Improving Student Outcomes through Progress Monitoring. Nancy Safer Jacki Bootel Rebecca Holland Coviello Virginia Department of Education September 28, 2006. Questions to Answer. What is student progress monitoring and how does it fit within an accountability agenda?
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Improving Student Outcomes through Progress Monitoring
Nancy Safer
Jacki Bootel
Rebecca Holland Coviello
Virginia Department of Education
September 28, 2006
What exactly is student progress monitoring?How does it fit within an accountability agenda?
Hypothetical FourthGrade Math Computation Curriculum
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2digit numbers by a 1digit number
Multiply 2digit numbers by a 2digit number
Division facts, divisors to 9
Divide 2digit numbers by a 1digit number
Divide 3digit numbers by a 1digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
Computation 4
Sheet #2
Password: AIR
Name:
Date
A
B
C
D
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5
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Donald’s Progress in Digits Correct
Across the School Year
A “Correct Digit” Is the Right Numeral in the Right Place
4507
4507
4507
2146
2146
2146
2361
2461
2441
3
correct digits
4
correct digits
2
correct digits
Sarah Smith
Computation 4
DIGITS
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jessica’s Progress on Digits Correct Across School Year
Jessica Jones
Computation 4
DIGITS
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
How can CBM assist all students in meeting Adequate Yearly Progress goals?
Quantifying initial proficiency status
Quantifying the discrepancy between initial proficiency status and universal proficiency
Identifying AYP
3rd Grade benchmark
Student’s current level
(100)
(61)
Number of students in one class projected to meet CBM benchmarks by the end of the year
(22)
Number of students in one class already meeting end of year benchmark
(17)
(7)
Students who have already met end of year benchmarks
Target number for meeting proficiency by the end of the year
(50)
Universal proficiency goal
Initial proficiency level
Goal line
How does CBM help me as I work within a Response to Intervention model?
Progress Monitoring in
the Context of
Responsivenessto
Intervention
Dr. Lynn S. Fuchs and Dr. Douglas Fuchs
Excerpt from 2006 Summer Institute on
Student Progress Monitoring RTI Manual
1. Number of tiers (2–5)
2. How atrisk students are identified:
3. Nature of Tier 2 preventative treatment:
4. How “response” is defined:
5. What happens to nonresponders:
In this presentation, we feature the most widely
researched model.
1.Three tiers
2.Designating risk with benchmark + PM
3.Standardized researchbased Tier 2 preventative tutoring
4. Defining response in terms of CBM slope/final status
5.Nonresponders undergo abbreviated evaluation to answer questions and distinguish LD, BD, and MR
~5%
Tertiary Prevention:
Specialized
individualized
systems for students with intensive needs
~15%
Secondary Prevention:
Specialized group
systems for students with atrisk behavior
Primary Prevention:
Schoolwide and classwide
systems for all students,
staff, and settings
~80% of students
TIER 1: Primary Prevention
 General education setting
 Researchbased instruction
 Screening to identify students suspected to be at risk
 PM to (dis)confirm risk status
AT RISK
RESPONSIVE
or
TIER 2: Secondary Prevention
 Validated or researchedbased tutoring
 PM to assess responsiveness
UNRESPONSIVE
RESPONSIVE
TIER 3: Tertiary Prevention
 Special education
 CBM to set IEP goals
 PM to formulate individualized programs
 PM to assess responsiveness
UNRESPONSIVE
instructional changes
Joshua’s goalline
Joshua’s trendlines
X
How Does CBM Help in the Development of IEPs?
X
Annual goal
Minus current performance
Divided by number of weeks between baseline and goal
= Measurable Objectives for Progress
trendline
X
goalline
X
trendline
X
X
goalline
Where can I learn more information about student progress monitoring?
National Center on Student Progress Monitoring Websitewww.studentprogress.org
Which Tool Should I Choose?A Look at Possible Decision Making Scenarios
I’m interested in monitoring student progress in mathematics in my district for grades 13. Which tools would be appropriate?
Which tools offer accommodations for students with special needs ( e.g. English Language Learners, hearing impaired)?
Questions?
National Center on Student Progress Monitoringwww.studentprogress.org(866) 7706111 (Toll Free)[email protected]