Nuts and Bolts of Progress Monitoring

1. Nuts and Bolts of Progress Monitoring Response to Instruction and Intervention RtII

3. Benchmarking To screen and identify students who are at-risk and in need of interventions All students Three times a year All areas At grade-level Progress Monitoring To monitor progress of individual students and determine rate of improvement and need for adaptation of intervention Students who are not achieving benchmarks (PLP, IEP) Weekly, biweekly, monthly assessments In area of need At instructional level Assessment in an RTI model

4. Progress Monitoring Benefits of Progress Monitoring • Parents and students know what is expected • Teachers know what is working or not working with their instruction based on data • Easy to understand way to show parents progress • Teams have comprehensive data on student performance for decision making

5. Samples of CBMsCurriculum Based Measurements • Reading • Math • Writing • Spelling

7. DIBELS Phoneme Segmentation Fluency https://dibels.uoregon.edu

8. MATH COMPUTATION Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd. Available: from http://www.proedinc.com

9. Concepts and Applications Sample page from a three-page test for Grade 2 Math Concepts and Applications • From Monitoring Basic Skills Progress

10. CBM - Writing Total Words Written Correct Word Sequences Words Correctly Spelled www.interventioncentral.org

11. Graphing • Graphing is an essential part of PM • Without graphic displays, the decision making process is difficult • Teacher graphing vs. Student graphing

12. Hand Graphing • Establish Baseline (Median score) • Set up graph • Set Goal • Draw Aimline • Measure Student Progress • Plot Student Performance • Connect Indicators of Student Performance • Analyze Student Performance • Make Instructional Changes • Continue to Measure and Monitor Student Performance

13. Hand Graphing Goal 44

14. Hand Graphing 50 45 40 Number of Words Read Correctly 35 30 Session 3 Session 4 Session 5 Baseline Session 1 Session 2 Session 6 Session 7 Session 8 Testing Sessions

15. Advantages Easy to do No technology required Students can easily maintain their own graphs Can be done immediately Free Disadvantages Added paper Organization required No long-term storage Not automatic Hand Graphing

16. Rebecca 2nd grader • List all areas of concern: • Off-task behavior • Reading difficulties • Poor handwriting • Identify primary area of concern and define it in observable and measurable terms: • Reading • Definition: number words read correctly when reading a grade level passage orally • Collect baseline data on primary area of concern and state discrepancy statement: • Baseline data collected in reading using CBM reading probes - Statement: Rebecca read 39 WRC per minute in Fall of 2nd grade. Benchmark is 52 WRC per minute for fall of 2nd grade. _______________________________________________________

17. The recommendation for Rebecca falls into the category of intensive support. This refers to interventions that incorporate something more or something different from the core curriculum or supplemental support. Intensive support might entail: • delivering instruction in a smaller group, • providing more instructional time or more practice, • presenting smaller skill steps in instruction, • providing more explicit modeling and instruction, • providing greater scaffolding and practice.

18. Because students needing intensive support are likely to have individual and sometimes unique needs, it is important that their progress be monitored frequently and their intervention modified as needed to ensure adequate progress.