1. Progress Monitoring for students in Strategic or Intensive intervention levels Based on the work of Roland Good and Ruth Kaminski

2. “Even if you’re on the right track, you’ll get run over if you just sit there” Will Rogers “Even if you’re on the right track, you’ll get run over if you just sit there” Will Rogers

3. "If we keep doing what we're doing, we're going to keep getting what we're getting." Steven Covey "If we keep doing what we're doing, we're going to keep getting what we're getting." Steven Covey

4. “Never discourage anyone who continually makes progress, no matter how slow” Plato “Never discourage anyone who continually makes progress, no matter how slow” Plato

5. Steps for Implementing Progress Monitoring  Identify Students who are experiencing reading difficulties  Conduct frequent progress monitoring probes (1- 2x per week)  Chart student progress on chart with aimline and goal  Review progress frequently  Make instructional decisions based on student performance data  Identify Students who are experiencing reading difficulties  Conduct frequent progress monitoring probes (1- 2x per week)  Chart student progress on chart with aimline and goal  Review progress frequently  Make instructional decisions based on student performance data

6. Outcomes Driven Model

7. Model of Big Ideas, Indicators, and Timeline for Achieving

8. DIBELS Progress Monitoring Directions

9. DIBELS Progress Monitoring Examiner Copy

10. DIBELS Progress Monitoring Student Copy

11. Progress Monitoring

12. Evaluating Support – Modify Instruction? Whoops! Time to make a change! Phoneme Segmentation Fluency Aimline

13. Evaluating Support - Is Instructional Support Sufficient Now? Phoneme Segmentation Fluency Aimline

14. DIBELS are the GPS for educators Phoneme Segmentation Fluency Aimline

15. Evaluate the Data  Assumptions to consider before evaluating the data  Teacher is implementing instructional strategies  Student is actively engaged in instruction  Aim line has been correctly identified based on present levels of educational performance  Appropriate identification of annual goals and objectives  Assumptions to consider before evaluating the data  Teacher is implementing instructional strategies  Student is actively engaged in instruction  Aim line has been correctly identified based on present levels of educational performance  Appropriate identification of annual goals and objectives

16. Goal-Oriented Decision Making  A consistent rule is to make program changes when performance falls below the aimline for 3 consecutive data points.  Using aimlines and decision rules takes much of the guess work out of data analysis.  A consistent rule is to make program changes when performance falls below the aimline for 3 consecutive data points.  Using aimlines and decision rules takes much of the guess work out of data analysis.

17. Example Decision Rules...  If a student ’ s performance is below the aimline on 3 consecutive days, but is parallel to the aimline, one may decide to “ wait ” to see if student performance accelerates in level to reach the original aimline.  If the student performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line of the graph that symbolizes a change in the program.  If the student ’ s performance is above the aimline after 3- days (or wait another 3-days), it may be appropriate to raise the aimline.  If a student ’ s performance is below the aimline on 3 consecutive days, but is parallel to the aimline, one may decide to “ wait ” to see if student performance accelerates in level to reach the original aimline.  If the student performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line of the graph that symbolizes a change in the program.  If the student ’ s performance is above the aimline after 3- days (or wait another 3-days), it may be appropriate to raise the aimline.

18. Display Current Performance and Goal on a Progress Monitoring Graph  Goal includes both a target level of skill and a specific time during the school year to attain that skill.  The aimline provides a roadmap showing where you are, where you want to get to, and the rate at which you must progress in order to get there on time.mm

19. Progress Monitoring No Progress Monitoring

21. Types of student performance difficulties Source: academic and behavior problems, Witt, Daly, & Noell (2000)  Motivation problems (can do the work but won’t do it)  Skill deficit problems (can’t do work)  Not enough time spent doing work(guided/independent practice)  Not had enough help to do work (prompt/feedback)  Activity is not teaching the student what the teacher wants the student to learn  The work is too difficult for the student  Motivation problems (can do the work but won’t do it)  Skill deficit problems (can’t do work)  Not enough time spent doing work(guided/independent practice)  Not had enough help to do work (prompt/feedback)  Activity is not teaching the student what the teacher wants the student to learn  The work is too difficult for the student

22. Support process for students experiencing academic difficulty  Universal Interventions  Use current supports as much as possible (student assistant team, child study team etc.)  Student referred to team for support  Conduct academic functional assessment  Develop intervention linked to results of assessment  Frequently monitor, review, and modify student’s progress  Universal Interventions  Use current supports as much as possible (student assistant team, child study team etc.)  Student referred to team for support  Conduct academic functional assessment  Develop intervention linked to results of assessment  Frequently monitor, review, and modify student’s progress

23. Planning Instructional Support Key Decisions:  What are the Goals of instruction?  Where are we? Where do we want to be? By when? What course do we need to follow to get there?  What skills should we teach?  Focus on the Big Ideas: Phonological Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text  Level of skills based on error analysis.  How much instructional support may be needed?  Intensive Instructional Support  Strategic Instructional Support  Benchmark Instruction Key Decisions:  What are the Goals of instruction?  Where are we? Where do we want to be? By when? What course do we need to follow to get there?  What skills should we teach?  Focus on the Big Ideas: Phonological Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text  Level of skills based on error analysis.  How much instructional support may be needed?  Intensive Instructional Support  Strategic Instructional Support  Benchmark Instruction

25. Themes  Don’t loose track of the bottom line. Are we getting closer to important and meaningful outcomes?  Monitor Progress on -- and teach -- what is important: Phonemic Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text  Oral Reading Fluency is an important instructional goal and target of progress monitoring.  Use progress monitoring to make decisions that change outcomes for children.  Progress monitoring should be efficient and purposeful.  Start early! Trajectories of reading progress are very difficult to change.  Don’t loose track of the bottom line. Are we getting closer to important and meaningful outcomes?  Monitor Progress on -- and teach -- what is important: Phonemic Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text  Oral Reading Fluency is an important instructional goal and target of progress monitoring.  Use progress monitoring to make decisions that change outcomes for children.  Progress monitoring should be efficient and purposeful.  Start early! Trajectories of reading progress are very difficult to change.