Transcript Special Education teacher progress monitoring training

Special Education teacher progress
monitoring refresher training
Dan Hyson
HVED Data Management Coordinator
January 21, 2013
Agenda
1.
2.
3.
4.
5.
6.
Review agenda
What else were you hoping I would address when you heard
I was presenting?
What is the place of progress monitoring (PM) data within a
comprehensive assessment system?
How can Special Education (SpEd) teachers use technology
tools to record and view PM data?
How can SpEd teachers use screening and PM data to set
goals and monitor student progress toward those goals?
How can SpEd teachers use PM data to help determine
whether students are eligible for SpEd and/or identify
whether students are meeting SpEd goals?
2. What else were you hoping I would
address when you heard I was presenting?
3. What is the place of progress monitoring
within an assessment system?
Functions of
assessment
Examples
Purpose
How often?
With whom?
SUMMATIVE
ASSESSMENT
MCA-II
How did we do? (aka
“autopsy”)
1x/year
All students
FORMATIVE
ASSESSMENT
1.
Benchmark
screening
NWEA MAP,
AIMSweb
Are we meeting the
needs of most
students? Which are
at-risk?
Up to 3x/year (Fall,
Winter, Spring)
All students
2.
Progress
monitoring
AIMSweb
Chart Dog
How are students
responding to
interventions? Are
they making
growth?
1x/month (Strategic
Monitoring);
1x/week-2 weeks
(Progress
Monitoring)
Students at-risk
based on
summative and
benchmark
screening
assessments;
Students receiving
Special Ed
3.
Diagnostic
assessment
NWEA MAP,
AIMSweb, other
standardized
assessments,
common teachermade assessments
What is getting in the
way of some
students making
growth?
As needed
General and Special
Ed students not
responding to
intervention based on
progress monitoring
4. How can Special Education (SpEd)
teachers use technology tools to record and
view progress monitoring (PM) data?
• In reading and math
– AIMSweb
– Chart Dog http://www.jimwrightonline.com/php/chartdog_
2_0/chartdog.php
• For behavior
– Chart Dog
– AIMSweb Behavior
Using AIMSweb R-CBM Oral Reading Fluency
(ORF) measure to predict performance on MCA-II
Reading test
R-CBM ORF is…
• Nationally-normed,
standardized test of how
many words student can
read correctly in 1 minute
• Moderately correlated
with MCA-II Reading test
scores (correlation = .5 to
.7)
• Easy to administer
• Sensitive to change, even
when given as weekly
progress monitoring tool
R-CBM ORF is NOT…
• The only component of
reading we should be
concerned about
• The only measure of
reading you should
administer, especially if
students identified as atrisk based on ORF
Multi-Year Correlation between MCA and ORF (N = 2135)
2200
MCA Scale Score Grade 3 Reading
2000
Happy
Surprises
Happy, But
No Surprise
Unhappy,
But No
Surprise
50
Unhappy
Surprises
1800
1600
1420
1400
1200
1000
800
600
0
1 107
00
150
ORF Grade 3 Spring
200
250
300
Sample screening data from
AIMSweb Behavior
Sample Action Plans from
AIMSweb Behavior
Sample PM from AIMSweb
Behavior
Sample PM from AIMSweb
Behavior
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
Start By Abandoning Old Goals
• Student will perform spelling skills at a high 3rd grade level.
• Student will alphabetize words by the second letter with 80% accuracy.
• Student will read words from the Dolch Word List with 80% accuracy.
• Student will master basic multiplication facts with 80% accuracy.
• Student will increase reading skills by progressing through the reading program
with 90% accuracy as determined by teacher-made fluency and
comprehension probes by October 2013.
• Student will be a better reader.
• Student will read aloud with 80% accuracy and 80% comprehension.
• Student will make 1 year's gain in general reading from K-3.
• Students will read 1 story per week.
Individualized Goal Setting Strategies
1.
Determine the Present Level of Performance (PLOP)
based on Survey-Level Assessment (SLA)
2.
Know the Time Frame for the Goal (typically the
“anniversary date”--1 year.
3.
Determine the Level of Curriculum That Defines Success
and Reduces the Gap
4.
Define the Criterion for Acceptable Performance (CAP)
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
• Using norms v. target scores v. growth
rates to set goals
– Local v. national norms
• Setting grade level v. instructional level v.
goal level goals
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
• If student near grade level, set goal at
grade level and PM with grade level
probes
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
• If student far below grade level, set goal
that is rigorous, yet reasonable
– NOT at grade level BUT
– NOT at instructional level either
– At level that will significantly close gap to
same grade peers
– PM in goal level material
• Can use Survey Level Assessment (SLA)
to determine
A SLA for Grade 6 Student to Write
Individualized Goals
Median of Grade 6
Benchmark Scores
Present Level of
Performance
(PLOP)
or
3 Individually
Administered Grade 6
Passages
Achievement
Level of Average
Students in Fall
PLOP in Grade 6
24 WRC
Expected Level of
Performance
A Survey Level Assessment to Write
Individualized Goals
Potential Goal
(and PM) Material
PLOP
Expected Lev
Performance
A Survey Level Assessment to Write
Individualized Goals
Goal Material and
CAP of 90 WRC
WORDS = GRAPH OF EXPECTED
RATE OF PROGRESS
Ginny will read aloud 95
WRC with 3 or fewer
errors when given a
randomly selected Grade
4 reading passage by
June 1, 2013
AIM LINE Expected Rate of
Progress to Significantly
Reduce the Gap
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
•
“4 point decision rule”
– Establish baseline
– After establish baseline, collect at least 6
additional data points
•
If goal is to increase target skill or behavior
– 4 consecutive data points below student’s goal or
aimline -> adjust intervention
» May mean adding intervention, adding/changing
component of intervention, or even taking
intervention away
– 4 consecutive data points above student’s goal or
aimline -> adjust goal or adjust/discontinue support
5. How can SpEd teachers use screening
and PM data to set goals and monitor
student progress toward those goals?
• If goal is to decrease target skill or behavior
– 4 consecutive data points above student’s goal or
aimline -> adjust intervention
» May mean adding intervention, adding/changing
component of intervention, or even taking
intervention away
– 4 consecutive data points below student’s goal or
aimline -> adjust goal or adjust/discontinue support
Assessing Response to Intervention
4 point decision rule
Student Identified
Individualized
intervention
as Needing
initiated
Intensive Support
Modify intervention
Oral Reading Fluency
60
Modify intervention
50
40
Aimline
30
Determine resources needed to
sustain progress (Gen Ed, SPED,
Title, EA assistance, etc.)
20
10
Dec.
Scores
Jan.
Scores
Feb.
Scores
March
Scores
April
Scores
May
Scores
June
Scores
(Florence & Potter)
Cautions when using 4-point
decision rule
• Experts suggest that need to collect at least 10
data points (maybe as many as 20) before
making decision
– Some even suggest collecting 3 data points each time
PM to minimize error
• Careful not to pay too much attention to
individual data points since more likely to be
affected by sources of error (e.g., student
motivation, examiner differences, difficulty of
particular passages)
• Critical to do regular refresher trainings and
fidelity checks with examiners to ensure don’t
drift from original training
6. How can SpEd teachers use PM data to help determine
whether students are eligible for SpEd and/or identify
whether students are meeting SpEd goals?
Special Education Eligibility Decisions
• If and when your district gets to point of using RtI
SLD eligibility criteria
– Need 12 data points over at least 7 weeks
– Data must show student not responding to at least 2
research-based interventions
• Inadequate growth rate
– Student’s achievement level must be below the
national or state 5th percentile on most recent
standardized measures related to referral concern
Contact information
Dan Hyson
Hiawatha Valley Education District
507-452-1200, ext. 119
[email protected]