Ongoing Progress Monitoring and Determining Instructional Level

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Ongoing Progress Monitoring and Determining
Instructional Level

• JRF! Leadership Academy
• July 2006
• Randee Winterbottom, Tricia Curran, Stacey Fisher

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What is Ongoing Progress Monitoring (OPM)?

• OPM allows more frequent monitoring of students
  progress towards the benchmarks
• OPM allows monitoring to occur using off-grade
  level measures
• OPM is best practice for students receiving iii
• OPM enables the teacher to adapt instruction
  based on the needs of the child

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Overview Determining Instructional Level and
Conducting Ongoing Progress Monitoring Notebook

• 11 Sections
• One for each grade level
• One for each measure that includes scoring
  booklets and probes
• Appendix with directions for downloading
  materials from DIBELS website

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Determining Instructional Level

• In order to conduct OPM a teacher needs to
  determine a students instructional level
• The Determining Instructional Level and
  Conducting Ongoing Progress Monitoring notebook
  provides Steps to Conduct OPM and Steps and
  Decision Rules Tables for each grade level

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Steps to Conduct Ongoing Progress Monitoring

• The steps to conduct OPM are located in each
  grade level section of the notebook.
• Pages 4, 10, 17, 21

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Steps to Conduct OPM

• Determine the measures to be monitored
• Duplicate booklets
• Select probes to be administered
• Conduct assessment
• Score
• Record score in PMRN, Excel file or in DIBELS
  Scoring booklets
• Review data to determine progress toward goal and
  adjust instruction

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Off Grade Level Assessing

• PSF from official DIBELS website is listed as a
  kindergarten measure
• NWF from official DIBELS website is listed as a
  first grade measure
• Scoring booklets will reflect those grade levels
  even if assessment is for a 2nd or 3rd graders
• Scores for all measures, whether on or off grade
  level, can be entered into the Progress
  Monitoring and Reporting Network 32 times a year,
  per measure

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How Often Should OPM be Conducted?

• More severe problems require more frequent
  monitoring
• Options
• 2X/week with one probe
• 1X/week using one probe
• 1X/2 weeks using one probe
• 1X/month using the median of 3 passages for ORF

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Second Grade Example of Steps and Decision Rules
for a High Risk Student

• If Student scored high risk on 2nd grade ORF
• Then 1st grade ORF is administered
• If Student scored high risk on 1st grade ORF
• Then NWF and PSF are administered
• 3. If Student scored high risk on both
  measures
• Then conduct OPM on 1st grade ORF and NWF and
  PSF

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Training Teachers in OPM
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Training Teachers in OPM

• Reading Coach or other Facilitator will train
  teachers by grade level after the first and third
  assessment using the agenda provided
• Teachers will need to do the following for the
  training
• Laminate probes (optional)
• Duplicate booklets
• Each student will have a separate booklet per
  measure
• Coach to observe the teacher administering
  measures with children and check off using
  Assessment Integrity Checklist

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Materials needed for training (Trainer)

• Laptop, projector, speakers, screen
• Facilitator Guide
• Training CD
• Determining Instructional Level Conducting
  Ongoing Progress Monitoring Binder
• DIBELS Administration Scoring Guide for
  sections that you will be training
• Stopwatch
• Clipboard
• Pencil or pen
• PMRN Users Guide

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Materials needed for training (Teachers)

• Determining Instructional Level Conducting
  Ongoing Progress Monitoring Binder 1 per grade
  level or teacher, school decision
• DIBELS Administration Scoring Guide for
  sections that you will be training
• Stopwatch
• Clipboard
• Pencil or pen
• PMRN Users Guide

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Teacher Training Kindergarten

• Beginning of the Year (After Assessment 1)
• Introduction
• Agenda
• Initial Sounds Fluency
• Overview of all DIBELS measures
• K 3 Flowchart
• Assessment Schedule
• Recommended Uses of Student Data
• Standardization Priorities
• Stopwatches 102
• Initial Sounds Fluency
• Review Contents of Determining Instructional
  Level Conducting Ongoing Progress Monitoring
  Binder
• Suggest frequency of OPM based on information in
  Determining Instructional Level Conducting
  Ongoing Progress Monitoring Binder
• Train teachers to input OPM data into the PMRN

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Teacher Training Kindergarten

• Mid-Year (After Assessment 2)
• Stopwatches 101
• Phoneme Segmentation Fluency
• Nonsense Word Fluency

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Teacher Training First Grade

• Beginning of the Year (After Assessment 1)
• Introduction
• Agenda
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Overview of all DIBELS measures
• K 3 Flowchart
• Assessment Schedule
• Recommended Uses of Student Data
• Standardization Priorities
• Stopwatches 101
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Review Contents of Determining Instructional
  Level Conducting Ongoing Progress Monitoring
  Binder
• Suggest frequency of OPM based on information in
  Determining Instructional Level Conducting
  Ongoing Progress Monitoring Binder
• Train teachers to input OPM data into the PMRN

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Teacher Training First Grade

• Mid-Year (After Assessment 2)
• Oral Reading Fluency

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Teacher Training Second Third Grades

• Beginning of the Year (After Assessment 1)
• Introduction
• Agenda
• Oral Reading Fluency
• Overview of all DIBELS measures
• K 3 Flowchart
• Assessment Schedule
• Recommended Uses of Student Data
• Standardization Priorities
• Stopwatches 101
• Oral Reading Fluency
• Nonsense Word Fluency
• Review Contents of Determining Instructional
  Level Conducting Ongoing Progress Monitoring
  Binder
• Suggest frequency of OPM based on information in
  Determining Instructional Level Conducting
  Ongoing Progress Monitoring Binder
• Train teachers to input OPM data into the PMRN

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Teacher Training Second Third Grades

• Mid-Year (After Assessment 2)
• Phoneme Segmentation Fluency

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Entering Data into the PMRN
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Using the PMRN for OPMhttp//www.fcrr.org/pmrn
click on Users Guide
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Using the PMRN for OPM
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Frequently Asked Questions
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OPM Frequently Asked Questions

• Why use OPM?
• How does OPM differ from the progress monitoring
  done during the regular assessment schedule?
• How does one access the OPM materials?
• What are the steps for accessing the OPM
  materials from the U of O website?
• If teachers have access to these materials, isnt
  it a concern that they will use them to teach the
  test?

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OPM Frequently Asked Questions, cont.

• As with the regular progress monitoring, wont
  teachers more likely think they should teach
  non-words and rapid letter naming since they are
  assessed?
• If some of the measures are for the regularly
  scheduled progress monitoring that are used for
  OPM wont test/retest impact the scores?
• What measures can be used for OPM in
  kindergarten? 3rd grade?

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OPM Frequently Asked Questions, cont.

• How can a teacher get trained on the OPM
  assessments?
• When should OPM assessments be administered?
• Where should OPM take place?
• Can OPM data be entered into PMRN?
• What should be done if a score seems very
  unreasonable for a student?

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Summary Information

• The front matter of the notebook can be
  downloaded from FCRR www.fcrr.org/assessment
• Notebooks were sent to all RF district contacts
  and can be downloaded from FCRR
• Off- and on- grade level OPM data can be entered
  into PMRN
• OPM is for students needing the most support
  (iii)
• Teachers are the primary assessors for OPM since
  they are the ones who will be using the data to
  inform their instructional practices
• Teachers will need to be trained on the measures
  they will be using for OPM

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Instructional Implications
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Case Study 2 John Kidd 1st grade Assessment 2
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Instructional Implications for Johnny Kidd

• On which measures should ongoing progress
  monitoring be conducted?
• 1st grade ORF, NWF
• What reading components need to be emphasized?
• Fluency, phonics
• What are some possible programs/strategies that
  should be considered in her instructional plan?
• Great Leaps, Wilson Phonics, Read
  Naturally/Choral reading, rereading, partner
  reading, etc.

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Case Study 1 Susie Cue 3rd Grade Assessment 2
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Instructional Implications for Susie Cue

• On which measures should ongoing progress
  monitoring be conducted?
• 1st grade ORF, NWF, and PSF
• What reading components need to be emphasized?
• Fluency, phonics and some PA
• What are some possible programs/strategies that
  should be considered in her instructional plan?

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Instructional Implications for Susie Cue

• On which measures should ongoing progress
  monitoring be conducted?
• 1st grade ORF, NWF, and PSF
• What reading components need to be emphasized?
• Fluency, phonics and some PA
• What are some possible programs/strategies that
  should be considered in her instructional plan?
• Wilson Fundations, Earobics, Kaleidoscope, Read
  Naturally, Spell Read PAT, etc.

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Questions / Comments
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Contact Information

• Randee Winterbottom
• rwinterbottom_at_fcrr.org
• Tricia Curran, Ph.D.
• tcurran_at_fcrr.org
• Stacey Fisher
• sfisher_at_fcrr.org