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Progress Monitoring. What is “Progress Monitoring”. “Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.”.
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What is “Progress Monitoring” • “Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.” http://www.studentprogress.org/progresmon.asp
Why Is It Important? • “A significant body of research conducted over the past 30 years has shown this method to be a reliable and valid predictor of subsequent performance on a variety of outcome measures, and thus useful for a wide range of instructional decisions.” (Deno, 2003, Fuchs, Deno &: Mirkin, 1984, Good & Jefferson, 1998, as quoted in Safer & Fleischman, 2005.)
What Are the Specific Uses? • Universal Screening to identify students in need of additional or different forms of instruction (i.e., RTI) • Monitor students’ development of academic progress (rate of improvement) • Improve instructional programs by identifying which skills in the annual curriculum require additional instruction (Fuchs & Fuchs, 2002)
How Does It Work? • Consists of brief (<5 minutes) interchangeable “probes” • All probes test the same skill (or skills) – Does not measure mastery of progression of subskills – Typically pick task for testing that is relevant across year – Tasks applicable across instructional approaches • Scores are graphed (Ann C. Schulte, Continuous Progress Monitoring and Its Uses in the Classroom)
Benefits of Progress Monitoring • Documentation of student progress for accountability purposes • More informed instructional decisions • Accelerated learning because students are receiving more appropriate instruction • More efficient communication with families and other professionals about progress • Higher expectations for student by teachers • Fewer Special Education referrals (http://www.studentprogress.org/progresmon.asp)
Examples of Progress Monitoring • Accelerated Reader/Accelerated Math • AIMSweb • DIBELS • EdCheckup • Monitoring Basic Skills Progress (MBSP) • STAR (http://studentprogress.org/chart/chart.asp)
Accelerated Reader/Math • Separate programs for reading and math • Students read books at specified levels, take quiz on computer, computer tracks scores for reading and vocabulary • Math tests are on paper with bubble answer sheets • Math levels up through Calculus • Self-testing on computers minimizes teacher time investment http://wwwrenlearn.com/
AIMSweb • Tracks Reading, Spelling, Written Expression, Mathematics, Early Literacy, and Spanish Early Literacy (elementary-level skills) • Hundreds of short (2 minute) probes, some given individually, some in groups • Narrow-band tests: many problems of same type mixed in probe, more accurate for assessing subskills (i.e., 2-digit multiplication with zeros) • Software tracks progress toward targets http://aimsweb.com/
DIBELS • Measures Initial Sounds, Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, Oral Reading Fluency, Retell Fluency, Word Use Fluency (elementary-level) • One-minute one-on-one fluency tests • Generates reports for progress monitoring or to track demographics (for state reports) (http://dibels.uoregon.edu/
EdCheckup • Measures Reading, Writing, Math (elementary level) • Basic tests for copying, reading isolated words, math test is a “Cloze” test with blanks for numbers or operations signs • Generates graphs from data (http://www.edcheckup.com/)
Monitoring Basic Skills Progress (MBSP) • Assesses Basis Computation and Basic Math Concepts and Applications and/or Basic Reading (elementary level) • Available only for Apple Macintosh computers • Tests take 1-10 minutes for math, 2.5 minutes for reading • Students take weekly tests on computer http://www.studentprogress.org/chart/progressmonitoringtools/mbsp.htm
STAR • Same parent company as Accelerated Reader/Math • Measures Reading, Math, Early Literacy • Tests on computer take 10 minutes for Early Literacy or Reading, 15 minutes for Math • Tests for grades 1-12 (http://relearn.com/starmath/)
References • National Center of Student Progress Monitoring. http://www/studentprogress.org • Deno, S. L. (2003) Developments in curriculum-based measurement. Journal of Special Education, 37, 184-192. • Fuchs, L. S., Deno, S., & Mirkin, P. (1984), Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460. • Fuchs, L. S. & Fuchs, D. (2002). What Is Scientifically-Based Research on Progress Monitoring? Vanderbilt University. Downloaded on 07/18/2007 from http://www.nichcy.org/toolkit/ta_science_based_research_b.htm. • Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp 61-88). New York: Guilford Press. • Safer, Nancy & Fleischman, Steve. Research Matters: How Student Progress Monitoring Improves Instruction. In Educational Leadership, 62, 5, 81-83. http://www.ascd.org/authors/ed_lead/el20502_safer.html. • Schulte, Ann C. Continuous Progress Monitoring and Its Uses in the Classroom). Downloaded on 07/18/2007 from http://www.lexile.com/conference2005/presentations/Schulte.pdf.
