1. Are students benefitting from core instruction + interventions?
Progress Monitoring
Are students benefitting from core instruction + interventions?

2. Data-Based Decision Making with Decision Rules
RTI Essential Components
Standards of
Practice
Data-Based Decision Making with Decision Rules
Training Coaching
Fidelity
SLD Decision Making
Progress Monitoring
Interventions
Screening
Core
Leadership
Teaming/Data-Based Decision Making
Professional Learning & Support
Culture

3. RTI Team Structures Meetings Purpose Students Data 100% Meetings
Review effectiveness of tiered systems of support and make adjustments
ALL
Screening (CBM), Attendance, ODRs, SBAC
Group Intervention Review Meetings
To make changes for students in interventions
Some students
Progress monitoring (CBM)
Individual Problem Solving Meetings
To further intensify interventions for those in need
Few Students
Progress Monitoring (CBM)

4. What is Progress Monitoring?
Brief, frequent assessments provided
to make timely decisions about whether students are making progress in interventions

5. Purpose of the Session Choose “The Good”
Help teams make decisions about…..
effective progress monitoring measure/s to use
progress monitoring logistics (who administrates, how often etc.)
how to provide/refine professional learning and fidelity for your progress monitoring system

6. How do you do this work?

7. District Work

8. What are “The Good?”
The progress monitoring measures you choose should……
Follow guidelines of effective progress monitor measures
Measure the right skill need/s
Let you know if the student is making progress

9. What are “The Good?”
The progress monitoring measures you choose should……
Follow guidelines of effective progress monitor measures
Measure the right skill need/s
Measure student progress toward an ultimate goal

10. Characteristics of EFFECTIVE Progress Monitoring Measures
Are Quick to administer with equivalent forms
Can be given Frequently
Are well Correlated to the ultimate goal
Are Sensitive to growth

11. Characteristics of EFFECTIVE Progress Monitoring Measures
Quick to administer with Equivalent Forms
Frequently given
Correlated highly with ultimate goal
Sensitive to growth

12. Progress Monitoring as an “Indicator”
Frequent, Equivalent Forms, quick, sensitive to growth, correlated with final goal,
Quick, consistent, reliable

13. Literacy Progress Monitoring Measures
Not meant to be a comprehensive assessment
Provide a quick reference to where students are at instructional wise
Research shows that they are trustworthy
Most common reading screeners measures

14. What are “The Good?”
easyCBM
DIBELS Next
AIMSWEB

15. What are NOT good progress monitoring tools?
Phonic Screeners
Report Cards
SBAC
DRA
Running Records
Reading curriculum weekly or monthly tests or fluency passages

16. What are “The Good?”
The progress monitoring measures you choose should……
Follow guidelines of effective progress monitor measures
Measure the right skill need/s
Measure student progress toward an ultimate goal

17. Do we have the right “indicators”?
Least Miserable U.S. Cities
Most Miserable U.S. Cities
Seattle
Cleveland
Minneapolis
Denver
Detroit
Portland
Chicago
New York
Phoenix
Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc
Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values
Forbes, 2012
Wall Street Journal, 2011

18. Do we have the right “indicators”?
Least Miserable U.S. Cities
Most Miserable U.S. Cities
Cleveland
Detroit
Chicago
Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc
Forbes, 2012

19. What are the “Right” Indicators?
DIBELS Next
easyCBM*
AIMSWEB
RTF
Daze
ORF CWPM
MC Reading Comp
Maze
Reading CBM
ORF Acc %
PRF
WRF
NWF WWR
NWF CLS
PRF Acc %
WRF Acc %
Letter Sounds
R-CBM Acc %
NWF
LSF
PSF
FSF
Phoneme Segmenting
Phoneme Segmentation
Oral Reading
Fluency & Accuracy
Phonics
(Alphabetic Principle)
Phonemic Awareness

20. What are “The Good”
The progress monitoring measures you choose should……
Follow guidelines of effective progress monitor measures
Measure the right skill need/s
Measure student progress toward an ultimate goal

21. What information does it give you?
Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools (CBM)
VS.

22. What information does it give you?
Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools (CBM)
VS.

23. What information does it give you?
Reading Curriculum Fluency Passages/Weekly Tests
Progress Monitoring Tools (CBM)
VS.

24. Talk Time
What are important aspects of progress monitoring tools? How does this impact your choice of progress monitoring measures?

25. Logistics Who? Who administers progress monitoring? How Often? Where?
When?
How?
Who administers progress monitoring?
Interventionist?
Literacy specialist or coach?
Classroom teacher?
Instructional assistants (IA)?

26. Logistics Who? Students with intensive needs – 1x/week How Often?
Where?
When?
How?
Students with intensive needs – 1x/week
Students with targeted needs – at least 1x/month

27. Logistics Where will progress monitoring occur? Who? How Often?
When?
How?
Where will progress monitoring occur?
Where will the materials be kept?

28. Logistics Who? How Often? All students on one day? Where?
When?
How?
All students on one day?
1-2 students each day of the week?
Note: Avoid direct instructional time being used for progress monitoring

29. Logistics Who? How Often?
Where?
When?
How?
How is data stored/entered into central database?
Person doing progress monitoring enters their data
Reading specialist or IA enters all student data
How is the data graphed?

30. Progress Monitoring Level
Do we monitor at grade level or instructional level? (Remember, effective progress monitoring measures must be Sensitive to growth)
PM should illustrate the student’s: A. current level B. instructional goal C. progress toward the goal

31. Progress Monitoring Out of Grade Level
Sample Decision Rule:
For students whose reading skills are well below grade level, the EBIS team may choose to monitor progress at the student’s instructional level as well as at their grade level.
Only grade level data should be used in making high-stakes decisions (such as referral to special education)
For students already in special education, the team may determine that it is appropriate to monitor less frequently in grade level material (i.e., monthly or 3 times per year).
For monitoring progress at a student’s instructional level, the team will select the measure that best matches the instructional content and goals, allows the student to demonstrate success with skill acquisition, and at the same time provides room for growth over time.
When monitoring progress in out-of-grade materials, use the highest level of material in which change can be shown in skills targeted for instruction.

32. Team Time
What is your district’s rule for monitoring a student out of grade level?
Chart from Lisa?

33. District Work

34. Professional Learning/Development
Questions
Possible Solutions
Is staff trained and provided refreshers on how to administer Progress Monitoring Assessments?
How do you know staff is proficient?
On-site or on-line trainings by Dynamic Measurement Group.
On-line or on-site trainings or manuals on easyCBM Website.
Schedule refresher training at least once each year
Develop on-site coach to do trainings and walkthroughs

35. District Work

36. Logistics Who? How Often?
Where?
When?
How?
How do you ensure fidelity of data collection?
Initial training
Refresher trainings
Fidelity checks

37. Fidelity/Monitoring What fidelity tools will be used?
Questions
Possible Solutions
What fidelity tools will be used?
Who will monitor fidelity?
How often will fidelity be monitored?
How will the information be used?
Literacy Reading/Specialist monitors Instructional Assistants
Staff take self assessment
Principal monitors staff
Once a month?
Meetings three times a year to review fidelity data?

38. District Work

39. District Work

40. District Work

41. Team Discussion Make it “Good”
What is your district’s progress monitoring tool?
How often will progress monitoring measures be given?
Who administers the progress monitoring measures and where will they be given?
How has staff been trained to administer and interpret the progress monitoring measures?
How do you check to determine that progress monitoring measure/s are done with fidelity?
How is data entered/stored in the central database?

42. Facilitated Work Time
Standard Reading Protocol: List tier 2 and tier 3 intervention curriculum options, time, and group size for each grade level
Description of Intervention Placement Meeting Process: Decision rules for placing students in interventions
Description of Progress Monitoring Process: what assessment is used and how often
Group Intervention Review Meeting Form, Process, and Decision Rules for Intervention changes

43. But First, Take a Break!