Transcript Progress Monitoring: Data to Instructional Decision-Making Ministry of Education Trinidad and Tobago January, 2007 Frank Worrell Marley Watkins Tracey Hall.

Progress Monitoring:
Data to Instructional
Decision-Making
Ministry of Education
Trinidad and Tobago
January, 2007
Frank Worrell
Marley Watkins
Tracey Hall
Progress Monitoring Defined
What is Progress Monitoring?
• Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. Progress monitoring
can be implemented with individual students or
an entire class.
National Center on Student Progress Monitoring
http://www.studentprogress.org/
Use of Progress Monitoring
• Identify the student’s current levels of
performance
• Establish educational goals for
learning that will take place over time.
• Measure student’s academic
performance on a regular basis
(weekly or monthly).
Measurement Systems:
• Alternative assessment procedures appearing in
educational literature in the last 20 years are
Curriculum-Based Measurement (CBM).
• Whereas standardized commercial achievement
tests measure broad curriculum areas and/or skills,
• CBM measures specific skills that are presently
being taught in the classroom, usually in basic skills.
Several approaches to CBM have been developed.
Curriculum-Based Measurement …
• result of nearly 30 years of research
• used in schools across the country
• demonstrates strong reliability and
validity
• used with all children to determine
whether they are profiting from instruction
• used with children who are failing- for the
purpose of enhancing instructional
programs
Research Indicates:
• CBM produces accurate, meaningful
information about students’ academic
levels and growth;
• CBM is sensitive to student
improvement;
• When teachers use CBM to inform
their instructional decisions, students
achieve better.
Curriculum-Based Measurement
4 Common Characteristics
1. The measurement procedures assess
students directly using the materials in
which they are being instructed. This
involves sampling items from the
curriculum.
2. Administration of each measure is
generally brief in duration (typically 1-5
minutes.)
.
Common Characteristics of
CBM
3. The design is structured such that
frequent and repeated
measurement is possible and
measures are sensitive to change.
4. Data are usually displayed
graphically to allow monitoring of
student performance.
Multiple Referencing
Capabilities
• Norm Referencing
• Criterion Referencing
• Individual Referencing
Oral Reading Fluency
Inf ant 2
First Assessment Period
170
150
130
110
90
70
50
30
*
10
-10
First ORF A
Manual p. 185
First ORF B
Mea n First ORF A& B
Oral Reading Fluency
Inf ant 2 through Standard 5
Mean Scores
First Assessment Period
240
190
140
90
40
-10
Mea n First ORF A& B
Infant 2
Standard 1
Standard 2
Standard 3
St andard 4
Standard 5
• Progress toward meeting the student’s
goals is measured by comparing expected
and actual rates of learning.
• Analyze and adjust/intervene instruction
as needed.
• Thus, the student’s progression of
achievement is monitored and instructional
techniques are adjusted to meet the
individual student learning needs.
Benefits of Progress Monitoring
* Accelerated learning because students are
receiving more appropriate instruction;
* More informed instructional decisions;
* Documentation of student progress for
accountability purposes;
* More efficient communication with families
and other professionals about students’
progress;
* Higher expectations for students by teachers;
and
* fewer Special Education referrals.
CBM in Reading
• Oral Reading
Fluency
– one minute timing
– individually
administered
– words read correctly
– also measure errors
– high correlation with
reading
comprehension
(students don’t read faster than
they can understand what they
are reading)
• Maze and cloze
procedures
– passage reading
– words missing –
systematically
– fill in or selection of
correct word
– may be fluency
• Letter or sound
identification
• Word Recognition
CBM Mathematics
• Computation
– fluency
– correct digits
(versus correct problem)
468
x 16
2808
468
7488
• Problem solving
– may incorporate
fluency
– accuracy of
components of work
• problem set up
• operation
• computation
11 correct digits
CBM in Writing
• Written Expression is a measure student
writing skills.
– Students are given the starting sentence, or part of a
story. They are given a lined sheet of paper with a
story starter at the top. Students are then asked to
continue to write a story about what happened.
• Scoring is related to writing conventions