2. Vision: Every child in every district receives the instruction that they need and deserve…every day. Progress Monitoring Middle School Training: Ensuring a Strong Foundation of Supports October 6, 2015

3. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

4. Progress Monitoring in Accuracy & Fluency Progress Monitoring in Comprehensio n

5. MeetingsPurposeStudentsData 100% MeetingsReview effectiveness of tiered systems of support and make adjustments ALLScreening (CBM), Attendance, ODRs, SBAC Group Intervention Review Meetings To make changes for students in interventions Some students Progress monitoring (CBM) Individual Problem Solving Meetings To further intensify interventions for those in need Few StudentsProgress Monitoring (CBM) RTI Team Structures

6. Brief, frequent assessments provided to make timely decisions about whether students are making progress in interventions What is Progress Monitoring?

7. Help teams make decisions about….. –effective progress monitoring measure/s to use –progress monitoring logistics (who administrates, how often etc.) –how to provide/refine professional learning and fidelity for your progress monitoring system Purpose of the Session Choose “The Good”

8. How do you do this work?

10. The progress monitoring measures you choose should…… –Follow guidelines of effective progress monitor measures –Measure the right skill need/s –Let you know if the student is making progress What are “The Good?”

11. The progress monitoring measures you choose should…… –Follow guidelines of effective progress monitor measures –Measure the right skill need/s –Measure student progress toward an ultimate goal What are “The Good?”

12. Are quick to administer with equivalent forms Can be given frequently Are well correlated to the ultimate goal Are sensitive to growth Characteristics of EFFECTIVE Progress Monitoring Measures

13. S Q uick to administer with Equivalent Forms F requently given C orrelated highly with ultimate goal S ensitive to growth

14. Characteristics of EFFECTIVE Progress Monitoring Measures Q uick to administer with equivalent forms F requently given C orrelated highly with ultimate goal S ensitive to growth

15. Progress Monitoring as “QFCS”

16. Not meant to be a comprehensive assessment Provide a quick reference to where students are at instructional wise Research shows that they are trustworthy Literacy Progress Monitoring Measures

17. The progress monitoring measures you choose should…… –Follow guidelines of effective progress monitor measures –Measure the right skill need/s –Measure student progress toward an ultimate goal What are “The Good?”

18. Most Miserable U.S. Cities Least Miserable U.S. Cities Be aware of what you measure Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago Wall Street Journal, 2011 Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values

19. Most Miserable U.S. Cities Be aware of what you measure Least Miserable U.S. Cities Detroit Cleveland Chicago Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc

20. Middle School Literacy Needs: What should you measure? Academic Literacy Instruction Guidance Doc – Center on Instruction “Academic Literacy Instruction for Adolescents”

21. PM ToolAccuracy/FluencyComprehension CARIOral ReadingDaze, Silent Reading, Recall AIMSwebR-CBMMaze easyCBMPRFVocab, MCRC Use the right measure

22. The progress monitoring measures you choose should…… –Follow guidelines of effective progress monitor measures –Measure the right skill need/s –Measure student progress toward an ultimate goal What are “The Good”

23. Specific Skills versus “Putting it all Together” Progress Monitoring Tools (CBM) VS. Reading Curriculum Fluency Passages/Weekly Tests

24. Reading Curriculum Fluency Passages/Weekly Tests Specific Skills versus “Putting it all Together” Progress Monitoring Tools (CBM) VS.

25. Reading Curriculum Fluency Passages/Weekly Tests Specific Skills versus “Putting it all Together” Progress Monitoring Tools (CBM) VS.

26. “The Bad & the Ugly” Phonic Screeners Report Cards OAKS DRA QRI Running Records Proficiency tests Curriculum assessments What are you using? “The Good” AIMSWEBReading CBM, Maze CARIAccuracy, fluency, comprehension easyCBMPRF, MC Reading Comp, Vocab

27. What are important aspects of progress monitoring tools? How does this impact your choice of progress monitoring measures? Talk Time

28. Implementation Matrix: Progress Monitoring

29. Who? How Often? Where? When? How? Logistics Who administers progress monitoring? Interventionist? Literacy specialist or coach? Classroom teacher? Other

30. Who? How Often? Where? When? How? Logistics

31. Who? How Often? Where? When? How? Logistics Where will progress monitoring occur? Where will the materials be kept?

32. Who? How Often? Where? When? How? Logistics All students on one day? 1-2 students each day of the week? Note: Avoid direct instructional time being used for progress monitoring

33. Who? How Often? Where? When? How? Logistics How is data stored/entered into central database? Person doing progress monitoring enters their data? Literacy Specialist or Interventionist enters all student data? How is the data graphed?

34. What logistical considerations does your district need to be aware of when implementing progress monitoring? –(who, how often, where, when, how?) Team Time

35. Professional Learning

36. On-site or on-line trainings by Dynamic Measurement Group, easyCBM or AIMSweb. Schedule refresher training at least once each year Develop on-site coach to do trainings and walkthroughs Is staff trained and provided refreshers on how to administer Progress Monitoring Assessments? How do you know staff is proficient? Possible SolutionsQuestions Professional Learning

37. Fidelity/Monitoring

38. Principal monitors assessors Assessors take self assessment Once a month?/three times a year? Who will monitor fidelity and how often? How can you increase the likelihood of students doing their best? Possible SolutionsQuestions Fidelity/Monitoring

39. Implement a Schedule

40. Refine and Adjust: Provide Refresher Trainings

41. Next StepsCurrent Practice Team Discussion Make it “Good”

42. What is your district’s progress monitoring tool/s for accuracy & fluency? What is your progress monitoring tool/s for comprehension? How often will progress monitoring measures be given? Who administers the progress monitoring measures and where will they be given? How has staff been trained to administer and interpret the progress monitoring measures? How do you check to determine that progress monitoring measure/s are done with fidelity? How can you increase the likelihood of students doing their best? How is data entered/stored in the central database? Team Discussion Questions