1. Progress Monitoring Overview Neshaminy School District Bucks County Intermediate Unit #22

2. What is Progress Monitoring? Progress Monitoring is the ongoing process which involves: Collecting and analyzing data to determine student progress toward specific skills or general outcomes. Making instructional decisions based on the review and analysis of student data.

3. The Goals of Progress Monitoring Provide data to assist in making decisions about students. To guide instructional decisions Provide data on student performance. To determine current level of learning/behavior/performance To measure and report progress towards goals and objectives/outcomes Provide data for the reevaluation process. To determine if the student still meets eligibility for special education AND still needs specially-designed instruction

4. Benefits of Progress Monitoring Parents and students know what is expected Teachers have organized record of students ’ performance Teachers know what is working or not working with their instruction based on data “ Easy to Understand ” way to show parents the progress IEP teams have comprehensive data on student performance for decision making And …

5. Essential Elements of Progress Monitoring Measurable goals/outcomes Sensitive to increments of student growth Data driven Efficient and effective for use in the classroom Usable format Connected with general ed. curriculum/appropriate activities

6. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

7. Step 1. Measurable Goals: Just Checking Condition Student ’ s name Clearly defined behavior Performance criteria Example During reading instruction, Adam will increase oral reading fluency from a baseline of 53 words correct per minute to 68 words per minute on three consecutive trials.

8. Performance Criteria Examples % of time # times/#times with # or % of accuracy with no more than # words words/digits/ per minute with “ x ” movement on a prompting hierarchy independently with a grade of “ x ” or better “ x ” or better on a rubric with no more than “ x ” occurrences of… with an “ x ” or better on “ x ” rating scale with “ x/x ” points on an assessment checklist

9. Things to Take Away… Indicators of academic performance reflect academic skill development Data needs to be collected on a frequent (2x/week) basis for good decision-making Look at level, slope, variability of data Use decision rules when interpreting data Use knowledge of best teaching practices to develop good interventions

10. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

11. Step 2. Data Collection Decisions (General Outcome Measures) What is the purpose for collecting the data? What type of data will be collected? –Frequency or Rate –Percentage or Accuracy –Quality –Number Where will the data be collected? –Consider in what settings/situations the skill will be practiced. How often will the data be collected? Who will collect the data?

12. Percentage Correct: Used to measure how often/how many times a student is engaged in a behavior. Jim will ___________ 70 % of opportunities… Jim will ___________ with 90% accuracy… Jim will ___________ with an average of 80% across 5 consecutive opportunities … Step 2: Type of Data

13. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

14. Step 3: Data Collection Tools & Review Schedule Data Decisions Type of data needed (depending on specific skills or gom) Where, by whom, and how often will data be collected Guide your selection of a meaningful data collection tool

15. A Sampling of Tools –Structured Interviews or Surveys –Observations –Teacher/Standardized Test –Rating Scales/ Assessment Checklists –Task Analytic Recording –Portfolio Assessment –Curriculum Based Assessment –Anecdotal Records –Incident Record –Rubrics Examples of tools include…

16. Review Schedule Daily, weekly, monthly or quarterly monitoring activities are driven by –Goals and objectives (what you want students to know and be able to do) –The data collection method and tools –Knowledge of student ’ s learning profile

17. Step 3. Data Collection Tools & Review Example With the consistent use of visual schedules and cues, Mike will independently transition from one routine activity to the next at school and home (dinner to bedtime) 4 of 5 transitions on five consecutive trials. –Type of data – –Where – –How often – –Who – –Tool –

18. Step 3. Data Collection Tools & Review Refer to the Seven-Step Worksheet Use the goal you circled from this mornings activity. –Select a data collection tool based on the goal and objective written. –Describe how often the data will be reviewed.

19. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

20. Step 4. Representing the Data Why Represent Data Visually? –Communicate program effectiveness to the teacher, parents, student, etc. about Instruction IEP Reevaluation –Provide reinforcement and feedback –Make decisions about continuing or improving instructional practices

21. Step 4. Representing the Data Appropriate representation requires a graph to be: –Simple –Stand alone –Understandable

22. Step 4. Representing the Data Most common types of graphs used include: –Line Graph – used to reveal trends over time –Bar Graph – used to compare sets of values

23. Step 4. Representing the Data Can you determine any patterns or trends by the way the data is represented? MWF Wk.16/108/1010/10 Wk.2 6/1010/10 8/10 Wk.3 6/108/10 9/10 Can you determine any patterns or trends by the way the data is represented?

24. How to use Excel For Progress Monitoring

25. NOW YOU TRY!

26. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

27. Step 5. 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

28. Step 5. Evaluate the Data Why evaluate the data? –Effectiveness and efficiency of instruction Who should evaluate the data? –Teacher, Parents, Student, Others

29. Step 5. Evaluate the Data What to look for when evaluating the data… –Is the student making progress toward the goals and objectives? “ Rule of Thumb ” – If 4 of the last 6 data points fall below aim line, student is not making progress –Baseline data –Established timeline –Established aim line –How is the student responding to the intervention? Specially designed instruction Instructional materials and methods

30. Step 5. Evaluate the Data: Additional Decision Rules Data Patterns Making progress. Errors flat or decreasing Progress stalled at 20%-50% correct. Progress at or near zero. High error rate. Interpretation Program is working Student can perform some but not all parts of the task. Task is too difficult. Suggestion Continue present instructional program. Provide more direct or intensive instruction in difficult steps. Teach prerequisite skills. Adapted from Wolery, 1988

31. Step 5. Evaluate the Data: Additional Decision Rules Data Patterns Progress stalled close to goal, no increase in rate Meets aim line Interpretation Student is ready for fluency building Successful instructional program Suggestion  Provide frequent opportunities for practice to increase accuracy and rate.  Implement maintenance and generalization programs. Move on to new task. Adapted from Wolery, 1988

32. Step 5. Evaluate the Data: We Do! Example Given weekly timed Reading probes, Jeff will improve from 41 words read correctly per minute to 80 wcpm on three consecutive probes. Let ’ s Look at the Data

33. Interpreting Data: Making Instructional Decisions Summarizing Performance Decision-Making –Goal-oriented decisions –Intervention-oriented decisions

34. 0 24681214161810 20 30 40 50 60 70 80 90 100 Successive Days Test Score Example: Levels of Performance The difference between these two lines is the change in level.

35. Goal-Oriented Decision Making A consistent rule is to make program changes when performance falls below the aimline (for accelerating behaviors) or above the aimline (for decelerating behaviors) for 3 consecutive days. Using aimlines and decision rules takes much of the guess work out of data analysis. Aimline

36. Example Decision Rules Are... 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.

37. Example Decision Rules Are... 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. Draw a line parallel to and above the aimline. (A variation of the 3-day rule is to compare the slope of actual improvement for the most recent 7-10 day period to the slope of expected improvement, which is reflected by the aimline).

38. 0 24681214161810 20 30 40 50 60 80 90 100 Successive Days Test Score X X BaselineIntervention 1Intervention 2 Example: Decision Rules Aim line

39. 0 24681214161810 20 30 40 50 60 70 80 90 100 - Time to make a change. Intervention 1 Baseline Successive Days Test Score Example: Decision Rules Time to make a change. X X

40. Some Valuable Resources Great site for intervention suggestions http://www.interventioncentral.org/ http://www.interventioncentral.org/ Site for developing probes for assessing math computation http: //www.lefthandlogic.com/htmdocs/tools/mathprobe/addsing.shtml http: //www.lefthandlogic.com/htmdocs/tools/mathprobe/addsing.shtml Site for assessing beginning reading skills http://dibels.uoregon.edu/ http://dibels.uoregon.edu/ Site for conducting progress monitoring for reading http://www.edformation.com/

41. Is Jeff Making Progress?

42. Is Kevin Making Progress? Given a one minute unrehearsed Reading probe, Kevin will improve his oral reading fluency from a baseline of ten wpm to 50 wpm on three consecutive probes. Let ’ s Look at the Data

44. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

45. Step 6. Instructional Adjustments If the student IS making progress… –Celebrate! –Keep doing what you are doing –Consider increasing expectations as appropriate Increasing accuracy/Decreasing errors Increasing automaticity Applying knowledge independently

46. Step 6. Instructional Adjustments If the student IS NOT making progress –FIRST consider changes in intervention strategies Specially Designed Instruction (intensity, duration, frequency) Materials Methods Reinforcement schedule Use of peers

47. Step 6. Instructional Adjustments If changes do not positively effect progress –Consider changing goals and objectives –Don ’ t make major changes without input or a meeting with the entire IEP team

48. Step 6. Instructional Adjustments: I Do! Example Using graphic organizers, Stephanie will take notes during all class lectures in Science, Algebra, and World Cultures with a score of 9 or higher on three consecutive graphic organizer rubrics as measured every other week. Progress data on next slide.

49. Stephanie ’ s Data

50. Step 6. Instructional Adjustments Example What instructional adjustments are necessary? –Provide direct instruction on how to use guided notes to write down key points of class lectures in algebra and world cultures. –Examine strategies Stephanie uses in science class and help Stephanie apply these to algebra and world cultures classes.

51. Step 6. Instructional Adjustments Example Annie will write complete sentences that include a noun, verb, object, and correct punctuation 4 out of 5 times on five consecutive weekly writing probes. Instructional Strategies Implemented 1)Annie ’ s classroom teacher provided her with written examples of complete sentences and required Annie to identify the noun, verb, object, and punctuation marks. The teacher also had Annie identify sentences as complete or incomplete within. 2)Data was collected during lessons provided weekly by the reading specialist.

52. Step 6. Instructional Adjustments Is Annie making progress?

53. Step 6. Instructional Adjustments Example What instructional adjustments are needed for Annie?

54. Step 6. Instructional Adjustments Refer to the Seven-Step Worksheet Brainstorm effective instructional strategies for … –Progress, as appropriate –No progress

55. Progress Monitoring: A Specific Skills Approach 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6. Instructional Adjustments 7. Communicating Progress

56. Step 7. Communicating Progress Communication is a two-way street –Home issues that effect student progress –Class/instructional issues that effect progress Ways to keep the lines of communication open –Weekly phone calls –Communication books and data logs –Progress reports (including graphs!) –Parent – teacher conference –Others…

57. Step 7. Communicating Progress Refer to the Seven-Step Worksheet Brainstorm… –Ways that you would communicate to a parent about the child ’ s progress. –Ways to involve the parent in the evaluation of the child ’ s progress.

58. 1. Measurable Annual Goals and Objectives 2. Data Collection Decisions 3. Data Collection Tools & Schedule 4. Representing the Data 5. Evaluation of Data 6.Instructional Adjustments 7. Communicating Progress 6.Determine if additional Data/Info is needed 7. Determine Eligibility Instruction/IEPReevaluation

59. Thank You! Any Questions?