Applications of Progress Monitoring to IEP and Program Development. Pamela M. Stecker Clemson University and Michelle Hosp University of Utah CEC 2005 Annual Conference and Expo Baltimore, Maryland.
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.
Pamela M. Stecker
Clemson University
and
Michelle Hosp
University of Utah
CEC 2005
Annual Conference and Expo
Baltimore, Maryland
Progress monitoring involves ongoing data collection on skills that are important to student success
in order to alter instructional variables to better meet the needs of individual students.
Thus, teachers may use progress monitoring to design more effective, individualized instructional programs for struggling learners.
CBM is a scientifically validated form of student progress monitoring that incorporates standard methods for test development and administration and for data utilization.
Systematically samples items from the annual curriculum
Hypothetical FourthGrade Math Student Progress Monitoring?
Computation Curriculum
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2digit numbers by a 1digit number
Multiply 2digit numbers by a 2digit number
Division facts, divisors to 9
Divide 2digit numbers by a 1digit number
Divide 3digit numbers by a 1digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
Computation 4 Student Progress Monitoring?
Sheet #2
Password: AIR
Name:
Date
A
B
C
D
E
)
5
2
8
5
2
9
)
8
2
8
5
9
2
4
4
7
2
+
6
4
7
0
8
4
3
0
4
x
0
9
0
+
J
F
G
H
I
)
3
5
4
7
2
1
6
3
0
=
x
7
4
x
x
3
3
5
9
K
L
M
N
O
4
8
3
2
)
)
5
6
5
3
1
6
3
0

=
7
x
x
2
3
6
P
Q
S
T
R
1
0
7
)
4
1
6
5
3
2
9
6
+
=
3
x
4
4
1
1
1
1
x
2
U
V
W
X
Y
1
5
0
4
1
1
3
0
)
9
8
1
4
+
6
=
1
4
4
1
)
5
1
0
2
7
x
Name _______________________________ Student Progress Monitoring?
Date ________________________
Test 4 Page 1
Applications 4
Column A
Column B
(1)
(5)
Write a number in the blank.
Write the letter in each blank.
1 week = _____ days
•
(A)
line segment
Z
•
•
line
(B)
K
L
(6)
Vacation Plans for Summit
School Students
•
•
(C)
point
M
N
Summer
(D)
ray
School
Camp
(2)
Look at this numbers.:
Travel
356.17
Stay home
Which number is in the hundredths place?
0
10
20
30
40
50
60
70
80
90
100
Number of Students
(3)
Use the bar graph to answer the questions.
Solve the problem by estimating the sum or
difference to the nearest ten.
The P.T.A. will buy a Summit School
TShirt for each student who goes
Jeff wheels his wheelchair for 33 hours
to summer school. Each shirt costs
a week at school and for 28 hours a week
$4.00. How much money will the
$ .00
in his neighborhood. About how many
P.T.A. spend on these T shirts?
hours does Jeff spend each week wheeling
How many students are planning to
his wheelchair?
travel during the summer?
How many fewer students are planning
to go to summer school than planning
(4)
to stay home?
Write the number in each blank.
(7)
3 ten thousands, 6 hundreds, 8 ones
To measure the distance of the bus
ride from school to your house you
would use
(A) meters
2 thousands, 8 hundreds, 4 tens, 6 ones
(B) centimeters
(C) kilometers
D
One page of a 3page CBM in mathematics concepts and applications (24 total problems)
Taken from:
Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1999). Monitoring Basic Skills Progress: Basic Math Concepts and Applications [Computer software]. Austin, TX: PROED.
Computation Student Progress Monitoring?
Grade 1: 2 min.
Grade 2: 2 min.
Grade 3: 3 min.
Grade 4: 3 min.
Grade 5: 5 min.
Grade 6: 6 min.
Concepts/Applications
8 min.
6 min.
6 min.
7 min.
7 min.
Sample Allotted Times by Grade Level and Type of ProbeFor Monitoring Basic Skills Progress
A “Correct Digit” Is the Right Numeral in the Right Place
4507
4507
4507
2146
2146
2146
2461
2361
2441
4 correct digits
3 correct digits
2 correct digits
Donald’s Progress in Digits Correct Place
Across the School Year
Passage Reading Fluency
Reading Maze
Tests a global behavior that simultaneously requires many skills taught in the annual curriculum.
Larry was very excited! His father Place
had just brought home a new puppy. Larry’s
brother and sister were going to be very
surprised, too.
The little puppy was black and brown
with a few white patches. Her ears were long
and floppy. Her tummy nearly touched the
ground. Dad said this dog was a beagle.
Larry thought their new dog was cute.
He couldn’t decide what he wanted to name
Miscues:
Larry was very excited! His father Place
had just brought home a new puppy. Larry’s
brother and sister were going to be very
surprised, too.
The little puppy was black and brown
with a few white patches. Her ears were long
and floppy. Her tummy nearly touched the
ground. Dad said this dog was a beagle.
Larry thought their new dog was cute.
He couldn’t decide what he wanted to name
6
14
22
24
31
40
47
55
62
71
Reading Maze Place
Larry was very excited! His father had just
brought home (a, on, is) new puppy. Larry’s brother
and sister (four, were, sad) going to be very surprised,
too.
(Run, The, Keep) little puppy was black and
brown (with, left, money) a few white patches. Her
ears (over, desk, were) long and floppy. Her tummy
nearly (orange, touched, outside) the ground. Dad
said this dog (fun, boat, was) a beagle.
Larry thought their new (dog, hand, ran) was
cute. He could not (decide, stores, clock) what he
Develop IEPs
Weekly Growth Rates for PlaceCBM Mathematics
Taken from Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 2748.
Weekly Growth Rates for CBM Passage Reading Fluency Fluency
Taken from Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 2748.
Strengthen Instructional Planning
Increasing Scores:
Student is becoming a better mathematician
or a better reader.
Flat/Decreasing Scores:
Student is not profiting from instruction and requires a change in the instructional program.
Sarah Smith
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jessica’s Progress on Words Read Correctly Fluency
Jessica Jones
Reading 2
Words Read Correctly
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Trend of student data is less steep than goal line: Make a teaching change.
From Monitoring Basic Skills Progress
Trend of student data is steeper than goal line: Raise the goal.
From Monitoring Basic Skills Progress
If 3 weeks of instruction have occurred and student has at least 6 data points, examine the most recent 4 consecutive scores.
Teachers may make modifications in
CBM used for individual decision making and strengthening the instructional program
From Monitoring Basic Skills Progress
For group planning, the focus is on the class report. the instructional program
From Monitoring Basic Skills Progress
Ranked Scores the instructional program  Average of Last Two CBM Scores and the
Slope  Average Weekly Increase
From Monitoring Basic Skills Progress
ID of students whose progress is poor compared to peers the instructional program
From Monitoring Basic Skills Progress
Web site: www.studentprogress.org
Email: [email protected]