1. Where are we Now and What is on the Horizon?
Progress Monitoring Update
January 2010

2. Overview Defining Progress Monitoring and Curriculum-Based Measurement
Using Curriculum-Based Measurement Data to Develop IEPs
Using Curriculum-Based Measurement Data to Strengthen Instructional Planning

3. Video

4. Defining Student Progress Monitoring
is an assessment involves ongoing data collection of skill deficits
to monitor student rates of improvement
to identify skills that students are not demonstrating adequate progress
Thus, teachers may use progress monitoring to design more effective, individualized instructional programs for struggling learners

5. Types of Assessments Formative Summative Ongoing Measure
Culmination Measure
Assesses achievement throughout instruction
Mastery Assessment
Determines effectiveness of instruction
Pass/Fail
Results can drive instructional changes during the learning process
Summarizes Knowledge Learned
Ex. Informal (Oral/Written checks), KWL, probes, portfolios, rubrics
Ex. End of Chapter Tests, PSSA, SAT, Final Exams

6. CBM vs Traditional Assessments
(skill deficit focus)
Traditional
(curricular focus)
Frequent and quick assessments of selected skill deficits
Includes important, grade-level skills/content material
Analysis of student progress over time
Snapshot of learning based on information recently taught
Determines modifications of instructional programs when needed and/or adjust student goals upward
Focuses on mastery of curriculum/content knowledge
Determines what you may want to reteach
Each CBM test is different, but each form assesses the same types of skills at about the same level of difficulty.
Assessments increase in difficulty over time as instruction is taught

7. Using CBM to
Develop IEPs

9. How do you determine baselines for instructional levels?
Multiple Assessments
Reading Inventories (DRA, QRI)
Rubrics
AIMSWEB-(in academic assessment areas or reading, comprehension, writing and math)
FBA
Ecological
Achievement Tests
Curriculum/Program pre/post tests (SRA)
*Aimsweb is a survey level of performance (baseline) and
growth/development of targeted skills
*Evaluates effectiveness of instruction

10. Writing IEP Goals with CBM Data
Time
“In 30 weeks…”
Condition
“… given 25 problems at the second grade level…”
Learner
“..Jose’…”
Behavior
“… will write …”
Criterion
“…37 correct digits in 2 minutes.”

11. Setting Appropriate Goals
When setting goals the following must be considered:
1. Student’s current level of performance
Expected Rate of Improvement
Comparison with comparative data (norm chart)
Criteria and expected timeline
How the goal will be measured (attach data tool)
Who will measure
How will progress be reported

12. Sample IEP Statements Using CBM Data for Passage Reading Fluency
Present Level of Performance:
Given passages representing 3rd grade level material, Katy currently reads 57 words correct in 1 minute with 80% accuracy.
Goal:
In 30 weeks, given passages representing grade 3 material, Katy will read 102 words correctly in 1 minute with 85% accuracy.

13. Analysis of Progress Towards Annual Goals using CBM
Assessment directly monitors each skill deficit stated for each annual goal (academic/ functional)
Analyze progress throughout year and provide at least quarterly report on progress (assessments are equivalent in difficulty)
Progress should reflect skill mastery or maintenance of skills
Classroom grades should not be utilized to determine if students are making progress on goals!

14. Sample Progress Monitoring Report of Progress of IEP Goals
In 30 weeks, given passages representing grade 3 material, Katy will read 102 words correctly in 1 minute with 85% accuracy.
Report of Progress:
An average score of the past 3 assessed passages representing 3rd grade level material, Katy currently reads 85 words correct in 1 minute with 83% accuracy. (see attached graph)

15. Strengthen Instructional Planning
Using CBM to
Strengthen Instructional Planning

16. What to Examine in CBM Data
Increasing Scores:
Student is improving skill deficits
Flat/Decreasing Scores:
Student is not profiting from instruction and requires a change in the instruction.
Changes to the strategies/interventions….not necessarily the curriculum

17. Katy’s Progress on Words Read Correctly
Katy Williams
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May

18. Jessica’s Progress on Words Read Correctly
Jessica Jones
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May

19. Trend of student data is less steep than goal line: Make a teaching change.
From Monitoring Basic Skills Progress

20. Trend of student data is steeper than goal line: Raise the goal.
From Monitoring Basic Skills Progress

21. 3-Point Rule
If 6 weeks of instruction have occurred and student has at least 3 data points, examine the most recent 3 consecutive scores.
If all 3 scores fall below the goal line, an intervention is required.
If all 3 scores fall above the goal line, a goal raise may be considered.

22. Answering the question,
“What Intervention should I use,” may require a bit of detective work, such as the following:
Task Analysis of required skills needed compared to student’s skill set
Error Analysis of assessments
Exploration of the student’s learning environment and educational history/ experiences
Review of previous diagnostic assessments
Heart of special education

24. CBM Feedback to Students
Motivating students to work hard
Encouraging goal-directed behavior

25. Questions Students Ask Themselves about CBM Graphs
Are my scores going up?
What’s my highest score? Can I beat it in the next 2 weeks?
What skill(s) do I want to work hard on during the next 2 weeks to try to increase my score?

26. What is on the Horizon? Summer Academies
Journey III (Progress Monitoring, using excel, WOJO overview, analyzing data and reporting on progress)
CAIU located trainings
Reading Assessments

27. Resources
Website:
Web site: