Transcript Progress Monitoring (PowerPoint)

Progress Monitoring
Module 6
RI RTI Initiative
2007
Topics of Session
1.
2.
3.
4.
5.
Progress Monitoring Assessment
Importance of graphs
Decision Rules: Performance Level
Setting Goals
Decision Rules: Response rate to
instruction
Assessment in a RTI Model
Progress Monitoring
District/School Level
(Benchmarking/Screening)
To screen and identify
students who are atrisk and in need of
interventions
All students
Three times a year
All areas
At grade-level
Intervention Level
To monitor progress of
individual students and
determine rate of
improvement and need for
adaptation of intervention
Students who are not
achieving benchmarks
(PLP, IEP)
Weekly, biweekly, monthly
assessments
In area of need
At instructional level
Activity One
What can this data tell you?
TURN AND TALK
Decision Making:
Performance Levels
• Who needs intervention support?
• 3 ways
– Percentiles
– Cut Points
– Discrepancy ratio
Percentiles
Requires a Larger Normative
Data Base, Preferably
Benchmark Data
< 25th At Risk, Consider
Problem-Solving at the Group
Level
<10th Potential Severe
Problem, Consider Individual
Problem Solving
Cut Scores
• A number which represents the point at which scores
can be divided into different groups (for example does
not meet, meets, and exceeds expectations) for
decision-making purposes.
• May be based on research (e.g., a correlation between
scoring at or above a certain level on a CBM or DIBELS
task and future academic success) or expectation (e.g.,
grades at C or above, no more than 3 office referrals).
Discrepancy Ratios
How to calculate:
1.
2.
3.
4.
Sample 5-7 Students or
Whole Class, Grade
Figure Median and Graph
Divide by 2 and Graph
Students Who Perform
Below the Line May Need
Problem Solving
Can Compute…
Peer Median
Target Student Median
145
40
= Discrepancy of 3.6x
Data-based decisions on
performance level enables team to
make decisions about levels of
support and resource from the start.
Generally speaking…
- A student who is 1.5x discrepant from his/her peers
may benefit from intensive group interventions.
– A student who is 2-2.5x discrepant from his/her
peers is appropriate for individualized problemsolving and intensive intervention resources may be
appropriate.
Example: Jessica is 2.1x discrepant from peers
on the Math CBM and may benefit from
intensive interventions in math.
Who needs intervention
support?
median
2x
discrepant
Data-Based Decisions
1. Performance Level
•
Gaps in Performance
•
•
PLP Not at Grade Level
Special Education Significant Discrepancy
2. Progress Monitoring
•
Rate of Learning
•
•
Trend in performance
Response to Instruction
2. Rate of Learning
• Why?
– Is what we are doing working?.... intervene
early
– Better able to predict student success at
meeting goals
– Better able to identify who needs more
intensive instruction
Measure of
Progress…rate of learning
Curriculum-Based
Assessment
• Portfolio
• Work Samples
• Mastery Measurement
• Curriculum-Based
Measurement
Progress Monitoring
CBMs
•
Are assessments to monitor progress
•
Are designed to serve as “indicators” of general reading/math
achievement. CBM doesn’t measure everything, but measures the
important things.
•
Are Standardized tests to be given, scored, and interpreted in a standard
way.
•
Are researched with respect to psychometric properties to ensure accurate
measures of learning.
•
Are Sensitive to improvement in Short Periods of time.
•
Designed to be as short as possible to ensure its “do ability.”
•
Are linked to decision making for promoting positive achievement and
Problem-Solving
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www.interventioncentral.org
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Word Identification
Fluency
as
from
how
any
old
think
her
has
could
put
some
ask
fly
going
take
once
him
let
over
had
again
round
then
when
walk
just
an
may
Math Computation
Taken from
Fuchs, L. S.,
Hamlett, C. A.,
& Fuchs, D.
(1998).
Monitoring
Basic Skills
Progress:
Basic Math
Computation
(2nd ed.).
[computer
program].
Austin, TX:
ProEd.
Available: from
http://www.pro
edinc.com
Concepts and
Applications
Sample page
from a threepage test for
Grade 2 Math
Concepts and
Applications
– From Monitoring
Basic Skills
Progress
Vocabulary Matching
• To assess learning in the content areas
• Middle and High School
TERMS
ANSWER
DEFINITIONS
Mastery measurement
A. Assessments that are direct observations and recording of
a student's performance in the local curriculum
Curriculum-based assessment
B. Standardized assessment that compares a student with a
specified reference group.
Norm-referenced test
C. An assessment based on a collection of student work over
time
D. Assessments that measure students ability to meet shortterm instructional objectives
Progress Monitoring
National Center on Student Progress Monitoring www.studentprogress.org
Progress Monitoring
Benefits of Progress Monitoring
Parents and students know what is expected
Teachers know what is working or not working
with their instruction based on data
Easy to understand way to show parents
progress
Teams have comprehensive data on student
performance for decision making
Setting Goals and
Response to Instruction
• Setting Goals
– Benchmarks
– Rate of Improvement (ROI) norms
– Intra-individual
• Decision Making Rules: Response rate to
instruction
– Data Point Rules
– Trend Line Rules
– Rate of Improvement (ROI) Slope
Setting Goals
1. End of the Year Benchmarks
•
GLEs for Reading Fluency
–
–
•
2nd grade 80-100 WPM
5th grade 125-150 WPM
WIF
– 50 words per minute
•
AIMSweb Math Computation Norms
–
–
1st grade 17 Correct Digits
5th grade 52 Correct Digits
Research Norms for
Improvement
MATH CALCULATIONS*
Grade
Reasonable
Ambitious
1-3
.3 CD/Week
.5 CD/Week
4-6
.7 CD/Week
1.1 CD/Week
*Fuchs, 2006
READING FLUENCY**
Grade
Modest
Reasonable
Ambitious
1-2
1 WRC/week
1.5 WRC/week
2.0 WRC/week
3-6
.5 WRC/week
1.0 WRC/week
1.5 WRC/week
**Deno, 2005
Intraindividual ROI
•
Weekly rate of improvement in “baseline slope” calculated from 8
data points (Slope: Difference of highest and lowest/#weeks)
•
•
•
Baseline multiplied by 1.5
Product multiplied by number of weeks until end of year
Add to student’s final baseline score to produce end of year goal.
Baseline Reading scores: 52, 54, 52, 53, 55, 58, 55, 56
Difference: 58-52 =5
Divide by number of weeks: 5/8 =.625 (SLOPE)
Baseline multiplied by 1.5:
.625 × 1.5 = .9375
Number of weeks left (6 weeks): .9375 ×6 =5.6
Add to final baseline score: 56+5.6 = 61.6
GOAL 62
What math goal would you set
for Carlos for the end of year -18 weeks from now?
Carlos – 5th grader
Math Calculation
December-January Monitoring
36, 37, 36, 36, 37, 38, 39, 37
What goal would you set
for Carlos in math for the end of year?
Carlos – 5th grader
End of Year Benchmarks
52 CD (.77 ROI)
National Norms
51 CD (.7 ROI)
(38+18*.7)
58 CD (1.1 ROI)
(38+18*1.1)
Individual ROI
48 CD (.56 ROI)
3/8*1.5 =.56 ROI
38 + (18*.56)
Decision Making:
Response rate to instruction
1. Data Points
2. Trend Analysis
3. ROI – Using Tukey to Find Slope
Decisions based on
data-points
4 scores…
Above goal-line
Responding to Instruction…
increase if continues for 4 more points
Hovering about
Continue what you are doing
Parallel
Wait for 4 more points…
Does it accelerate?
Not Responding to
Instruction…Change!
Below goal-line
Derived from:
Fuchs and Fuchs (2006) and Shapiro (2006)
Decisions based on
trend lines
Maze Monitoring
16
AIMLINE
14
12
TREND
10
Number Correct
Trend lines based on 6-8
data-points
• If trend line is steeper
than goal line, increase
the goal.
• If trend line is flatter than
goal line, revise
instruction
• If trend line equals goal
line, make no change at
this time.
8
6
4
2
0
Baseline
Week 1-a Week 1-b Week 2-a Week 2-b Week 3-a Week 3-b Week 4-a Week 4-b
R-CBM Correct Words Per Minute
Liz: Did she respond?
100
90
80
70
60
50
40
30
20
10
0
Goal
Liz
Trend
Linear (Liz)
0
2
4
6
Intervention Weeks
8
10
12
R-CBM: Correct Words Read Per
Minute
Matt: Did he respond?
100
90
80
70
60
Matt
50
Goal
40
30
20
10
0
0
2
4
6
Intervention Weeks
8
10
12
R-CBM: Correct Words Per Minute
Kate: Did she respond?
100
90
80
70
60
50
40
30
20
10
0
Kate
Goal
0
2
4
6
Intervention Weeks
8
10
12
R-CBM: Correct Words in a
Minute
Bob: Did he respond?
120
100
80
Goal
60
Bob
Trend
Linear (Bob)
40
20
0
0
2
4
6
8
Intervention Weeks
10
12
Tukey Method for
Finding Slope
Step 1: Divide the data points into three equal sections by drawing
two vertical lines. (If the points divide unevenly, then group them
approximately.)
Step 2: In the first and third sections, find the median data point
and median instructional week. Locate the place on the graph
where the two values intersect and mark that spot with an X.
Step 3: Draw a line through the two Xs and extend that line to the
margins of the graph. This represents the trend-line or line of
improvement.
Step 4: Calculating Slope
Third median point – First median point
Number of data points – 1
WIF: Correct Read Words in One
Minute
Sample to practice Tukey
50
45
40
35
30
25
20
15
10
5
0
X
X
0
2
4
6
8
10
12
Intervention Weeks
20-14
12-1
6
11
.55 slope ROI
Practice Interpreting ROI:
Determining slope by Tukey method
R-CBM: Correct Words per
Minute
Ethan
90
80
70
60
50
40
30
20
10
0
0
2
4
6
Intervention Weeks
8
10
12
R-CBM: Correct Words per
Minute
Ethan
90
80
70
60
50
40
30
20
10
0
0
ROI:
(75-56)/(12-1) = 1.72
2
4
6
Intervention Weeks
8
10
12
Is Carlos
responding
to the
intervention?
End of March: 8 Week
Check-In
Carlos
CHANGE INTERVENTION
Correct Digits
60
50
40
X
X
30
20
10
0
18-Jan
7-Feb
27-Feb 19-Mar
8-Apr
28-Apr 18-May 7-Jun
Weeks of Intervention
27-Jun
June:
Did Carlos meet the goal?
Carlos
INTERVENTION CHANGE
60
X
Correct Digits
50
X
40
30
20
10
0
18-Jan
7-Feb
27-Feb
19-Mar
8-Apr
28-Apr
Weeks of Intervention
18-May
7-Jun
27-Jun
TURN AND TALK
When making decisions you can be informed
by data or driven by data.
1. What is the difference between data-driven and data informing?
2. What are your current practices for decision making?
3. What do you need to do to use data to more effectively meet students'
needs?
3 - 2- 1
3 things you learned today
2 things you still have questions about
1 statement about how you feel about
PM now