Standard Protocol Progress Monitoring Review

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Standard Protocol Progress Monitoring Review
Goal To make educational decisions based
on progress monitoring data
Strengths/Concerns Identified
Problem Validation

Progress Evaluation
Set Aimline Monitor Progress
Determine Specific Needs
Match Intervention to Needs
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Facilitator Tips
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• This review allows us to address the evaluation
  component in the problem-solving process

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Goal

• To evaluate the adequacy of student progress.
• Determine whether to keep or change the
  intervention.
• If a change is warranted, what could and should
  be changed?

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Facilitator Tips
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• May need to determine if others should be
  involved to identify what to change.

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We will attend towe wont attend to

• Things in our circle of influence
• Curriculum
• Instruction
• Intervention

• Things in our circle of concern unless we want it
  to be part of the plan
• Home environment
• Parent support
• Medical issues

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Facilitator Tips
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• If there is a need for individual problem-solving
  that will include parents or other parties to
  address issues outside of school, it may need to
  be done at another scheduled time.

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Materials Set Up

• Review process should include teachers providing
  core reading instruction and supplemental
  interventions
• Set up grade level data display (optional)
• Have individual students progress monitoring
  graphs, booklets, and other data as needed
• Have core and intervention reflection guides
  available

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Sort Piles
Change to Monitor Only?
ABOVE
Consider Reducing?
SOME ABOVE SOME BELOW
Consider staying the course
Consider Changing
BELOW
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Facilitator Tips
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• Each teacher divide graphs into piles of
• Students with the last 3 or more data points
• consecutively above the aimline
• Students with the last 3 or more data points
• consecutively below the aimline
• If we do not have at least 3 data points for a
  students graph, set aside.
• Unless it is due to an illness, ask teacher if
  support is needed to insure monitoring.

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3 consecutively above
Not consecutively above or below
3 consecutively below
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Facilitator Tips
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Students with 3 or more data points consecutively
above the aimline

• Are you confident the student is on track?
• Consider the following
• Consistency in performance on assessment and
  daily
• Curriculum/Instruction
• Daily performance of student in core
• Daily performance of student in intervention
• Decision
• Continue intervention
• Proceed with core continue periodic monitoring
  
• Change intervention (reduce time, frequency, or
  intensity)
• Change skill being monitored to higher level
  skill and adjust
• intervention accordingly (e.g. from PSF to
  NWF)
• Note changes on graph by drawing a vertical line
  to denote date of change so that comparisons in
  performance can be observed.

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Facilitator Tips
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• These students performance is indicating that we
  should consider a change. Youll want to ask
  questions that will lead to one of the following
  decisions
• Continue intervention if confidence is just not
  high enough to think we will continue seeing this
  level of performance without the structured
  support.
• If confidence is fairly high, we could reduce or
  discontinue the intervention and continue
  monitoring as a safe guard.
• Change intervention (reduce time, frequency, or
  intensity)
• Change skill being monitored to higher level
  skill and adjust
• intervention accordingly (e.g. from PSF to
  NWF)

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Students with 3 or more data points consecutively
below the aimline

• It appears a change should be considered.
• Is this consistent with your observations of
  progress and other data sources?
• Consider the following
• Assessment
• Pattern of errors?
• Curriculum/Instruction
• Daily performance of student in core see
  reflection guide
• Daily performance of student in intervention
  see reflection guide
• Decision
• Sufficient justification to continue
  intervention
• Change intervention (increase time, frequency,
  or intensity)
• Note Changes on graph by drawing a vertical line
  to denote date of change so that comparisons in
  performance can be observed.

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Facilitator Tips
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• These students data are indicating that we may
  need to make a change in our instruction/intervent
  ion.
• Provide the classroom teacher the Open Court Core
  Reflection Sheet.
• Provide the person doing the intervention with
  the appropriate Reflection Sheet for the
  intervention that child is receiving.
• Determining the what to change comes from
  careful thinking about what we are seeing with
  the student on a daily basis. Here are things
  that help shape this careful thinking
• Assessment
• Do we see a pattern of errors in our assessments?
• Do we see errors that we feel are not adequately
  addressed in our intervention?
• Curriculum/Instruction
• The reflection sheets capture critical features
  of Open Court and each of the interventions.
• The reflection sheet is not to be filled out
  for each student, but rather to allow a way to
  think through areas that the teacher(s) feel
  might be areas to target for a change.
• You may need to ask one teacher to talk out
  loud about a student they are going to make a
  change with as a way to model the process.

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Students with 3 or more data pointsconsecutively
below the aimline

• Do you feel confident to know what to change?
• Yes
• Proceed
• No
• Are more data needed?
• Determine diagnostic data necessary and
  coordinate the who, what, and when

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Facilitator Tips
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• We have no way of knowing if an intervention will
  be successful.
• The teachers confidence about the change is
  critically important.
• If we are not confident about what to change
• Are more data necessary to assist with this
  decision?

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How are we doing? Are we supporting each other
to adequately support each child?
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Facilitator Tips
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• If issues came up that require follow-up
  conversations, note them.
• Determine appropriate action to take.
• Feedback to building-level team?
• Feedback to principal?
• Facilitator follow-up with teacher?