Transcript The Use of Progress Monitoring with Students with

The Use of Progress
Monitoring with Students
with Significant Cognitive
Disabilities
Diane M. Browder, PhD
University of North Carolina at Charlotte
With Bree Jimenez, MED
Charlotte Mecklenburg School System
Today’s Presentation…
 Segment
One: Current thinking about
aligning with grade level standards
 Segment Two: Based on…
Browder, D., Wallace, T., Snell, M., & Kleinert, H. (In review). The use of
progress monitoring with students with significant cognitive disabilities.
A White Paper Prepared for the National Center on Student Progress
Monitoring
What is Progress Monitoring
 When
teachers assess students’ academic
performance on a regular basis to
determine where students are profiting
from the instructional program and to build
more effective programs for students who
benefit inadequately from current
instruction.
Curriculum Based Measurement
 CBM




More than 200 empirical studies
Academic performance sampled through
direct observation and scoring of correct and
incorrect responses in a fixed time period
Repeatedly sampling across time
Differs from Mastery Learning – focus on
progress through grade level content
Standard Tasks used for CBM

Read aloud
 Writing word
sequences
 Writing letter
sequences
 Solving problems in
arithmetic
Challenges in Using CBM with
Students with Significant
Disabilities
Rarely been applied or evaluated
Degree of flexibility needed for the
assessment to be accessible
Paucity of research
No consensus on what is adequate
progress in the general curriculum for
students with significant cognitive
disabilities
SEGMENT ONE
 What
is academic progress for students
with significant cognitive disabilities? What
should we expect?
Grade Level Content Standards
with Alternate Achievement


Differs from functional
academics
Differs from entry level
academics



Full range of grade level
content
Materials/activities of the
grade level are adapted
Focus on accessible ways
to teach construct,
principle, or procedure
contained in content
Recommendations for Progress for
students with SCD
1st – show progress in academic content that is
aligned with assigned grade level
(USDOE Nonregulatory Guidance, August 2005)
What that means…



Same content- Same/similar materials, activities,
contexts as assigned grade level based on age
Similar type of performance- but reduced in
complexity, breadth, depth
Different expectation for achievement-not grade level
achievement
Example

SAMPLE STATE STANDARD: Summarize
information from informational text

Example of what 5th graders in general education do:
Use a website to find key information on a
topic that they select
• Example for student with significant cognitive disabilities:



Choose the topic using picture or object choice
Go on website with peer support, student learns to click icon for
the internet with no prompt (icon may be enlarged)
Select picture that provides information on topic, student learns
to select, copy, paste the picture into a powerpoint to submit as
a report
Showing Academic Progress for Students
with Significant Cognitive Disabilities
2nd-Target skills used to increase both
participation in the grade level content and
to improve literacy and numeracy
• Prerequisite skills may be used in alternate
assessments evaluated with alternate achievement
standards (USDOE Nonregulatory Guidance,
August 2005)
Example

STATE STANDARD: Analyze text to find
elements of the story



To participate in general curriculum, students with
significant cognitive disabilities need skills to
participate in reading of story
Early literacy skills are applicable- open book, turn the
page, show understanding by pointing to pictures
Caveat- but use a book that is “grade appropriate”
…a simplifed version of Call of the Wild for middle
school versus preschool book like Brown Bear, Brown
Bear.
Academic Progress for Students with
Significant Cognitive Disabilities
3rd – differentiate expectations based on degree of
symbolic communication



Symbolic Level: Students who can show progress
using pictures, some reading, numbers, some math
Early Symbolic Level: Students who can show
progress using some selected pictures, some
numbers, concrete materials
Presymbolic Level: Students who will need to show
progress using objects, concrete materials, although
should also pair words/pictures with these for
exposure and incidental learning
Example

SKILL: Solve for a simple linear equation such
as 4+x=10.



Symbolic: Student can count. Can use a number line
to count from 4 up to 10 to solve for x.
Early Symbolic: Student cannot count; uses counting
jig to fill in object number line to find out if have 4,
how many more to get 10 needed for job task; then
communicates “6” using voice output AAC
Presymbolic: Student uses object number line which
may be large bins on table; 4 are prefilled; fills in rest;
items are prenumbered with stickers; teacher counts
to six as places in bin; student peels off the “six”.
Teachers shows how 4 and 6 more get 10.
End of Segment One:
Questions and Discussion

Before discussing the specific models for
progress monitoring, Dr. Browder will answer
questions about linking to grade level content
standards. Please submit questions now.
 Bree Jimenez will talk briefly about some
experiences teaching academics to students
with significant disabilities. Bree is the Charlotte
Mecklenburg School System coordinator for our
USDOE grant on Teaching Reading, Writing,
Math, and Science to Students with Significant
Cognitive Disabilities
SEGMENT TWO
 Models
for Student Progress Monitoring
Three Options for Monitoring
Progress in Academic Skills



Extend the current CBM models to students
with significant cognitive disabilities
Extend data-based decisions research from
functional living skills to academics
Borrow from alternate assessment portfolio
models to consider ways both data and work
samples can be used to assess progress
Curriculum-Based
Measurement
 Simple
set of procedures for repeated
measurement of student growth towards
an instructional goal
 Inexpensive, easy to use, time efficient,
easy to understand, sensitive to small
changes in performance.
 Valid indicator of general academic health
CBM Administration





Provides regular (often weekly) information on
the progress students are making
Use data from measures (1-5 min)
Teacher counts and records student’s score
Student’s score is recorded on graph and
compared to goal line
Determine when a change in instruction is
needed
70
Baseline
Begin IEP
Modify Instruction
Number of correct maze choi ces
60
50
40
30
20
10
M M M
11/2412/0112/08
M M M M M M M M M M M
12/15 1/05 1/12 1/19 1/26 2/02 2/09 2/16 2/23 3/02 3/09
Weeks (M = Monday)
M M M M M M M M M M
3/16 3/23 3/30 4/06 4/21 4/25 5/04 5/11 5/18 5/25
Evidence Base for CBM
 Reading-Elementary-Aged
student
 Also – writing, spelling, math, science, and
more
 Now used across age-spectrum (pre-K
thru high school)
 Other systems – assessment processes
(DIBELS, IGDIs)

Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A
building-based case study of evidence-based literacy practices:
Implementation, reading behavior, and growth in reading fluency,
K-4. Journal of Special Education, 37, 95-110.
The Question is . . . . . .
Can CBM be effective in
measuring the academic
performance of students with
significant cognitive disabilities?

Research Institute on Progress Monitoring (RIPM) at the
University of Minnesota
-beginning 2005-06
http://www.progressmonitoring.net
Using what is available!

Research by:
Otaiba, S.A., & Hosp, M. (2004). Providing
effective literacy instruction to students with
down syndrome. TEACHING Exceptional
Children, 36, 28–35.


Use beginning reading and math CBMs that are
readily available
Create additional CBMs that capture other aspects of
early reading that may be relevant
• E.g., Sight word reading
Limitations in Trying to Apply CBM
for Students with SCD
 Grade
level expectations not always clear
for students with significant cognitive
disabilities
 Current practices often assume skills
students do not have (e.g., verbal
language to read aloud; writing skills)
 Alternative methods will be needed for
some students
The Data-Based
Decision Model

Behavioral measures


For example: task analytic assessment, repeated
trials, frequency count
Progress is monitored by graphing and then
applying a set of decision rules

Potential to be extended to a greater range of
academic skills more typical of grade level content
• NCAAP model
Research Foundation for DataBased Decisions
High Support:
 25 years of research
 When teachers made rule-based decisions,
students showed considerably more progress


Browder, D., Demchak, M.A., Heller, M., & King, D. (1989). An in vivo evaluation
of the use of data-based rules to guide instructional decisions. Journal of the
Association for Persons with Severe Handicaps, 14, 234-240.
May save time in making instructional decisions

Haring, N., Liberty, K., & White, O. R. (1981). An investigation of phases of
learning and facilitating instructional events for the severely/profoundly
handicapped learners. Final project report. Seattle: University of Washington,
School of Education.
Limitations from Research
Research shows teachers May be overly rigid
 Rely more on non databased information
 Use “intuition”
 Fail to graph data
 Not collect enough data.

IMPLICATION:

Data based decision
making does not come
“naturally”; teachers need
opportunity to learn a
specific system

Also
To date most data-based
decisions research has
been with teachers
collecting data on
functional skills

How affects progress in
academics a question for
future research
Guidelines for Making Instructional
Decisions Model

Data collection method chosen

Daily Data taken at the onset



progress = ascending trend – data can be taken less often (still
once per week)
not making progress = flat or decending trend – data should be
gathered at least 2x week.
Once 5 data points are collected, data can be
summarized using standard (equal interval)
graphs.
Standardize Graphs
 Lengths
of x and y same
 Solid vertical lines = major phase changes
 Broken vertical lines = minor phase
changes
 Data points not connected across phrase
changes, absences, vacations, or different
assessment contexts
(continued)
 After
first 3 days of instruction, aim line is
drawn (beginning and target criterion)
 5 days of data =


performance is adequate (3/5 points above
the line)
Inadequate = Problem Analysis Worksheet
Example: Making a Purchase by Counting with Pennies
M.E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (6th ed, pp.
170-105). Upper Saddle River, NJ: Merrill/Prentice-Hall, p. 198.)
Simplified Decision Rules
 Adequate
progress- no change
 No progress- simplify
 Slow progress- fade prompting
 Variability/regression-improve motivation
Borrowing From Portfolio
Assessments
 Sometimes
difficult to capture progress
with data alone
 Portfolio assessment can use multiple
sources of information to make decision
about progress
Research on Portfolios

Kentucky’s alternate assessment is a portfolio
that includes…




Measure of independence on target skills
Age-appropriate products
Collected ongoing basis
Research on Kentucky model shows outcome
scores correlated with …
Kentucky Alternate Portfolio Project (2004). Kentucky Alternate Portfolio Teacher’s
Guide 2004-2005. Lexington, KY: University of Kentucky, Interdisciplinary Human
Development Institute.
Multiple Sources of Information
Allows for not only
reviewing data for
progress, but also
triangulation of
information. Is
progress also
apparent in student
work sample?
Observation?
SEGMENT TWO QUESTIONS
 Please
submit questions now about databased decisions or extensions of CBM
 During this time, Bree Jimenez will talk
more about the simplified decision rules
with examples of each.
Summary: Three Options for
Student Progress Monitoring
1.
2.
3.
Track progress using early reading and math
CBMs (extend to this population)
Use graphs of task analytic, repeated trial,
and frequency data and decision rules
(extend from functional skills to academics)
Use work samples, anecdotal notes, and
other portfolio entries to gain rich picture of
progress (extend from alternate assessment
portfolios to ongoing decision making)
LIMITATIONS
 These
three methods have some empirical
support, BUT ALSO


Need research on how show progress on
skills aligned with grade level content
Need new methods
QUESTIONS
 As
time permits, additional questions will
be answered at this time.
 Go to next slide for additional resources
and contact information.
Some New Resources




Browder, D.M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M.E.
(2006). Access to the general curriculum. In M.E. Snell & F. Brown
(Eds.). Instruction of students with severe disabilities. Upper Saddle
River, NJ: Prentice Hall.
Browder, D.M. & Courtade-Little, G. (2005). Aligning IEPs to
academic content standards. Madison, WI: Attainment Co.
Browder, D.M., & Spooner, F. (In press for spring 2006). Teaching
reading, math, and science to students with significant cognitive
disabilities. Baltimore, Md: Paul H. Brookes Publishing Co.
http://education.uncc.edu/access
Contact Information
Diane M. Browder, PhD
Snyder Distinguished
Professor of Special
Education
Department of Special
Education
University of North Carolina
at Charlotte
9201 University City Blvd
Charlotte, NC 28223
[email protected]
Bree Jimenez, Med
Coordinating Teacher for
Specialized Grants
Department for Exceptional
Children
Charlotte-Mecklenburg Schools
700 E Stonewall Street
Suite 404
Charlotte, NC 28202
[email protected]
Robin G. Greenfield, Ph.D.
Center on Disabilities and Human
Development
University of Idaho
322 E. Front Street, Suite 440
Boise, Idaho 83702
(208) 364-4012