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Progress Monitoring: Data to Instructional Decision-Making

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?

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Progress Monitoring: Data to Instructional Decision-Making

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

  2. 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/

  3. 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).

  4. 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.

  5. 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

  6. 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.

  7. Curriculum-Based Measurement 4Common 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.) .

  8. 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.

  9. Multiple Referencing Capabilities • Norm Referencing • Criterion Referencing • Individual Referencing

  10. * Manual p. 185

  11. 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.

  12. 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.

  13. 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 in Reading

  14. Computation fluency correct digits (versus correct problem) 468 x 16 2808 468 7488 11 correct digits Problem solving may incorporate fluency accuracy of components of work problem set up operation computation CBM Mathematics

  15. 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

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