Advanced Progress Monitoring with Aimsweb 2009 Alaska Winter Education Conference Scott Linner 651-366-2731 [email protected] If you have any questions feel, free to contact me. Where are we in Alaska with progress monitoring?
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All districts were surveyed in Alaska with principals (60 %) primary respondents
222 survey responses received
63.7% of respondents indicated “familiar” or “very familiar” with term RTI
73% said that they “use assessments to monitor progress”.
Of the 115 that were implementing RTI substantially in…
Survey done by Margaret Mackinnon and Jennifer Knutson. The survey was presented at the Alaska Principals Conference in fall of 2008
The respondents rated the “Identifying screening and progress monitoring” as the third highest need… after “Academic interventions” and “Identify funding source and further guidance.”
Significant training needs remain RTI
(Does not include Progress Monitoring)
--15 percent of the staff has had no training on RTI
--42 percent of the respondents said that 1 to 24 percent of their staff has had training.
In summary, over half of the staff (57 percent) have had no training on RTI…which does not include RTI.
Progress Monitoring is conducted frequently and is designed to:--Estimate rates of student improvement--Identify students who are not demonstrating adequate progress--Compare the efficiency of different forms of instruction and design more effective individualized instructional programs for learners who need extra help in mastering the curriculumFrom: Using Curriculum-Based Measurement (CBM) for Student Progress Monitoring : Presented by Dr. Rebecca Holland-Coviello – www.studentprogress.org
A first graders progress monitoring graph
--Have one person assigned in building and/or paraprofessional gather the PM’ing
--Develop district wide assessment calendar
--Explicitly state the expectation for progress monitoring at the school or district level.
--Data Team/administrator review graphs at least monthly.
3 X Year
2 X Month or greater
“At least on a weekly
2. Lack of intervention lines or documentation intervention
Recommended in intervention
Data Decision Guidelines
Is the student has 4 consecutive data points below the aimline (assuming you are PM’ing on grade level material), ASK THE FOLLOWING QUESTIONS (and continue to progress monitor)
--Is the intervention being done with fidelity
--Is the student in the right level of materials
--Has the student been in school? Are they getting enough minutes
of intervention per week?
Should the intervention be “tweaked”? Changed? Is there a better
Intervention to “match” the student needs?
Staff should work together to discuss the data, the student, and what intervention changes would have a better chance of success.
Minnesota Reading Corp Training Manual
Data Decision Guidelines, Cont’d intervention
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 exiting or lessoning the intervention
--Note the exit with a chart label
--Continued progress monitoring
How do we know what is working for this student?
How do we know what has already been tried and possibly didn’t work?
Chart Label is the name of the intervention and if it’s Tier II or III.
Description information to include:
1. The full name of the intervention, e.g.,Repeated Reading
2. What the student and adult will do in the intervention
3. Who will do the intervention with the student, member, community volunteer
4. How often the intervention will be conducted, per week, size of the group
5. How much time will be spent in each intervention session
3. Difficulty with correct goal the story”
Please do not progress monitoring above students grade level.
Reading enrichment should not revolve around fluency, but
comprehension and vocabulary
The goal is to progress monitor a the story”
student at their grade level
A fifth grade being progress monitored in second grade probes
Click on button to get graph
When do you need to survey at a lower level? the story”
6th grade minimum
A common problem with survey level assessment is with upper grade students.
9th grader was progress monitored in fall on 4th grade passage with
112, rather than trying the 5th grade passage.
Our goal is to progress monitor on the student’s grade level.
Conducting a Survey Level Assessment
When moving up a grade level probe, you must have an grade students.
Intervention line due to change of measurement.
Oral Reading Fluency
How to read a Goal Statement grade students.
What is an appropriate growth rate? grade students.
Rate of Improvement Use researched ROI** or Aimsweb Norms
** From the download sections: Progress Monitoring Strategies for Writing Individualized Goals in General Curriculum and More Frequent Formative Evaluation
Determine what your class or school grade growth rate. grade students.
The average growth
rate for a first grader at this School is 2.2 words a week.
When setting goals, the student must more than the expected typical student
Rate of Improvement if the student is to catch up.
Generally, multiply the average Rate of Improvement by a value between
1.5 and 2.
If average student is improving at 2.2 words a week, a student to catch
up needs to improve be at least 3.3 words per week.
Fuchs, Fuchs, Hamlett, Waltz and Germann (1993) or Hasp and Hosp 2003
In the majority of cases, one will use the same goal with all students (i.e.
3rd grader with a spring goal of 110 wpm.
If a student has a severe reading deficit and the Rate of
Improvement is to steep, the goal needs to be individualized
3.35 to steep
1.82 -2.09 .27 2.39 all students (i.e.
Looking at the graphs all students (i.e.
Thinking is required for progress monitoring!!
We need to look at each PM graph as
a Team…Grade Level or RTI monthly.
“Isolation is the enemy of improvement”
Read the all students (i.e.
National Center on Student Progress Monitoring
www.studentprogress.org for webinars
--The ABCs of Progress Monitoring in Reading
--Data Utilization within a CBM Screening and Progress Monitoring System
--Monitoring Student Progress in the Classroom to Enhance Teacher Planning and -
--Progress Monitoring in Mathematics
--Using CBM for AYP and other Data Reporting
--Using CBM to Progress Monitor English Language Learners
--Using Student Progress Monitoring in a Response to Intervention Model