Transcript Progress Monitoring in the Context of Responsiveness

Incorporating Student
Progress Monitoring in
Teacher Education Courses
Dr. Pam Fernstrom Chaney
University of North Alabama
Webinar Objectives
Webinar participants will be able to:
 Explain the differences between Student Progress
Monitoring/ Curriculum-Based Measurement (SPM/CBM)
and traditional assessments used in classrooms
 Discuss the rationale for including SPM/CBM in teacher
education programs/courses
 Examine options for infusing SPM/CBM content &
possible types of courses
 Identify relevant SPM/CBM content for their
programs/courses
 Review sample in-class assignments and field experiences
objectives & student artifacts
 Obtain materials & resources
How Are SPM/CBM Assessments
Different from Traditional
Assessments?
Traditional assessments used in P-12
classrooms:
 Teacher-developed summative tests (typically have
poor technical quality)
 Progress monitoring = 2 or 3 benchmarks across
academic year
 Norm-referenced tests (NRTs)
• One time testing
• High-stakes tests (state-mandated) - typically group
How is SPM/CBM Different from
Traditional Assessments Used?
(cont.)
Teachers often use mastery measurement for
evaluating student performance on skill(s)
being instructed. To implement mastery
measurement, the teacher:
 Determines the sequence of skills in an
instructional hierarchy.
 Develops, for each skill, a criterion-referenced
test.
Hypothetical Fourth-Grade
Math Computation Curriculum
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to nine
Multiply two-digit numbers by a one-digit
number
Multiply two-digit numbers by a two-digit number
Division facts, divisors to nine
Divide two-digit numbers by a one-digit number
Divide three-digit numbers by a one-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole numbers and mixed numbers
Multidigit Addition Mastery Test
Mastery of Multidigit Addition
Number of digits correct
in 5 minutes
10
Multidigit Addition
Multidigit Subtraction
8
6
4
2
0
2
4
6
8
WEEKS
10
12
14
Hypothetical Fourth Grade
Math Computation Curriculum
1.
2.
3.
4.
5.
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to nine
Multiply two-digit numbers by a one-digit number
Multiply two-digit numbers by a two-digit number
6.
7.
8.
9.
Division facts, divisors to nine
Divide two-digit numbers by a one-digit number
Divide three-digit numbers by a one-digit number
Add/subtract simple fractions, like denominators
10. Add/subtract whole numbers and mixed numbers
Multidigit Subtraction
Mastery Test
Date:
Name:
Subtracting
6521
375
5429
634
8455
756
6782
937
7321
391
5682
942
6422
529
3484
426
2415
854
4321
874
Mastery of Multidigit Addition
and Subtraction
of problems
Number of
digits correct
correct
Number
in 5 minutes
10
10
Multidigit Subtraction
Multidigit
Addition
Multiplication
Facts
8
8
6
6
4
4
2
2
0
0
2
2
4
4
6
6
8
8
WEEKS
10
10
12
12
14
14
Problems with
Mastery Measurement
 Hierarchy of skills is logical, not empirical.
 Performance on single-skill assessments can be
misleading.
 Assessment does not reflect maintenance or
generalization.
 Assessment is designed by teachers or sold with
textbooks, with unknown reliability and validity.
 Number of objectives mastered does not relate well to
performance on high-stakes tests
In Contrast, SPM/CBM…
 Focuses on general outcome measures, rather than
assessing only the skill(s) currently taught.
 Involves standardized procedures for test development,
administration, scoring, and decision making.
 Provides a reliable and valid way for monitoring student
progress at regular intervals across the year.
 Provides parallel and brief measures
 Uses data to determine goals
 Displays data graphically
 SPM/CBM correlates highly with high-stakes tests
Rationale for Including
SPM/CBM in
Teacher Education
Programs/Courses
Rationale for Inclusion of SPM/CBM
1. CBM is a scientifically validated form of
progress monitoring
Over 30 years of research support the use of CBM to…
 Increase student achievement (Fuchs, Deno, & Mirkin,
1984; Stecker, Fuchs, & Fuchs, 2006)
 Make predictions about who will succeed on high-stakes
assessments (Good, Simmons, & Kameenui, 2001)
 Help teachers identify when instructional changes are
needed (Fuchs, Fuchs, & Hamlett, 1993)
 Develop classroom, school, or district norms (Shinn,
2002)
 Increase ease of communication with parents, teachers,
students, and others (Shinn, Habedank, & Good, 1993)
Rationale for Inclusion of
SPM/CBM (cont.)
2. Increased assessment knowledge base beyond
NRTs & teacher-developed assessments
3. Data-based instructional decisions for P-12
students rather than traditional approaches such
as mastery measurement.
Rationale for Inclusion of
SPM/CBM (cont.)
4. SPM/CBM data may be used in multiple
ways within a school and/or classroom
 Special education decision-making: monitoring IEP
progress and eligibility for services
 Monitoring prereferral interventions
 Monitoring ALL students’ progress in the general
education curriculum by student, class, grade, and/or
school
 An alternate assessment for students unable to take
state-mandated assessments
 School improvement plans
Rationale for Inclusion of
SPM/CBM (cont.)
4. SPM/CBM data may be used in multiple
ways within a school and/or classroom
(cont.)
 CBM provides an easy and quick method for gathering
student progress
 Student data can be compared to teacher’s classroom
or school district data
 Teachers can compare the efficacy of different forms
of instruction and design more effective,
individualized instructional programs for students with
learning problems.
Rationale for Inclusion of
SPM/CBM (cont.)
4. SPM/CBM data may be used in multiple
ways within a school and/or classroom
(cont.)
 Teachers can analyze student scores and adjust student
goals and instructional programs
 Administrators & teachers may determine Adequate
Yearly Progress (AYP)
 Individual teachers & teams may use SPM/CBM data to
determine Responsiveness to Intervention (RtI)
All of the above lead to data-based decision-making
rather than subjective!
Rationale for Inclusion of
SPM/CBM (cont.)
5. Students who score high on SPM/CBM are
typically better at:





Decoding
Sight vocabulary
Comprehending material
Computing
Problem-solving
Rationale for Inclusion of
SPM/CBM (cont.)
6. SPM/CBM benefits…
 ALL Students by providing
• More accurate identification of performance,
difficulties
• Better instructional programs
• More intensive instruction
 General education teachers by providing
– More sensitive data regarding student performance
– Greater accountability for student performance
– Ability to assess effects of their instruction
 Special education teachers by providing
– Ability to monitor students’ performance towards
meeting IEP goals
– More accurate identification
Rationale for Inclusion of
SPM/CBM
7. To help initial & advanced candidates meet
national & state standards/ competencies for
teacher education
Examples:
 Initial Candidates:
– Interstate New Teacher Assessment and Support Consortium
(INTASC) Standard 8: The teacher understands and uses
formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical
development of the learner.
To help initial & advanced candidates meet
national & state standards/ competencies
for teacher education (cont.)
Alabama Quality Teaching Standards (AQTS)
ALL Initial Candidates should be able to:
– Ability to collect and use data to plan, monitor, and improve instruction.
– Ability to adjust instruction in response to information gathered from
ongoing monitoring of performance via formative assessment.
– Ability to design and use a variety of approaches to formal and informal
assessment to plan instruction, monitor student understanding and progress
toward learning, modify teaching and learning strategies, and measure and
report student progress related to learning objectives.
– Have knowledge of assessment tools to monitor the acquisition of reading
strategies, to improve reading instruction, and to identify students who
require additional instruction.
– Ability to use technology to assess student progress and manage records.
To help initial & advanced candidates meet
national & state standards/ competencies
for teacher education (cont.)
Alabama General Special Education Standards:
– Translate assessment information into functional long-term
goals and short-term benchmarks.
– Implement or assist other teachers in implementing the
student's individualized education program, by selecting,
developing, and using appropriate instructional techniques
and methods, ongoing measurement techniques, media and
materials, equipment (including assistive technology devices),
technological advances, and support personnel.
– Continuously analyze the effectiveness of the individualized
education program and make appropriate modifications.
To help initial & advanced candidates meet
national & state standards/ competencies
for teacher education (cont.)
 Advanced Candidates:
National Board for Professional Teaching Standards (NBPTS):
– NBPTS .3.4: Teachers regularly assess student progress.
NBCTs know how to assess the progress of individual
students as ell as the class as a whole.
– NBPTS Exceptional P-12.5: Knowledge of Subject Matter:
Accomplished teachers of students with exceptional needs
command a core body of knowledge in the disciplines and
draw on that knowledge to establish curricular goals, design
instruction, facilitate student learning, and assess student
progress.
Questions???
SPM/CBM:
A Review of the Steps
The Basic SPM/CBM Steps that
Teachers Should Know and
Be Able to…
 Step 1: Place students in a SPM/CBM task for
progress monitoring by deciding on which
measures to use
 Step 2: Identify the level of material for
progress monitoring
 Step 3: Administer/score SPM/CBM probes
and collect screening or baseline data
The Basic SPM/CBM Steps that Teachers
Should Know and Be Able to… (Cont.)
 Step 4: Graph scores
 Step 5: Set ambitious long range goals, decide on
short-term objective or end criteria, & the
frequency of monitoring
 Step 6: Make instructional changes by applying
decision-making rules to graphed scores to know
when to revise programs & when to increase goals
 Step 7: Use the SPM database qualitatively to
describe students’ strengths & weaknesses
How to Include
SPM/CBM in
Teacher Education
Programs
Courses Appropriate for Integrating
SPM/CBM Content
 General and/or special education assessment courses
 Reading methods and/or assessment courses
 Math methods and/or assessment courses
 Examples of Initial & Advanced Coursework:
• Evaluation & Remediation of Reading Disabilities
• Advanced Issues & Procedures in the Assessment of Students
with Mild/Moderate Disabilities
• Assessment and Evaluation in Special Education (dual
listing)
• Reading Instruction for Students with Mild/Moderate
Disabilities (dual listing)
• Assessment of Students with Disabilities (graduate only)
• Assessment and Instruction of Reading Difficulties
SPM/CBM Content Infusion in
Initial & Advanced Programs
Emphasis of
SPM/CBM Content
in Courses
Unit of Instruction
within Specific
Course(s)
Integrated
throughout a
Course
SPM/CBM Content in Initial &
Advanced Coursework
Common Elements Across Example Courses:
 Administration & scoring of SPM/CBM
probes
 Data interpretation
 Instructional decision-making and/or program
planning
National Center on Student Progress
Monitoring Suggestions for
SPM/CBM Content
 Basics of Curriculum-Based Measurement (CBM)
• Definition, description of use
• Differentiate between CBM, standardized
assessment, mastery measurement
• Things to think about when planning to implement
SPM/CBM
• CBM and special populations
• Implementation Examples
• Selecting a progress monitoring tool
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
 Conduct student progress monitoring using
CBM
• Placing a student in a task and identifying
the appropriate level of material
• Administer and score CBM
• Reading
- Letter Sound Fluency (LSF)
- Word Identification Fluency (WIF)
- Oral Reading Fluency (ORF)
- Maze
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
• Math
– number identification
– quantity discrimination
– missing number
– computation
– concepts and applications
• Written Expression
– Written expression
– Spelling
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
• Graph CBM data and use them to monitor
progress
–Graph data points
–Draw trend line
–Calculate slope
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
 Interpret and report on student progress using graphed
data
• Setting goals, goal line by
– Using benchmark
– Using intraindividual framework
– Using norms for rates of improvement (no goal
line)
• Interpreting graphed data by comparing
– Data points to goal line (latest 4 points method)
– Trend line to goal line
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
 Use CBM data to make administrative and instructional
decisions
• Decision-making protocol
– Raise goal
– Change instruction
• Choosing appropriate instructional modifications
based on graphed data
• Using CBM data to set IEP goals and monitor
progress
• Using CBM data to inform Adequate Yearly Progress
Analysis
National Center on Student Progress
Monitoring Suggestions for SPM/CBM
Content (cont.)
 Using CBM in a Response to Intervention (RTI)
framework: tiered decision-making
• Tier 1: Primary- CBM screening and prevention
– Identify high-risk students
– Monitor weekly
• Tier 2: Secondary
– Implement Tier 2 intervention
– Identify non-response
– Monitor weekly or more
• Tier 3: Tertiary
Examples of SPM/CBM In
Class & Field Experiences
Assignments in
Initial & Advanced
Coursework
Examples of In-Class Activities
 Instructor provides P-12 student responses to initial & advanced
candidates to score.
 Administer & score SPM/CBM probes to class peers prior to
working with P-12 students in field experiences.
 Graph P-12 student data by hand & using software, set goals, &
draw trend lines.
 Write annual goals & benchmarks.
 Review data & make data-based decisions individually or as a
team.
 Make recommendations or decisions regarding increasing goals
or changes in interventions.
 Write instructional plans.
 Respond to SPM/CBM case studies individually or as a team.
Questions???
Field Experience Objectives &
Artifact Example 1
 Objectives: (1) Identify and administer appropriate assessment
procedures to make instructional programming decisions for
students with deficits in reading. (2) Identify and implement
instructional strategies to improve the phonological awareness,
decoding, word recognition, and vocabulary skills of students
who are at-risk for or have reading disabilities.
 Artifact: Demonstrate the use of a data-based approach
(Curriculum-based Measurement) to teach reading.
a. Select a student that you can teach on a regular basis--at
least 2 to 3 days per week--for at least 15 minutes per day.
b. Specify a measurable goal that is potentially attainable
within 8 weeks.
c. Design procedures to measure performance on the skill that
can be administered each instructional session.
Example 1 (cont.)
Use the measurement procedures to contrast the student’s
performance with that of his age/grade peers on that skill.
e. Write an Instructional Plan (IP) for teaching the student the
skill you have identified.
f. Implement your IP with the student (i.e., teach the student) for a
minimum of 7 weeks.
g. Measure the student’s performance on the skill every session (2
to 3 times per week) and graph the performance data.
h. After 3 to 5 data points, modify the IP in some clear and
substantial respect that you hypothesize could be more effective.
i. Plot the trend of the data before and after the intervention.
j. Implement the revised plan and continue to measure and graph
performance.
k. Continue the cycle in steps i and j.
d.
Field Experiences Objective &
Artifact Example 2
 Objective: Use ongoing assessment and student progress
monitoring to write IEPs and account for student outcomes.
 Artifact: Administer at least 5 CBM progress monitoring probes
in reading or math and prepare graphs reflecting at least one
student’s progress. Completed probes and the graph of results
will be turned to be evaluated for accuracy in scoring and
recording results on the graph.
Field Experience Objectives &
Artifact Example 3
 Objectives: (1) Methods for monitoring progress of individuals
with exceptional learning needs. (2) Develop individualized
assessment strategies for instruction. (3) Demonstrate skill in
using productivity tools for professional and personal use,
including word processing, database, spreadsheet, graphic
utilities, and drawing programs. (4) Demonstrate knowledge of
uses of computers for problem solving, data collection,
information management, decision making, communications, and
development of presentations.
 Artifact: Students will complete a six-week Curriculum-Based
Measurement (CBM) project in either reading or math. The CBM
project will contain: (1) baseline data, (2) long-range goal line,
(3) short-term objective, (4) at least one change in instruction, (5)
a graph of the data, and (6) an instructional plan.
Field Experiences Objective &
Artifact Example 4
 Objective: develop and administer curriculum-based measures
in one academic area and chart student progress making
instructional changes when necessary.
 Artifact: Curriculum-Based Measurement Project - Students will
complete a ten-week CBM project on a student in one of the
following academic areas: reading, written expression, or math.
The CBM project will contain: (1) baseline data, (2) long-range
goal line, (3) short-term objective, (4) at least 2 intervention
phases (5) a graph of the data, (6) intervention plans.
Where to Obtain Materials for
Your Programs/Courses
National Center on Student Progress
Monitoring (NCSPM) website –
Professional Development & Resources
tabs
http://www.studentprogress.org/default.asp
Materials (cont.)
Materials (cont.)
Materials (cont.)
Materials (cont.)
Materials (cont.)
 The Research Institute on Student Progress
Monitoring's (RIPM) website
http://www.progressmonitoring.net/
 Intervention Central
http://www.interventioncentral.org
 Numerous textbooks from various publishers
Materials (cont.)
 Research articles – See NCSPM’s website
annotated bibliography & syllabi reading lists
 The National Center on Student Progress
Monitoring’s Tools Chart
http://www.studentprogress.org/chart/chart.asp
– Click on tools’ names to get detailed information and links to
vendor websites, where sample probes and reports can be
viewed
Materials (cont.)
Materials (cont.)
Materials (cont.)
Questions???