1. PROGRESS MONITORING You want me to do what? Kendall McLeod Learning Disabilities Specialist Richland School District Two kmcleod@richland2.org 803 691-7210 x. 3028

2. TRIANGLE- PEGS EXERCISE

3. PURPOSE 3

4. 1. Place all 14 tees in the triangle (15 holes are in the triangle) leaving one corner hole open 2. Position the open corner at the bottom of the triangle (the triangle should be pointing towards your stomach) 4

5. 3 3. Jump one of the tees next to the open hole 5

6. 4 4. Jump the tee in the center row with the remaining tee in its row 6

7. 5 5. Using the tee that is now at the bottom of the triangle jump the tee next to it 7

8. 6 6. Using one of the tees on either side of the triangle jump one of the lowest tees. 8

9. 7 7. Using the tee in the top center, jump to the open spot 9

10. 8 8. Using the lowest tee jump up the triangle. 10

11. 9 9. Using one of the tees in the second row (next to the top) jump across the row 11

12. 10 10. Using the outside tee in the second row, jump across to the open spot 12

13. 11 11. Using one of the tees in the top row jump across to the open spot 13

14. 12 12. Using one of the tees in the top row, jump towards the open spot 14

15. 13 13. Using the lowest tee, jump up 15

16. 14 14. Using the remaining tees, jump toward the tee in the corner 16

17. 15 15. Using the remaining tees, jump toward the top middle position 17

18. 18

19. 19 What if we numbered the pegs in the order in which we are going to move them and mark the proper starting spot for each peg? 13 4,6,8 1,3,112 7 9510,12 1 2 5 4 13 10 7 9

21. WHAT IS PROGRESS MONITORING?  Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.  Progress monitoring is assessment that provides a profile of growth over the course of the school year.

22. HOW DOES PROGRESS MONITORING WORK?  The student’s current levels of performance are determined.  Goals are identified for learning that will take place over time.  The student’s academic performance is measured by CBM ( curriculum based measures ) on a regular basis ( weekly or bi- weekly ).  Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning.  The student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs.

23. CBM CURRICULUM BASED MEASURES ARE USED FOR PROGRESS MONITORING.  CBM is not an instructional method or intervention.  CBM is not a curriculum.  It is a tool for improving instruction and student outcomes.

24. ATTRIBUTES  Alignment  Technically adequate – reliability and validity  Standard procedures are used.  Repeated measurement over time that can be used to generate a rate of progress as well as level of performance data.  Efficiency

25. CBM TARGETS ALTERABLE VARIABLES  CBM was not designed to  simply document the existence of problems or to determine their cause.  CBM was designed to  target skills that can be changed through instruction.  to fill the need for a data collection system that would produce the information required to guide instruction.  sample the observable behaviors that occur in a classroom.  be sensitive to instruction.  be repeatable.

26. WHAT KIND OF DECSIONS CAN I MAKE WITH CBM DATA? SScreening decisions PProgress Monitoring decisions DDiagnostic decisions OOutcome decisions

27. WHAT DO THE REGS SAY?  (2)(i) A statement of measurable annual goals, including academic and functional goals designed to—  (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and  (B) Meet each of the child’s other educational needs that result from the child’s disability;

28. WHY CAN’T WE JUST USE MAP DATA?  MAP is a great resource, but it is not sensitive to daily instruction.  At best, you only get data three times a year.  The RIT score is an overall measure of reading or math and offers no specific sub-categories against which to measure.

30. HOW CAN WE USE MAP?  MAP data can be used as a comparison to CBM. If the scores correlate, then you have further proof that your instruction is working.

31. HOW CAN WE USE MAP?  MAP data can be used as a comparison to CBM. If the scores correlate, then you have further proof that your instruction is working.  You can use MAP information in your present levels of performance on the IEP.

32. HOW CAN WE USE MAP?  MAP data can be used as a comparison to CBM. If the scores correlate, then you have further proof that your instruction is working.  You can use MAP information in your present levels of performance on the IEP.  You can use the breakdown of skills in DesCartes to guide instruction.

34. BUT YOU CAN’T…….  write a goal based IEP with it. By the end of the IEP, Kendall will increase her MAP (Measure of Academic Progress) RIT score in Reading from 210 to 230 as measured by ???????. Remember, the MAP RIT score is an overall measure of reading, not a measure of it’s component parts.

35. MAP VERSES CBM  target skills that can be changed through instruction.  to fill the need for a data collection system that would produce the information required to guide instruction.  sample the observable behaviors that occur in a classroom.  be sensitive to instruction.  be repeatable.

36. POTENTIAL DIFFICULTIES WITH CURRICULUM- EMBEDDED ASSESSMENT  Assessments do not reflect maintenance or generalization of the concepts/skills.  Assessments typically are designed by teachers or sold with textbooks with unknown reliability and validity.  Number of concepts/skills or chapters passed does not relate well to performance on high-stakes tests.

37. TYPES OF READING CBM  Letter Name Fluency  Letter Sound Fluency  Phoneme Segmenting  Sight Word Recognition  Oral Reading Fluency  Reading Comprehension 37

38. DIBELS -DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS

41. SFS- FIRST SOUND FLUENCY

42. LET’S SCORE ONE  https://dibels.org/scoring_practice.html https://dibels.org/scoring_practice.html

43. FIRST LOOK AT THE NORMS.

44. WHAT DOES A FSF GOAL LOOK LIKE?  By the end of the IEP, Kendall will increase her first sound fluency from 0 (1 st percentile) to 10 ( 50 th percentile) as measured by bi-weekly CBM. 44

45. PHONEME SEGMENTATION FLUENCY

46. SCORING  https://dibels.org/scoring_practice.html https://dibels.org/scoring_practice.html

48. WHAT DOES A PSF GOAL LOOK LIKE?  By the end of the IEP, Kendall will increase her phoneme segmentation fluency on first grade equivalent measures from 8 ( 6 th percentile) to 43 (50 th percentile) as measured by bi-weekly CBM. 48

49.  Scoring Rules – Nonsense Word Fluency  Correct Letter Sounds (CLS): The student receives credit for 1 CLS for each correct letter sound read in isolation or read as part of a make-believe word.  Whole Words Read (WWR): The student receives credit for 1 WWR for each whole word read correctly without first being sounded out.  1.Underline each letter sound the student says correctly, either in isolation or blended with others sounds in the word. For CLS, score the student’s final answer. For W WR, give credit only if the student’s first and only answer was to read the whole word correctly without first sounding it out.  2. Mark a slash ( ) through any incorrect letter sound.  3. Leave blank any omitted letter sounds or words. When a student is reading sound-by- sound, leave blank any inserted letter sounds. When the student is reading word-by- word, slash the underline to indicate any inserted letter sounds.  Write “sc” above any letter sound that had been previously slashed and was self- corrected within 3 seconds. Count that letter sound as correct. Credit is given for WWR only when the student reads the whole word completely and correctly the first time, and reads the word only once.  5. Draw a line through any row the student skips. Do not count the row when scoring.

50. NONSENSE WORD FLUENCY Lets score one! https://dibels.org/scoring_practice.ht ml

52. WHAT DOES A NWF GOAL LOOK LIKE  By the end of the IEP, Kendall will improve her nonsense word fluency on second grade equivalent measures from 28 (14 th percentile) to 41 ( 30 th percentile) as measured by biweekly CBM.

53. ORAL READING FLUENCY

54. LET’S SCORE ONE! PPut a slash through any incorrect or omitted word. PPut SC over a word that has been self corrected. FFor retell, start with zero and draw a line adding a number for each word said. hhttps://dibels.org/scoring_practice.html

55. WHAT DOES AN ORF GOAL LOOK LIKE?  By the end of the IEP, Kendall will improve her oral reading fluency on third grade equivalent passages from _______ (___percentile) to _________ ( ___percentile) as measured by biweekly CBM.

56. COMPREHENSION - DAZE

57. DON’T FORGET TO BENCHMARK!  Print benchmark booklet  Give three times  Take the median (middle ) score

58. FRY’S SIGHT WORD LIST  Fry’s first 300 words represent 65% of the words children encounter in text.  These words are mostly non-decodable and need to be memorized.  Mastery is not reached until there is automatic recall with no hesitation.  Teach five at a time to automaticity and then add new ones. 58

59. WHAT DOES A SIGHT WORD RECOGNITION GOAL LOOK LIKE?  By the end of the IEP, Kendall will increase her sight word recognition from 50 of Fry’s first one hundred words to 25 of Fry’s second hundred words (125 words) as measured by bi-weekly CBM. 59

60. WRITING  http://www.interventioncentral.org http://www.interventioncentral.org  Story Starters  Directions for scoring

61. WRITING SAMPLE I went to biye a hamster I was so excited I woted to own all the waye these but I didn’t want to get run over. I got a nerves hamster but I didn’t know she was going to be so nerves So we bot her that afternoon she skwet so much she suwed like a skewing bed. And at nite when my Dad came home he sedi wus that noese I sed it is nibllet I named my hamster nibllet because she nibls to much becaus she liks that She is a difent hamster because Flufey was there befor that hamster but he did becaus my bother sed thot hamster onley live for tow yers but I did tek her out of the box. After I took her out she was so soft and cuddley she felt like a littl coten ball.

62. WRITING GOAL  By the end of the IEP, Student will increase his/her correct word sequence at a 8 th grade equivalent from 17 correct word sequences ( 6th Percentile) to 37correct word sequences (25th Percentile) as measured by bi-weekly CBM.

63. MEASURING BASIC SKILLS PROGRESS

64. COMPUTATION  By the end of the IEP, given 25 computation problems representing grade 4 curriculum, Kendall will increase her correct digit score from 20 to 50 digits correct in 3 minutes as measured by biweekly CBM.

66. CONCEPTS AND APPLICATIONS  By the end of the IEP, when given 31 concept and application problems representing 6 th grade curriculum, Kendall will increase her knowledge of mathematical concepts and applications from 5 blanks correct to 15 blanks correct as measured by biweekly CBM.

69. PROGRESS MONITORING IT’S NOT TO HOT TO HANDLE