Workshop Objects. Participants will:
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1. Progress Monitoring of IEP Goals in Reading & Graphing Using AIMSweb
Pittsburgh Public Schools
Program for Students with Exceptionalities
2. Workshop Objects Participants will:
discuss components of Progress Monitoring process
review the concepts of Progress Monitoring and Curriculum Based Measurement for Special Education in Reading
review the administration and scoring procedures for the DIBELS Progress Monitoring DORF assessment materials
3. Workshop Objects (continued)
review the administration and scoring procedures for the AIMSweb MAZE Progress Monitoring assessment materials
review the procedures to administer the DIBELS assessment probes for reading to determine instructional level and set an individual reading goal using the SLA Goal Setting booklet
4. Workshop Objects (continued)
preview AIMSweb graphs
use a 3-point decision rule to analyze DIBELS data for the purpose of instructional planning
learn and apply the functions of the AIMSweb management system
5. Progress Monitoring/ Special Education Component A state initiative that requires each school district to develop and implement a Preschool – Grade 12 progress monitoring process for students with IEPs
6. Progress Monitoring/ Special Education Component The process involves:
Collecting and analyzing student data
Making instructional decisions based on the review and analysis of student data
Communicating the rate and growth of student progress to students, parents, and staff
7. Types of Assessments
8. Curriculum Based Measurement Brief review of Curriculum-Based Measurement (CBM) and General Outcome Measurement (GOM)
9. General Outcome Measures from Other Fields
10. CBM was Designed to Provide Educators With …
11. Progress Monitoring Process **Collect baseline information to determine current functioning level(s)
**Set a realistic and measurable goal
**Collect data using periodic assessment probes at the goal or instructional level
**Provide a graph of the data
**Adjust and inform instruction making decisions based on analysis of the data
12. Progress Monitoring Process **The focus of this presentation is Progress Monitoring of IEP goals in reading.
**Additional Information regarding progress monitoring of IEP goals in math
will be forthcoming.
**IDEIA requires that all IEP goals be progress monitored and reported to parents and school staff.
13. Using the SLA Goal Setting Booklet
14. DIBELS Progress Monitoring Oral Reading Fluency Administration and Scoring procedures DIBELS® Oral Reading Fluency
Short Form Directions
Make sure you have reviewed the long form of the directions in the
DIBELS Administration and Scoring Guide and have them available.
Say these specific directions to the student:
Please read this (point) out loud. If you get stuck, I will tell
you the word so you can keep reading. When I say “Stop,”
I may ask you to tell me about what you read, so do your
best reading. Start here (point to the first word of the passage). Begin.
Start your stopwatch when the student says the first word of the
At the end of 1 minute, place a bracket ( ] ) after the last word
provided by the student, stop and reset the stopwatch, and say,
“Stop.” (remove the passage)
If the student reads more than 10 words correct, proceed with the
retell part. Say,
Please tell me all about what you just read. Try to tell me
everything you can. Begin. Start your stopwatch after you say
The first time the student does not say anything for 3 seconds, say,
“Try to tell me everything you can.” This prompt can be used
If the student does not say anything or gets off track for 5 seconds,
circle the total number of words in the student’s retell and say,
At the end of 1 minute, circle the total number of words in the
student’s retell and say, “Stop.”
15. Things You Need to Do While Testing
16. Whom Do We Assess?
17. Determining the Instructional Level & Goal Level for DORF Through Survey Level Assessment (SLA)
18. Survey Level Assessment SLA is an assessment process where students are tested in successive levels of reading passages.
Begin with their current grade placement, or at least one level above their current functioning level.
Stop at the level where the student achieves the end-of-year benchmark.
19. Tracking Errors We keep track of errors for SLA. When setting the goal and error rate, we want a low error rate (5% or lower) or a 95% or higher accuracy rate. A high error rate suggests that the student is not actively reading for meaning.
20. Elementary Guidelines for SLA
21. Interpreting a Boxplot
22. AIMSweb DORF Boxplots
23. DORF SLA Goal Setting Form
24. Monitoring Levels in AIMSweb
25. Monitoring Levels in AIMSweb
When a student reaches the IEP goal for the level monitored, you should edit the goal.
Goals should not exceed the end-of-year benchmark for the level monitored.
27. SLA Practice
28. SLA for Helen, 7th Grade
29. SLA for Bob, 10th Grade
30. SLA for Matt, 4th Grade
31. Monitoring at the Goal Level Considerations Higher student expectation leads to increased achievement
More difficult to attain goal
Less frequent editing of goal
Increased parent education to interpret student progress
Student motivation issues
32. Monitoring at the Instructional Level Considerations Lower student expectation may lead to decreased achievement
More likely to attain goal
More frequent editing of goal
Decreased need for parent education to interpret student progress
Student motivation issues
33. Preview of AIMSweb graphs
36. MAZE Comprehension
37. What is MAZE Comprehension? MAZE is a multiple-choice cloze task that students complete while reading silently.
The first sentence of a 150-400 word passage is left intact.
Thereafter, every 7th word is replaced with three words inside parenthesis.
40. What is MAZE Comprehension? One word in parenthesis is the exact one from the passage.
The other two words are distracters.
One of the distracters is a word of the same “type” (e.g.,noun,verb,adverb) that does not make sense.
The other distracter is a word not of the same type that does not make sense or preserve meaning.
41. Purposes of MAZE Comprehension Provides a corroborative or supplemental measure to DORF
Provides an alternative measure for students who demonstrate proficiency in oral reading fluency
Assists in making program evaluations and improves accountability
42. MAZE monitoring may be used in addition to DIBELS Oral Reading Fluency (DORF) monitoring for students with IEP goals in reading comprehension. For Whom Is MAZE Appropriate?
43. Upon the recommendation of the IEP team, MAZE monitoring may replace DORF monitoring for a small number of students.
For Whom Is MAZE Appropriate?
44. Guidelines for MAZE Comprehension Oral reading fluency may not be an appropriate measure of overall reading achievement for students with:
Oral motor difficulties
Autism and/or mental disability that results in severe comprehension difficulties
45. Guidelines for MAZE Comprehension MAZE may replace the DORF monitoring process for students in grades K-12 who demonstrate proficient oral reading skills at the 6th grade level, but demonstrate a weakness in comprehension. MAZE probes are to be administered every two weeks.
46. Guidelines for MAZE Comprehension
DIBELS Oral Reading Fluency (DORF) remains the best general measure of overall reading achievement, including comprehension, for the vast majority of students.
47. MAZE Administration & Scoring
48. MAZE Comprehension Students read silently for 3 minutes from AIMSweb Standard Reading MAZE Passages
Determine the number of correct answers
Record the total number of correct answers followed by the total number of errors (e.g., 35/2, 45/0)
49. Administering the MAZE Probes MAZE is a standardized test.
Procedures and directions must be uniform.
Once students are familiar with the test directions, the shortened “familiar” directions may be used.
50. Important Points Administer a simple practice test to familiarize the student with the procedure.
Attach a cover sheet to the student’s probe so that student does not begin the test prematurely.
Monitor student to ensure that he/she is circling the answers instead of writing them.
Discard the MAZE passage and administer another if there are any interruptions.
51. Scoring MAZE Score MAZE probes.
Use the answer key and put a slash(/)
through incorrect words.
Determine the number of correct answers.
Subtract the number of incorrect answers from the total number of items attempted.
Record the total number of correct answers and the total number of errors (e.g., 20/4,15/0).
52. Threats to Validity Patterns of responses that may suggest the student’s performance on a MAZE probe may be invalid:
High number of correct responses with a high number of errors
Correct beginning responses followed by many errors
53. MAZE Goal Setting Using SLA
54. MAZE Survey Level Assessment Complete a MAZE SLA (3 passages per level to determine the median) beginning with their current grade placement, until a level at which they are successful is determined.
For students in grades K- 8 begin with their current grade placement.
Students in grades 9-12 begin with the 8th grade level probes.
55. MAZE Survey Level Assessment Continue until a level of success is determined. (See benchmarks on MAZE SLA Goal Setting Form.)
Keep track of errors.
Enter and graph the median scores and errors on AIMSweb.
56. MAZE SLA Goal Setting Form
57. 6th Grade Student with Above Average MAZE SLA at Current Grade Placement
58. 6th Grade Student with MAZE SLA in the Average Range on Two Grade Levels
59. 6th Grade Student with Success at the 4th Grade Level
60. Expected Growth Rate for MAZE Fluency All Grades
Maze Fluency Growth Rate =
.4 Responses Correct (RC) per week
# of weeks __ X .4 = __ + median score __ = MAZE Goal
( L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993)
61. IEP Link MAZE Annual Goal
(Insert Name) will be able to identify
( # ) correct responses in a (#) grade level cloze passage within 3 minutes with an of 80% or higher accuracy rate on 2 out of 3 passages.
62. Data Analysis & Decision Making
The scored probes can be used diagnostically to determine whether patterns of errors are present.
However, Data Analysis & Decision Guidelines
64. Using the data to make instructional decisions is the most important part of
65. Data Analysis & Decision Guidelines At least three characteristics of graphed data can be used to describe and summarize student performance:
Level of performance (wcpm)
Variability of performance
Slope of performance
69. Data Analysis & Decision Guidelines
70. 3-Point Rule
When at least 6 points have been collected, examine the 3 most recent data points.
If all 3 are above Aim Line, increase goal.
If all 3 are below Aim Line, make an instructional change.
If the 3 data points are both above and below the Aim Line, continue collecting data. Data Analysis & Decision Guidelines If one is going to increase the goal, how much do we raise it?If one is going to increase the goal, how much do we raise it?
75. Practice Data Analysis & Decision Guidelines
82. Afternoon Session AIMSweb Lab Applications
Graphing Progress Monitoring Data
User Name :
first initial last name
school name and
initials of your name
84. Basic Functions in AIMSweb
85. Additional AIMSweb Functions
86. DORF SLA Goal Setting Form
87. Entering Data into AIMSweb Example-DORF Data Collection Form
Setting up a Caseload
Student Example #1-Adding an Intervention
Student Example #2-Editing a Goal
88. Download Training Materials
89. Web Sites Pittsburgh Public Schools
Departments PSE Progress Monitoring