Transcript Goal Setting & LD Report Writing - OrRTI

Setting Ambitious &
Attainable Student Goals
OrRTI Spring Training
May 3rd, 2011
Talk to your neighbor
• What is your current role in
your school/district?
• How do you or your staff
currently set goals for
students in interventions?
– Benchmarks?
– Percentile Ranks?
– Growth Rates?
Setting Appropriate Goals Is
Important
Oral Reading Fluency
(Words Correct Per Minute)
Benchmark
18 WCPM
36 WCPM
Objectives
• Progress monitoring as an “indicator”
• Writing objective and complete goals
• Things to consider when setting goals:
– What is the goal?
– When will they get there?
– What progress can we reasonably expect?
Progress Monitoring as an “Indicator”
Progress Monitoring Tools
Brief &
Easy
Frequent
Sensitive
to growth
Equivalent
forms!!!
Progress Monitoring Tools
Curriculum-Based Measures
(CBM)
General Outcome Measures
(GOMs)
What are some commonly used progress
monitoring tools?
Reading
AIMSWEB
Reading CBM, Maze
DIBELS NEXT
FSF, PSF, NWF, ORF, Daze
easyCBM
PSF, LSF, WRF, PRF, MC Reading Comp, Vocab
Math
AIMSWEB
M – Computation, M – Concepts & Applications, CBM –
Early Numeracy
easyCBM
Numbers & Operations, Measurement, Geometry, Algebra
Written Language
Writing – CBM (Total Words Written, Correct Writing Sequences, Words
Spelled Correctly)
What are NOT good progress monitoring
tools?
Reading
•Phonic Screeners
•Report Cards
•OAKS
•DRA
•Running Records
•Reading curriculum
weekly or monthly tests
or fluency passages
Math
Curriculum weekly tests
OAKS
Teacher created math probes*
Written Language
Writing rubrics*
OAKS
* when not administered and scored in a standardized and reliable way, or checked for
consistency of multiple probes
Using the Right Tool
The progress monitoring tool should match
the skills being taught.
Additional Progress Monitoring Tools
For more info and a review of available
tools, visit www.rti4success.org
(Progress Monitoring Tools Chart)
What information does it give you?
Reading Curriculum Fluency
Passages/Weekly Tests
VS.
Progress Monitoring Tools
(CBM)
What information does it give you?
Reading Curriculum Fluency
Passages/Weekly Tests
VS.
Progress Monitoring Tools
(CBM)
What information does it give you?
Reading Curriculum Fluency
Passages/Weekly Tests
VS.
Progress Monitoring Tools
(CBM)
Do we have the right “indicators”?
Least Miserable U.S. Cities
Most Miserable U.S. Cities
Seattle
Cleveland
Minneapolis
Denver
Detroit
Portland
Chicago
New York
Phoenix
Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values
Wall Street Journal, 2011
Questionable data leads to
questionable decision-making
Talk to a Neighbor
• In what areas does your
school/district have good
progress monitoring
measures?
• In what areas does your
school/district need
additional progress
monitoring measures?
Writing Objective and Complete
Goals
What are the 6 essential parts of a
Goal?
1. Goal Date – date by which student is expected
to reach goal
2. Condition under which student will perform
the behavior
3. Student
4. Behavior – clearly defined, observable,
measurable behavior
5. Criterion – performance level required to
achieve mastery of the goal
6. Evaluation Schedule – frequency of assessment
Sample goal format
• By (goal date), when given (condition),
(student) will (behavior) (criterion).
Progress will be monitored (evaluation
schedule).
By June 1, 2011, when given a DIBELS PSF
probe, Mikhail will segment words at a
rate of 35 sounds per minute. Progress will
be monitored weekly.
What’s missing?
• In 36 weeks, Edward will read aloud at a rate of 85+ words
per minute with 4 or fewer errors. Progress will be
monitored weekly.
condition
• In 36 weeks, when given a 4-minute, 4th grade AIMSweb MCBM math computation probe, Jackie will perform at grade
level. Progress will be monitored monthly.
behavior
• When given a 3-minute story starter, Keith will write 40+
total words in three minutes. Progress will be monitored
once every other week. goal date
1-goal date 2-condition 3-student
4-behavior 5-criterion 6-eval schedule
What’s missing?
• By June 7th 2010, when given a DIBELS PSF probe, Frank
will orally segment 35 phonemes per minute. eval schedule
• By May 28th 2010, Sarah will complete a math probe with 45
digits correct with less than 4 errors. Progress will be monitored
monthly. condition
• In 36 weeks, George will get 80% correct on a 2nd grade
math probe. Progress will be monitored once every other
week. condition
behavior
1-goal date 2-condition 3-student
4-behavior 5-criterion 6-eval schedule
Goal Setting
• Goals should be:
Measurable
Able to be
Monitored
Meaningful
Moves Harry from needing
intensive support to needing
strategic support
AND
3 wcpm per week growth
By June 9, 2011 when given a 2nd grade
level DIBELS passage, Harry will read
80 wcpm with 95% accuracy.
Progress will be monitored weekly.
Goal Setting:
Things to Consider
1. What is the goal?
2. By when will they get there?
3. What does reasonable growth look
like?
Goal Setting:
Things to Consider
1. What is the goal?
– Criterion-based
•
Research-based benchmarks/proficiency
– Norm-based
•
•
Minimum of 25th percentile (bottom limit of
average)
School, District, State, National
How do you define success?
Goal Setting:
Things to Consider
2. By when will they get there?
– Long term goals always at proficiency
(i.e., grade placement benchmark)
– Short term goals may be an incremental step
towards proficiency (i.e., instructional level
material)
Does your goal close the gap?
Progress Monitoring Level
How do we determine appropriate materials
for progress monitoring?
Do we monitor at grade level or instructional
level?
Survey Level Assessment
• A process used to determine a student’s
instructional level
• Step 1: Administer 3 separate passages at
grade level. Record median words correct
per minute (WCPM) and errors.
Survey Level Assessment
• Step 2: Compare median scores (WCPM & errors)
to a performance criteria
Instructional
Level
Words Correct Per
Minute (WCPM)
1-2
40-60
4 or fewer
3-6
70-100
6 or fewer
(Expected Range)
From Hosp, Hosp, & Howell, 2007
Errors
(Expected Range)
Survey Level Assessment
• Step 3:
– If student performance falls within expected
range on WCPM and errors, progress should
be monitored at that level or a level higher.
– If student’s performance falls below expected
range on WCPM or errors, administer 3
passages from next lowest level and evaluate
as compared to performance criteria
Survey Level Assessment
• Step 3:
– If student performance fails to meet criteria at
1st grade instructional level, administer early
reading measures (e.g. DIBELS PSF or NWF,
easyCBM PSF, etc.)
Example: 4th Grade Student
Survey Level
Assessment Criteria
Grade WCPM Errors
Student Performance
WCPM
Errors
Pass?
4
70-100 ≤ 6
45, 49, 39 10, 8, 9
No
3
70-100 ≤ 6
55, 59, 64 9, 9, 7
No
2
40-60
≤4
58, 46, 59 4, 5, 3
Yes
1
40-60
≤4
Progress Monitoring Level:
Things to consider
• Accuracy is more important than fluency
and typically develops first
• If a student is accurate (>95%) on grade level,
consider monitoring at grade level
• If a student is not accurate consider
monitoring accuracy in addition to fluency
• Can monitor at both grade level AND
instructional level
• More frequently at instructional level
Goal setting at a lower
instructional level
• Set goal based on instructional level
benchmark (DIBELS Next Example)
Example: DIBELS Next Guidelines
• When monitoring a student in below-grade
materials, the following steps are recommended:
• Step 1: Determine the student’s current level of
performance. (Survey Level Assessment)
• Step 2: Determine the score to aim for based on the
end-of-year goal for the level of materials being used
for monitoring.
Example: DIBELS Next Guidelines
• Step 3: Set the timeframe so that the goal is
achieved in half the time in which it would
normally be achieved (e.g., moving the end-ofyear benchmark goal to be achieved by the midyear benchmark date). The intent is to establish a
goal that will accelerate progress and support a
student to catch up to their peers
• Step 4: Draw an aimline connecting the current
performance to the goal.
Goal setting at a lower
instructional level
• Set goal based on instructional level
benchmark (DIBELS Next Example)
• Set goal based on instructional level
growth rates
Goal Setting:
Things to Consider
3. What does reasonable growth look
like?
– National Growth rates (Fuchs, AIMSWEB,
Hasbrouck & Tindal)
– Local Growth rates
• District, School, Classroom, Intervention Group
What progress can we expect?
“Using national normative samples allows
comparisons to be made with the
performance levels expected of typical
performing students from across the
country and equates more closely with data
sets that are used in well developed,
published, norm-referenced tests.”
Shapiro, 2008
National Growth Rates: Reading
Grade
Average ORF
Growth
(WCPM)*
1
2
3
4
5
6
2
1.5
1
0.85
0.5
0.3
Ambitious
Average
ORF Growth Maze Growth
(WCPM)*
(WCR)**
3
2
1.5
1.1
0.8
0.65
*Fuchs et al (1993), **Fuchs & Fuchs (2004)
0.4
0.4
0.4
0.4
0.4
0.4
National Growth Rates: Writing
Grade
Average
Growth
(TWW)
Average
Growth (CWS)
1
0.4
0.2
2
3
4
5
0.3
0.3
0.3
0.2
0.4
0.3
0.4
0.4
6
7
8
0.6
0.3
0
0.3
0.2
0.2
Based on AIMSWEB Norms
National Growth Rates: Math
Grade
CBM Comp
(Digits
correct)
CBM Concepts
& Applications
(Answers
correct)
1
2
3
4
5
6
0.35
0.30
0.30
0.70
0.70
0.40
N/A
0.40
0.60
0.70
0.70
0.70
Based on Monitoring Basic Skills Progress (MBSP) Probes
Not all available probes from different
sources are created equally
AIMSWEB ≠ DIBELS ≠ easyCBM
National growth rates may be well below those
obtained in highly successful interventions and…
…they may not be consistent across the range of
your students receiving your instruction
Local Growth Rates
What does typical growth look like in…
…your district?
…your school?
…your classroom?
…your intervention group?
“…use of the combination of local and
national norms provides the user of these
data with opportunities to evaluate how
student performance compares with a
national sample of same-grade peers, as
well as against the local peers within the
particular school.”
Shapiro, 2008
Calculating Local Growth Rates
1. Determine the normative group:
–
–
–
–
All students in your district?
All students in your school?
All students in your classroom?
All students in your intervention group?
Calculating Local Growth Rates
2. Determine the beginning-of-year
and end-of-year level of
performance for the normative
group:
46.9
93.3
Calculating Local Growth Rates
3. Calculate the difference to get the
average yearly student growth.
46.9
46.4 words
93.3
Calculating Local Growth Rates
4. Calculate the # of instructional weeks
between beginning-of-year and endof-year performance.
46.9
46.4 words
2nd week of
September
34 weeks
93.3
4th week of
May
Calculating Local Growth Rates
5. Divide average yearly student growth
by # of instructional weeks to get the
average weekly growth.
46.4 words
÷
=
34 weeks
1.4 wcpm
per week
Which Growth Rates to Use for
Goal Setting?
• For students in interventions, goals must
be set higher than average district or
school growth rates.
District growth rates:
1.4 wcpm per week
Student goal based
on district growth
rates
Which Growth Rates to Use for
Goal Setting?
• For students in interventions, goals must
be set higher than average district or
school growth rates.
District growth rates:
1.4 wcpm per week
Student goal based
on intervention group
growth rates:
2 wcpm per week
Setting Goals Using Growth
Rates
(Baseline score) + (growth rate x number of weeks) = GOAL
(
)
+ (
x
) = 88 wcpm
Example:
Baseline (Fall ORF) = 20 wcpm
2nd grade intervention growth rate = 2 wcpm per week
Number of weeks = 34
Questions/Comments?
Closing Thought
When it is obvious that the goals
cannot be reached, don't adjust the
goals, adjust the action steps.
– Confucious