Progress Monitoring

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Progress Monitoring

• Presented by the Office of Psychological
  Services
• Bartow County School SystemMarch 14, 2008

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What is Progress Monitoring?

• Progress monitoring is a scientifically-based
  practice of continuous monitoring that teachers
  use to evaluate the effectiveness of instruction.
  
• The major purposes of progress monitoring are
  to
• Describe the childs rate of response to
  instruction and
• Build more effective instruction.

(Fuchs and Fuchs)
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Differences Between Traditional Assessments and
Progress Monitoring

• Traditional assessments
• Lengthy tests
• Not administered on a regular basis
• Teachers do not receive immediate feedback
• Student scores are based on national scores and
  averages
• Not sensitive to short term gains in basic skills
  (Wright).

Hosp and Donaldson, 2004
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Curriculum Based Measurement (CBM)

• Curriculum-Based Measurement (CBM) is one type
  of Progress Monitoring
• CBM provides an easy and quick method for
  gathering student progress.
• Teachers can analyze student scores and adjust
  student goals and instructional programs.
• Student data can be compared to teachers
  classroom or school district data..

(Fuchs and Fuchs)
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Progress Monitoring

• Teachers identify goals for what their students
  will learn over time
• Students are given probes at regular intervals
  (weekly, every two weeks, monthly, etc.)
• Measure their students progress toward these
  goals by comparing expected (benchmarks) and
  actual rates of learning
• Adjust instruction as needed

(Fuchs and Fuchs)
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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.
• Overall, the use of progress monitoring results
  in more efficient and appropriately targeted
  instructional techniques and goals, which
  together, move all students to faster attainment
  of important state standards of achievement.

"Common Questions for Progress Monitoring."
Student Progress Monitoring.
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Origins of Progress Monitoring
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Why Progress Monitoring?

• Research shows
• CBM produces accurate, meaningful information
  about students academic levels and their rates
  of improvement.
• CBM is sensitive to student improvement.
• CBM corresponds well with high-stakes tests.
• When teachers use CBM to inform their
  instructional decisions, students achieve better.

(Fuchs and Fuchs)
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Why Progress Monitoring?

• A significant body of research conducted over
  the past 30 years has shown this method to be
• a reliable and valid predictor of subsequent
  performance on a variety of outcome measures, and
  thus useful for a wide range of instructional
  decisions (Deno, 2003 Fuchs, Deno, Mirkin,
  1984 Good Jefferson, 1998).

(Safer, Nancy, and Steve Fleischman, 2005)
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Key Terminology

• Baselines
• Benchmarks
• Probes
• Data Points
• Fidelity
• Trend Lines

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What is a Baseline?

• Baseline DataInitial information taken on a
  skill or behavior
• It serves as a reference point for all future
  data collected on a student

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What is a Benchmark?

• Benchmarks
• Expected rates of learning
• Often, measured three times a year (e.g., Fall,
  Winter, Spring)

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Why Benchmark?

• The rationale for conducting benchmarking three
  times a year with ALL students, even those
  students who have met or exceeded the benchmark,
  is that there is no guarantee students will
  continue to learn the skills being taught.
• Benchmarking ALL students three times a year
  provides educators with an efficient and accurate
  indicator of current skill performance. It also
  allows educators to monitor which students are on
  track for making AYP without having to wait until
  the end of the year testing.

Frequently Asked Questions About Curriculum
Based Measurement in Reading." Student Progress
Monitoring.
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What is a Probe?

• A probe is a quick sampling of a basic skill such
  as, reading fluency or math calculation.
• Depending on the skill being measured, probes can
  be administered one-on-one or in a group setting.
• Provides data to help judge the effectiveness of
  interventions/curriculum

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Finding Probes for Progress Monitoring

• Probe items can be randomly selected from the
  entire year's curriculum, or
• Some research groups offer free probes. There are
  probes to measure progress in pre-reading,
  reading, math, spelling, and writing, or
• You can use commercially available probes such
  as, AIMSweb or DIBELS

(Implementing CBM in the Classroom"
http//www.ncld.org/content/view/315/456053)
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Oldest Known Reading Fluency Probe
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The importance of data points

• Data Points
• The more the merrier, but
• Balance IDEAL with FEASIBLE

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The importance of data points
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Exercise / Diet
Exercise / Diet Take 2
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Fidelity

• Fidelity of Implementation is the delivery of
  instruction in the way in which it was designed
  to be delivered.
• Schools should set up systems to insure that
  interventions are being implemented with fidelity.

(Gresham, MacMillan, Beebe-Frankenberger,
Bocian, 2000)
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Trend Lines

• Trend lines indicate the rate of improvement
• Provide insight into future performance (i.e.,
  Will they meet their goal?)

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Trend Line Calculation
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Trend Line Calculation -- Tukey Method

• Step 1 Divide the data points into three equal
  sections by drawing two vertical lines. (If the
  points divide unevenly, 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 with an X. 
• Step 3 Draw a line through the two Xs,
  extending to the margins of the graph. This
  represents the trend-line or line of improvement. 

(Fuchs and Fuchs)
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Trend Line Calculation
(Fuchs and Fuchs)
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• If the trend line is steeper than the goal line,
  we may need to raise our goal.
• If the trend line is moving away from the goal
  line or running parallel, we may need to modify
  instruction in some way or increase the
  intensity, frequency, etc.

Trend Line
Goal line
Goal line
Trend Line
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What About Behavior?
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Behavior Observations
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ChartDog
http//www.interventioncentral.org/tools.php
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The Behavior Reporter
http//www.interventioncentral.org/tools.php
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Functional Behavior Assessment (FBA)

• FBA is a systematic process of describing problem
  behavior and identifying the environmental
  factors and surrounding events associated with
  problem behavior.
• This information is used to develop an effective
  plan for reducing the frequency or severity of
  problem behavior, and to identify and teach more
  appropriate replacement behavior.
• Observation is conducted to determine the
  antecedents and consequences of the identified
  problem behavior. The demands of the
  environment(s) in which the behavior occurs may
  be setting events and/or predictors of the
  behavior.

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Information Rich, Knowledge Poor

• The most important part of progress monitoring is
  not just collecting datait is using that data to
  make sound instructional decisions.

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• Questions ?

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Web Resources

• Student Progress Monitoring
• http//www.studentprogress.org/
• The Center's mission is to provide technical
  assistance to states and districts and
  disseminate information about progress monitoring
  practices proven to work in different academic
  content areas (Gr. K-5).
• Responsiveness to Intervention (RTI) How to Do
  It
• http//www.nrcld.org/rti_manual/
• Responsiveness to Intervention (RTI) How to Do
  It (RTI Manual) is offered as a tool for
  implementing RTI. The RTI Manual can help you
  understand, design, and evaluate the RTI features
  that you will implement. This RTI Manual is based
  on current research regarding the features of
  RTI.
• Research Institute on Progress Monitoring
• http//www.progressmonitoring.net/
• The Office of Special Education Programs (OSEP)
  has funded the Research Institute on Progress
  Monitoring to develop a system of progress
  monitoring to evaluate effects of individualized
  instruction on access to and progress within the
  general education curriculum.

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Web Resources

• Progress Monitoring and Reporting Network
• http//www.fcrr.org/pmrn/
• The Florida Center for Reading Research was
  established by Governor Jeb Bush in January,
  2002. It is jointly administered at Florida State
  University by the Learning Systems Institute and
  the College of Arts and Sciences.
• Intervention Central
• http//www.interventioncentral.org
• Intervention Central offers free tools and
  resources to help school staff and parents to
  promote positive classroom behaviors and foster
  effective learning for all children and youth.
  The site was created by Jim Wright, a school
  psychologist and school administrator from
  Central New York.
• AIMSweb Progress Monitoring and Response to
  Intervention System
• http//www.aimsweb.com
• AIMSweb is a scientifically based, formative
  assessment system that 'informs' the teaching and
  learning process by providing continuous student
  performance data and reporting improvement to
  parents, teachers, and administrators to enable
  evidence-based evaluation and data-driven
  instruction.

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References

• "Common Questions for Progress Monitoring."
  Student Progress Monitoring. National Center on
  Student Progress Monitoring. 5 Mar. 2008
  lthttp//www.studentprogress.org/progresmon.asp2gt.
  
• Frequently Asked Questions About Curriculum
  Based Measurement in Reading." Student Progress
  Monitoring. National Center on Student Progress
  Monitoring. 6 Mar. 2008 lthttp//www.studentprogres
  s.org/faq.aspgt.
• Fuchs, Lynn S., and Douglas Fuchs. "2005 Summer
  Institute on Student Progress Monitoring."
  Student Progress Monitoring. National Center on
  Student Progress Monitoring. 18 Sept. 2007
  http//www.studentprogress.org/summer_institute/in
  st2005.aspUsingCurriculumBasedMeasurementforProgr
  essMonitoringinMathematics
• "Functional Behavioral Assessment." Utah's
  Behavior Initiatives Home Page. Utah State Office
  of Education. 10 Mar. 2008 lthttp//www.updc.org/ub
  i/index.htmlgt.
• Gresham, F.M., MacMillan, D.L.,
  Beebe-Frankenberger, M.E., Bocian, K.M. (2000).
  Treatment integrity in learning disabilities
  intervention research Do we really know how
  treatments are implemented? Learning Disabilities
  Research Practice, 15(4), 198-205.
• Hosp, Michelle, and Whitney Donaldson. What
  Progress Monitoring Can Do for YOU. 15th Annual
  CASE Conference, Nov. 2004, Council of
  Administrators of Special Education. 5 Mar. 2008
  http//www.studentprogress.org/library/Presentatio
  ns/WhatProgressMonitoring.ppt
• Johnson, E., Mellard, D.F., Fuchs, D.,
  McKnight, M.A. (2006). Responsiveness to
  intervention (RTI) How to do it. Lawrence, KS
  National Research Center on Learning
  Disabilities.
• Safer, Nancy, and Steve Fleischman. "Research
  Matters / How Student Progress Monitoring
  Improves Instruction." Educational Leadership 62
  (2005) 81-83. 18 Sept. 2007 http//www.ascd.org/a
  uthors/ed_lead/el200502_safer.html
• "Implementing CBM in the Classroom." National
  Center for Learning Disabilities. 2007. 19 Sept.
  2007 http//www.ncld.org/content/view/315/456053
• "Progress Monitoring." National Research Center
  on Learning Disabilities. 2 Aug. 2007. U.S.
  Department of Education, Office of Special
  Education Programs. 24 Sept. 2007
  http//www.nrcld.org/.
• Wright, Jim. Curriculum-Based Measurement a
  Manual for Teachers. 6 Mar. 2008
  http//www.jimwrightonline.com/pdfdocs/cbaManual.p
  df
• Wright, Jim. ChartDog 2.0 10 Mar. 2008
  http//www.interventioncentral.org/tools.php