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Progress Monitoring in Reading: How to Use the Data. A module for pre-service and in-service professional development MN RTI Center Authors: Lisa Habedank Stewart, PhD & Adam Christ, graduate student Minnesota State University Moorhead www.scred.k12.mn.us click on RTI Center.

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progress monitoring in reading how to use the data

Progress Monitoring in Reading:How to Use the Data

A module for pre-service and in-service

professional development

MN RTI Center

Authors: Lisa Habedank Stewart, PhD & Adam Christ, graduate student Minnesota State University Moorhead

www.scred.k12.mn.us click on RTI Center

mn rti center training modules
MN RTI Center Training Modules

This module was developed with funding from the MN legislature

It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training:

2

overview
Overview

This module is Part 2 of 2

Part 1: Why, What, How to Progress Monitor

Part 2: Using Progress Monitoring Data

why progress monitor
Why Progress Monitor?

When teachers USE progress monitoring

Students learn more!

Teachers design better instructional programs

Teacher decision making improves

Students become more aware of their performance Safer & Fleishman, 2005

graphing displaying the data
Graphing/Displaying the Data

“A picture is worth a thousand words”

making a graph
Making a Graph

Show changes in instruction with “lines” and labels

Label your axes

Have an “aimline” that shows what the end goal is

aimline
Aimline

Shows general trajectory needed for student to reach his/her goal

Typically set so student gets back “on target” or “on grade level” within a set amount of time (e.g., by the end of the year) if possible

Simply draw a straight line from the student’s first data point on the graph to the date and score representing his target or goal

Use SMART goals: specific, measurable, attainable, realistic, with a clear timeframe

aimline and setting goals cont d
Aimline and Setting Goals (Cont’d)

For setting CBM goals

Can use local norms or benchmark targets set by your district or based on national datasets and research (e.g., DIBELS targets, AIMSweb targets)

Can use information on the amount of progress students who were successful have made in the past in this intervention or curriculum (e.g., what was the slope of progress in the research?)

example gr 1 5 targets for aimline
Example Gr 1-5 “Targets” for Aimline

Based on the St. Croix River Education District 08-09 Targets

linked to success on Minnesota Comprehensive Assessment – II

early cbm national norms and growth rates in oral reading words correct per min
Early CBM national “norms” and growth rates in oral reading (words correct per min.)

Hasbruck & Tindal 1992, Teaching Exc. Children, Deno et al, 2001 School Psych Review

looking at the graphs
Looking at the Graphs

Is there “go upness”????

Is there ENOUGH “go upness”????

data decision guidelines
Data Decision Guidelines

If the student has some data points above and some below the aimline (doing the “aimline hug”), keep doing what you are doing!

If the student has 4 consecutive data points above the aimline, consider moving the student to less intervention (e.g., decreasing minutes, or moving from Tier 2 to Tier 1 or Tier 3 to Tier 2)

Also use other pieces of information

Continue to progress monitor

data decision guidelines cont d
Data Decision Guidelines (Cont’d)

If the student has 4 consecutive data points below the aimline, ASK THE FOLLOWING QUESTIONS (and continue to progress monitor):

What does the “other” evidence available suggest about the student’s progress?

Error rates? Behavior during the intervention?

What is the general “trend” of the data? Is the student likely to get where we want if this continues?

Use visual analysis and other evidence

Use “trendlines” and “aimlines”

trendline
Trendline

Shows the general “trend” or trajectory of the student’s data so far

Web-based programs typically use an Ordinary Least Squares regression line

AIMSweb, DIBELS data system, Excel

Need approx. 7 to 9 data points

Trendlines on few data points or on highly variable data are NOT reliable!!!

Christ, T. (2006). Short term estimates of growth using CBM ORF: Estimating Standard Error of Slope to construct confidence intervals. School Psychology Review, 35(1) 128-133.

how much progress is enough
How Much Progress is “Enough”?

What is “adequate” progress?

Criterion referenced

Will student meet goal? In reasonable amount of time?

Growth is at or above “target” growth rate

Norm referenced

Growth is at or above growth of grade level peers

Individually referenced

Growth is better than before

“Intervention”/research referenced

Growth is similar to what was seen in research on this intervention (with similar population)

remember to use your brain and eyes and ears
Remember to Use your Brain! (And Eyes and Ears)

If overall trend of progress is good but s/he happens to have 4 data points just barely below the aimline, you may decide to continue your intervention for a week and see what happens.

Use convergence of data (teacher report, mastery monitoring, behavioral indicators)

These are guidelines, THINKING is REQUIRED…

practice exercises
Practice Exercises:

Is there go upness?

Is there enough go upness?

What else would you like to know?

What would you do?

Exit to less intense service

Keep going and collect more data

Problem solve and change something

finn gr 2 cbm orf
Finn Gr 2 CBM-ORF

Reading Links 1:5 for 15 min.

Aimline

finn gr 2 cbm orf cont d
Finn Gr 2 CBM-ORF (Cont’d)

Added distributed practice and preteaching

Reading Links 1:5

for 15 min.

Aimline

dealing with bounce
Dealing With Bounce

Is there a “measurement” problem?

Fidelity of administration and scoring

Materials aren’t well designed or are too difficult

Who, where, and when measurement takes place can matter (esp. for some kids)

Motivation issues (can’t do vs. won’t do)

dealing with bounce cont d
Dealing with Bounce (Cont’d)

Other ways to minimize bounce or make decisions despite bounce

Do more probes at one time and take median or average score

Do more frequent measurement (e.g., weekly or 2x week)

Look at trend over time with many data points

Look at ALL data together (errors, mastery data, etc.)

Use the least dangerous assumption…

what if there isn t adequate progress
What if There isn’t Adequate Progress?

If you keep doing what you’ve been doing then you will keep getting what you’ve got.

what if there isn t adequate progress1
What if There isn’t Adequate Progress?

Is the intervention being done with fidelity?

Has fidelity checks been done?

Is the student in the right level of materials?

Has the student been in school? Are they getting enough minutes of intervention per week?

what if there isn t adequate progress cont d
What if There isn’t Adequate Progress? (Cont’d)

Should the intervention be “tweaked”? Changed? Is there an intervention better “matched” to this student’s needs?

Changes could include trying a different intervention or just “tweaking” the current intervention such as adding a 5th repeat to a repeated reading or a sticker incentive for accurate reading.

Grade level or problem solving team members work together to discuss the data, the student, and what intervention changes would have the best chance of success.

what could we change
What Could We Change?

Focus or skill

Teaching strategies: More explicit, more modeling, more practice, more previewing, better matched with core

Materials: Easier, better matched (cultural, interests, etc.)

Arrangements: Size group, location, who is teaching?

Time: Amount of time, days per week, time of day

Motivation: Interests, goals, rewards, home/school

adam gr 4
Adam, Gr 4

Benchmark data

Winter: 85 wrc (target= 114)

Fall: 89 wrc (target= 93)

Error rate moderate (4, 4, & 6)

Very inconsistent academically; good attendance but attention, accuracy and work completion issues; basic decoding skills ok; can correct errors; can read better (with expression, meaning) in high interest material?

Grade Level Team put Adam in Tier 2 intervention- working with MRC 1:1 on repeated reading intervention 20 min per day

if we do change what should we change
If We Do Change, What Should We Change?

What else would you want to know about Adam and his intervention, curriculum and class?

What are at least 5 different ideas for changes that could be made?

Is this likely to be a tweak or a major shift?

How would you know if you made a good decision?

sharing the data
Sharing the Data

Just having progress monitoring data is not enough. You need to USE it.

Scheduled graph review dates

Grade level meetings

Problem solving meetings

remember garbage in garbage out
Remember: Garbage IN…. Garbage OUT….

Make sure your data have integrity or they won’t be good fer nuthin…

Training

Integrity checks/refreshers

Well chosen measures and materials

avoid common mistakes
Avoid Common Mistakes

Don’t use the same passage/probe every week! 

Have an organized system in place

Progress monitoring schedule for students

Preprinted passages/probes in a binder

An easy way to graph and look at the data

Scheduled time to share/look at the data

remember
Remember…

When teachers USE progress monitoring

Students learn more!

Teachers design better instructional programs

Teacher decision making improves

Students become more aware of their performance Safer & Fleishman, 2005

web resources
Web Resources

Research Institute on Progress Monitoring

http://progressmonitoring.net/

Includes…

A Study Group Content Module with 15 sections on CBM including activities

http://progressmonitoring.org/pdf/cbmMOD1.pdf

Progress Monitoring Leadership Team Content Module with 6 sections (e.g. measureable goals, decision making) including activities

http://progressmonitoring.org/pdf/cbmMODldrshp.pdf

Handouts, videos, and power point presentations

Technical reports of CBM measures

51

web resources cont d
Web Resources, Cont’d

www.studentprogress.org

Growth rates, use in RTI model, etc

http://www.rti4success.org/

click on Progress monitoring on right side

www.interventioncentral.org

look for information on CBM, graphing, etc.

www.aimsweb.com, www.edcheckup.com, dibels.uoregon.edu

Look for information about progress monitoring as well as access to materials and graphing for progress monitoring

DRAFT May 27, 2009

52

Research Matters: How Student Progress Monitoring Improves Instruction

print resources available with this module
Print Resources available with this module

Safer & Fleishman. (2005). How student progress monitoring improves instruction, Educational Leadership, 62(5), 81-83.

Fuchs. Progress monitoring within a multi-level prevention system. Retrieved June 5, 2009, from RTI Action Network Web site: http://www.rtinetwork.org/Essential/Assessment/Progress/ar/MultilevelPrevention

Fuchs & Fuchs What is scientifically-based research on progress monitoring? From the National Center on Student Progress Monitoring (studentprogress.org). Retrieved June 14, 2009,

Jenkins, Hudson, & Hee Lee. Using CBM-Reading assessments to monitor progress. Retrieved June 5, 2009, from RTI Action Network Web site: http://www.rtinetwork.org/Essential/Assessment/Progress/ar/Using CBM/1

53

other recommended articles texts
Other Recommended Articles & Texts

Riley-Tillman & Burns. (2009). Evaluating Educational Interventions. Guilford Press.

Stecker, Lembke, & Fogen (2008). Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48-58.

Case study included

54

activity for teachers or practicum students
Activity for Teachers or Practicum Students
  • Obtain progress monitoring probes and graphs
    • Passages and graphing materials self-created or downloaded
      • www.interventioncentral.org
      • dibels.uoregon.edu
    • Sign up for an account with AIMSweb (instructor accounts and student accounts available)
      • www.aimsweb.org
  • Practice administration and scoring
  • Progress Monitor a “real” kid (ideally 2-4 kids of varying risk levels monitored for at least 7-10 weeks)
  • Graph, analyze, and use data
articles
Articles
  • Safer & Fleishman. (2005). How student progress monitoring improves instruction, Educational Leadership, 62(5), 81-83.
  • Fuchs & Fuchs What is scientifically-based research on progress monitoring? From the National Center on Student Progress Monitoring (studentprogress.org). Retrieved June 14, 2009, from AIMSweb, Web site: ???
slide57
Quiz
  • 1.) What shows the general trajectory of the student’s data so far?
    • A.) Axis
    • B.) Trendline
    • C.) Aimline
    • D.) Target
  • 2.) What shows the general trajectory needed to reach the end goal?
    • A.) Axis
    • B.) Trendline
    • C.) Aimline
    • D.) Target
quiz cont d
Quiz (Cont’d)
  • 3.) When should you keep doing what you are doing?
    • A.) If the student has 4 consecutive data points above the aimline
    • B.) If the student has 4 consecutive data points below the aimline
    • C.) If the student is doing the “aimline hug”
    • D.) None of the above
quiz cont d1
Quiz (Cont’d)
  • 4.) Describe “go upness.”
  • 5.) If the student has 4 consecutive data points below the aimline, what would you do?
slide60
Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only.
  • Special Thanks:
    • Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership
    • Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing, writing quizzes, and enhancing the quality of these training materials
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