instructional intervention isn’t just a strategy, it may include strategies. But not all strategies are interventions. An Instructional intervention is not an accommodation(change in the environment for equal access to learning). (understood.org)

14. Either Way……
Not everyone has access to specific intervention programs(Orton Gillingham)
There are a lot of appropriate academic interventions available to us(Notebook)
Any intervention used should be…
-systematic and explicit instruction -ample opportunities for practice
-a significant increase in intensity appropriate levels of scaffolding
-systematic cueing of appropriate strategies -done with consistency
OR-G, Wilson Reading System, Read 180, Read Naturally, The expert Mathematician, Transitional MAth

15. Literacy/Reading
Explicit instruction must be provided in the five component skills that are deficient: phonemic awareness; phonics; fluency; vocabulary; and/or reading comprehension strategies
Secondary probably no need for Phonemic awareness

16. Math
In math, instruction may need to be provided in any of the seven component skills that are deficient: arithmetic skills; problem solving; conceptual knowledge; reasoning ability; application; procedural fluency; and number sense.

17. Let’s get to it ! match skill to Progress Monitoring

18. Fluency If Fluency is determined to be a targeted skill…
Use a program like Easy CBM to do the work (benchmarks, probes,etc)
OR, do it yourself by collecting baseline, administer probes and graph using formula to compute aimline to goal.
Decide on Measurement level

19. Measurement level
Because most teachers and administrators want to determine how students perform in grade-level reading material, the favored practice is to monitor progress with grade level passages. However, if a student is unable to read the assigned grade-level passage with 90% accuracy or better, then his/her performance should be monitored at the grade level of text where the student can read with 90% accuracy. (a 3rd gr. Student may need to be monitored in 1st gr. Passages if they can’t read 3rd or 2nd gr passages at 90% accuracy)

20. Establish Baseline
A baseline is obtained by having the student read three or four passages, usually in one sitting. These passages are either at grade level or the level at which they read at 90% accuracy. Calculate the baseline as the median (middle). This is the first data point on the student’s graph.
Median/ Mean is debatable.

21. Setting Goals
On average, students in learning disability programs and those with dyslexia gain around one WRC (word read correctly)per week, but can gain more with intensive reading instruction. After selecting a weekly improvement goal (1.0, ), compute an aimline using the formula: Goal= (number of wks of instruction X Rate of Improvement + Baseline Median. When plotted on the student’s chart, the aimline shows desired rate of progress from baseline week to the end of instruction. You enter this information on-line /slope calculator and will graph it for you Rtinetwork.org

23. Using data to guide Instruction How to know when to change Instruction?
Monitoring Weekly:
After 7-9 wks, last 3 scores are below the aimline (signals inadequate progress)
Adjust Instruction

24. Making Instructional Changes
The whole point of monitoring progress is to improve instruction and student outcomes. Progress Monitoring indicates if a student is sufficiently benefitting from instruction(meeting goals). Exactly how instruction should change is left to the teacher’s professional judgement. This decision entails reanalyzing a student’s skills, motivation, and response to instruction. (you can use the ICEL chart in notebook for some guidance)

25. Final thoughts
Progress Monitoring Helps us Amend Instruction Until it is Effective and Student’s meet their goals!

26. Growth Rate Score on the first probe 12 Score on the last probe 20
First Administration week 1
Last Administration week 8

27. Calculating Rate of Growth
Step 1: Subtract the score on first probe from the score on the last probe
20-12=8
Step 2: Subtract the week number of the first admin from week of last
8-1=7
Step 3: Divide the result of Step 1 by the result of Step 2
8/7=1.14
The Students rate of growth(or slope) is this indicates an average growth of digits or problems correct per week

28. Review Notebook resources

29. Resources used NCII (National Center for Intensive Instruction)
Rti network.org
Understood.org
NC DPI EC Division
Doing what works Anne Foegen, Ph.D Sept 2009