Progress Monitoring and Goal Writing. Using CBMs to write RtI goals. What’s the importance?. Research has demonstrated that when teachers use formative evaluation [progress monitoring] for instructional decision-making purposes: students achieve more teacher decision making improves
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Progress Monitoring and Goal Writing
Using CBMs to
write RtI goals
Research has demonstrated that when teachers use formative evaluation [progress monitoring]for instructional decision-making purposes:
students achieve more
teacher decision making improves
students tend to be more aware of their performance
(e.g., see Fuchs, Deno, Mirkin, 1984; L. S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; L. S. Fuchs, Fuchs, Hamlett, & Stecker, 1991; Stecker, Fuchs, & Fuchs, 2005)
Used to monitor progress from one year to the next
Sensitive to effects of an intervention
Can be used regardless of curriculum (e.g. Harcourt, Scott Foresman)
Useful to inform teaching
Quick to administer & easy to score
Provides instant data to graph
Use “data” from standardized achievement tests like WIAT-II, WJ-III ACH
Use data from Mastery Tests (e.g. chapter tests)
Refer to state standards
Use a sample goal-bank
Suggestions on classroom observation of skills (subjective)
Standardized Tests (WIAT-II, WJ-ACH):
Lack of alternate forms
Less sensitive to short-term gains
Mastery tests do not reflect maintenance or generalization of skills over the course of the school year
Little guidance in selecting goals from state standards/ goal-banks:
No consistent evaluation tool to measure goals written from standards or goal banks!
Creation of Bad Goals/Objectives:
“Student will perform spelling skills at 3rd grade level.”
“Student will master basic math facts with 80% accuracy.”
“Student will read 1 story per week.”
“Student will read aloud with 80% accuracy and 80% comprehension.”
Little research supports that these types of goals relate to improved educational outcomes.
Difficult to consistently measure over time.
Tendency to write un-ambitious goals in hopes that student will show “some” progress over the year.
Remember: goals are statements about the power or impact of our instructional programs.
Goals need to be clearly defined.
Identify specific skills deficits through CBM measures.
Target a few, but important goals and objectives.
Ensure goals are measurable and linked to validated progress monitoring approaches.
Current/Present Level of Performance
What the student is currently able to do in the targeted area.
Growth anticipated for specific time period
Should be ambitious
Must be specific
Must be measurable
How much growth students make in a week’s time. (ROI for students whose scores are entered into AIMSweb)
Formula to determine how much growth you would like to see in a specific amount of time.
*Goal = ________________________________ +
Current Performance Level
(___________________ X ____________________)
# weeks until goal reviewed Ambitious Growth Rate
Determine an appropriate goal!
Be ambitious! Select the level that you want to see the student achieve within a specific amount of time.
Research has shown that ambitious goals can lead to better student achievement:
How ambitious you are should depend on:
How often you can feasibly provide services
How confident you are in the power of your instructional programs and resources
Age of the student