Advanced progress monitoring individuals and groups
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Advanced Progress Monitoring – individuals and groups. Presentation by, Ben Ditkowsky, Ph.D. and Stacey Weber, Ed. S. Reading Trajectories Are Established Early.

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Advanced progress monitoring individuals and groups

Advanced Progress Monitoring – individuals and groups

Presentation by,

Ben Ditkowsky, Ph.D. and

Stacey Weber, Ed. S.


Reading trajectories are established early

Reading Trajectories Are Established Early

  • The probability of remaining a poor reader at the end of fourth grade, given a child was a poor reader at the end of first grade, was .88 .... the probability of remaining an average reader in fourth grade, given an average reading ability in first grade, was .87 (Juel, 1988)

  • Seventy-four percent (74%) of children who are poor readers in 3rd grade remain poor readers in 9th grade (Francis, et al, 1996)

  • Remedial reading is generally not very effective in making children more literate. The unavoidable conclusion, then, is that the most sensible way to improve remedial reading is to eliminate the need for it in the first place (Johnson & Allington, 1991, p. 1001)


The trajectories of poor readers

The Trajectories of poor readers

persist!

  • As many as 54% of students with difficulty in readingdropout of school prior to graduation (de Bettencourt & Zigmond, 1990)

  • Adjustment into adult life; According to Sinclair (1994), of students studied with reading difficulties62% of (drop-outs ) were arrested compared with only 15% of those who remained in school until successful graduation.

  • Three to 4times as likely to become teenage parents(Shaywitz, 2002)

  • Underemployment and unemployment were associated with difficulty in reading and graduation rates …As much as 3 times as likely to be unemployed (Goldstein, Murray & Edgar, 1997, 1998)


Consider two students

Consider two students

In Fall

These two students were essentially equivalent in terms of reading in the Fall of grade 3

FALL


Consider two students1

Consider two students

In Winter

Small changes were beginning to show up in the data by winter

WIN


Consider two students2

Consider two students

In Spring

By Spring, one student had made categorical progress, the other had not.

SPR


Consider two students3

Consider two students

Over the year (2005-06)


Consider two students4

Consider two students

Over the year (2005-06)

  • Both students began the year Below Basic

  • In winter one student had not made any progress, one student had made minimal progress

  • By Spring, one student had demonstrated an average gain of 1 word per week, the other demonstrated little gain all year

Adequate

Not Adequate


The effect of progress on dibels

The Effect of Progress on DIBELS

Exceeds Standards

Meets Standards

Below Standards

Academic Warning


The effect of progress on dibels1

The Effect of Progress on DIBELS


Fall dibels nap group

Fall DIBELS (NAP Group)

Exceeds Standards

Meets Standards

Below Standards

Academic Warning


Fall dibels ap group

Fall DIBELS (AP Group)

Exceeds Standards

Meets Standards

Below Standards

Academic Warning


The effects of progress

The Effects of Progress


Big ideas

BIG IDEAS

  • CBM (and DIBELS) is related to Outcomes on high stakes tests

  • Given the same score in Fall, a student who gains an average of 1 word per week over the course of a year can be expected to score better on high stakes tests, that is, … student improvement from Fall to Spring on DIBELS matters

  • CBM (and DIBELS) is related to Outcomes on high stakes tests

  • Given the same score in Fall, a student who gains an average of 1 word per week over the course of a year can be expected to score better on high stakes tests, that is, … student improvement from Fall to Spring on DIBELS matters


Progress monitoring with dibels uoregon edu

Progress Monitoring with dibels.uoregon.edu


Progress monitoring with aimsweb com

Progress Monitoring with aimsweb.com


Advanced progress monitoring individuals and groups

Monitoring Progress

with Confidence

Available free from

MeasuredEffects.com


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Advanced progress monitoring individuals and groups

Do you see progress?You call ‘em


Adequate level and progress monitoring progress of groups

Adequate level and progress – Monitoring progress of groups

  • Adequate Level

    • NCLB is focused on measuring the percentage of students deemed to be making Adequate Yearly Progress (AYP measures level)

    • CBM and DIBELS predict outcomes on the state test (Snapshots of progress)

  • Adequate Progress

    • We can use CBM and DIBELS to examine progress toward AYP as defined by the state


Cbm is a measure of reading

How many correct words did 5th grade students read in one minute?

How does the CBM score relate to how well they do on the ISAT?

CBM is a measure of Reading?

Mark read 175 words

Dorothy read 225 words

Sarah read 147 words

Kelsey read 120 words


Setting up a chart to compare scores

Setting up a chart to compare scores

Before ISAT testing what we knew was the CBM score (CWPM).

Exceeds

Meets

Below

Warning

Dorothy read 225 words

Mark read 175 words

Sarah read 147 words

Kelsey read 120 words


Setting up a chart to compare scores1

Setting up a chart to compare scores


Students who read less than 120 correct words per minute

Students who read less than 120 correct words per minute

She read 120 words correctly in a minute

She obtained a score of 150 on ISAT

Remember Kelsey?

100% of (62, 5th grade) students who read less than 120 words

per minute were below state standards on ISAT


Students who read less than 130 correct words per minute

Students who read less than 130 correct words per minute

100% of (62, 5th grade) students who read less than 130 words

per minute were below state standards on ISAT


Students who read less than 140 correct words per minute

Students who read less than 140 correct words per minute

77% of (62, 5th grade) students who read less than 140 words

per minute were below state standards on ISAT


What can we infer about students who are not fluent readers and isat 150 cwpm

What can we infer about students who are not fluent readers and ISAT? (<150 cwpm)

75% of (62, 5th grade) students who read less than 150 words

per minute were below state standards on ISAT


Now consider just the students who read more than 150 correct words per minute

Now consider just the students who read more than 150 correct words per minute

Remember Mark?

90% of (62, 5th grade) students who read more than 150 words

per minute were above state standards on ISAT.


Caveat

Caveat

  • Limitation: That was a small sample, from two schools in one district.

  • Solution: What about looking at data from 3 different school years, 3 different districts, with both the new and old ISAT


Advanced progress monitoring individuals and groups

Correct = 90%

Correct = 81%

Correct = 71%

Correct = 71%

Correct = 83%

Correct = 88%


Benchmarks over time function well to predict success

Benchmarks over time function well to predict success

CBM “Proficient” who met standards

Fall 91%

Winter 89%

Spring 90%

CBM “Below Basic” who DNM standards

Fall 69%

Winter 77%

Spring 77%


Advanced progress monitoring individuals and groups

We can use CBM and DIBELS to summarize adequate progress for the three tiers of instruction within RTI


Summary of adequate progress

Summary of Adequate Progress

  • Cut Scores for R-CBM and DORF have been derived for assessment 3 times per year.

    • When student are likely to meet standards, we might refer to them as proficient

    • When students are likely not to met standards, we might refer to them as below basic

    • There are some students whose performance is such that we do not know, we refer to them as questionable.

  • We know what scores we expect in Fall, Winter and Spring.

  • We can use this information to determine whether a school is making adequate progress, within a given tier, or as a whole.


Advanced progress monitoring individuals and groups

Example - actual percentages meeting standards


Monitoring progress of groups below basic

Monitoring progress of groups: Below Basic


Monitoring progress of groups questionable status

Monitoring progress of groups: Questionable Status


Monitoring progress of groups proficient status

Monitoring progress of groups: Proficient Status


Monitoring progress of all students

Monitoring Progress of all students

  • Notes.

  • In this example, most students who begin below basic remain below basic (88%)

  • Most students who begin in questionable status, do not make progress (25% made progress).

  • Most students who enter on track, stay on track (86%), but not all

  • Overall most students in this example did not demonstrate progress


Advanced progress monitoring individuals and groups

  • Notes.

  • In this example, slightly more students were tested in the first window than the second

  • These snapshots indicate slighlty more students on track in the second window than the first

  • Much work remains for the students and staff in this example building


Big ideas1

BIG IDEAS

  • We have the technology to monitor progress of individual students

  • Individual students who demonstrate progress increase their chances of

    • Meeting standards on state tests

    • Success in school …life

  • We have the technology to monitor progress of groups within schools


Questions

Questions?

[email protected]


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