1. Choosing a Progress Monitoring Tool That Works for You Whitney Donaldson Kellie Kim Sarah Short

2. Goals To describe who we are and what we do as a Center To describe the technical review process To review our website and learn how to maximize the use of the Tools Chart To review the decision making process

3. Funded by the U.S. Department of Education, Office of Special Education Programs National technical assistance and dissemination center Housed at the American Institutes for Research, in conjunction with researchers at Vanderbilt University What is the National Center on Student Progress Monitoring?

4. Our Mission To provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).

5. Goals Raise Knowledge and Awareness Provide Implementation Support Provide for National Dissemination

6. Raise Knowledge and Awareness Forming partnerships  States,  Districts,  Associations,  Technical assistance providers,  Institutions of higher education,  Other interested groups

7. Provide implementation support Technical Review Committee Regional Trainers Web Services www.studentprogress.org www.studentprogress.org

8. National Dissemination Developing resources Supporting on-going information sharing  Summer Institute  advanced web services  regional meetings

9. Technical Review Committee and Review Process

10. Technical Review Committee Dr. Chris Espin, University of Minnesota Dr. John Hintze, University of Massachusetts Dr. Robert Linn, University of Colorado Dr. Chris Schatschneider, Florida State University Dr. Ed Shapiro, Lehigh University Dr. Mark Shinn, National-Louis University

11. Procedural Integrity Disclose all contractual obligations or affiliations Independent review by two reviewers for each tool Discrepancies in preliminary review were discussed by conference call to reach consensus Vendors were offered opportunities to respond to the initial review results Re-review of new/additional evidence

12. Seven Core Standards of Technical Adequacy Foundational Psychometric Standards 1.Reliability 2.Validity

13. Seven Core Standards of Technical Adequacy (Continued) Progress Monitoring Standards 3.Sufficient number of alternate forms 4.Sensitivity to learning 5.Evidence of instructional utility 6.Specification of adequate growth 7.Description of benchmarks for adequate end-of-year performance or goal setting process

15. Implementation Information

16. Decision Rule Each standard is comprised of two or three essential components Each and every component MUST demonstrate sufficient evidence to be rated as “sufficient” standard

20. Next Steps 2006 Review of SPM Tools in based on General Outcomes Measures, Mastery Measurement, or both is in progress

21. National Center on Student Progress Monitoring Website and Tools Chart

28. Which Tool Should I Choose? A Look at Possible Decision Making Scenarios

29. I’m interested in monitoring student progress in mathematics in my district for grades 1-3. Which tools would be appropriate?  AIMSWeb  Monitoring Basic Skills Progress (MBSP)  Yearly Progress Pro  STAR

30. Which tools have probes that can be administered to students using paper- and-pencil?  AIMSWeb  Dynamic Indicators of Basic Early Literacy Skills (DIBELS)  EdCheckup  Test of Word Reading Efficiency (TOWRE)  Test of Silent Word Reading Fluency (TOSWRF) *Please note: In order to use the “full” features of each tool, such as graphing and generating reports, many tools require internet access.

31. Which tools offer accommodations for students with special needs ( e.g. English Language Learners, hearing impaired)?  Dynamic Indicators of Early Basic Literary Skills (DIBELS)  EdCheckup  STAR

32. AIMSWeb Dynamic Indicators of Early Basic Literary Skills (DIBELS) EdCheckup Monitoring Basic Skills Progress (MBSP) Yearly Progress Pro STAR Test of Word Reading Efficiency (TOWRE) Test of Silent Word Reading Fluency (TOSWRF) I am a teacher with 25 students in my classroom and cannot afford to set aside blocks of time to administer progress monitoring probes to selected students. Are there tools that can be administered by the paraprofessional in my classroom?

33. I am interested in finding a tool that I can use to monitor my students’ progress weekly or even more frequently. Are there tools that have at least 20 alternate forms?  AIMSWeb  Dynamic Indicators of Early Basic Literary Skills (DIBELS)  EdCheckup  Monitoring Basic Skills Progress (MBSP)  Yearly Progress Pro  STAR

34. Decisions Related to Developing Early Intervening / Response to Intervention Models Are we even asking the right questions?

35. Some questions to consider What is our purpose? What is our scope? How will we define and monitor students at risk? What is our EI/RTI model? How does our EI/RTI model relate to special education eligibility? What hardware/software/internet configuration is available/works best for us?

36. What is our purpose? To reduce inappropriate referrals to special education or over-identification of students as students with disabilities To identify students with reading or learning disabilities earlier To move away from the IQ-Achievement discrepancy approach to LD identification To determine whether students are responding to an intervention within an RTI model

37. What is our purpose? (continued) To maximize performance on end of year tests To assist in establishing annual goals To assist in reporting to parents To monitor the progress of at risk students towards adequate yearly progress

38. What is our scope? Academic or academic plus behavior? Which academic subjects? What grades? What schools? What districts?

39. How will we define and monitor students at risk? Relates to your purpose. What tools will we use for screening? What progress monitoring tools will we use?

40. What is our Early Intervening/Response to Intervention model? How many tiers will we have? Do we have a sound, research-based curriculum in place that meets the needs of students in the particular school? Who will deliver services for each tier and what will they be? How long is the intervention at each tier? Can students repeat in a tier? How many times?

41. How does our EI/RTI model relate to special education eligibility? How will EI/RTI information be used in referral? What other information will be gathered? Does failure to achieve at the most intensive level of RTI equate to learning disability? What are issues related to procedural safeguards

42. What technology is available/works best for us? MacIntosh compatibility A dedicated, high-speed server Secure access to the internet Easy access to computers for teachers and students?

43. For More Information, please visit www.studentprogress.org www.studentprogress.org Email us at studentprogress@air.org studentprogress@air.org Or call toll-free 1-866-770-6111