Prove It! Using Progress Monitoring and Reporting

1. 2008 NCLB School Choice Leadership Summit Prove It! Using Progress Monitoring and Reporting Samantha Love, Jodie Hebert, & Terry Pitchford Wednesday, June 25, 2008

2. Legislative Requirement • The No Child Left Behind (NCLB) Act requires each school district to develop in consultation with parents and the provider a student learning plan (SLP) which includes: • a statement of specific achievement goals for the student • how the student’s progress will be measured • a timeline for improving the student’s academic performance. • SLP must describe how the student’s parents and the student’s teachers will be regularly informed of the student’s progress [Section 1116(e)(3)(A) and (B)].

3. What is Progress Monitoring? • Scientifically-based practice used to assess students’ academic performance on a regular basis and evaluate the effectiveness of instruction.

4. Progress Monitoring Students’ academic performance is measured regularly by comparing expected and actual rates of learning. The expected learning is reflected by the measurable goals on the SLP.

5. Uses of the PM Results • Determine whether students are benefiting from the instructional program • Make program or curriculum adjustments • Develop and enhance communication

6. Progress Monitoring Instruments • Identified in the state-approved application

7. Timeline • At least monthly • Consistent with the SLP, approved application, and contract with the district

8. Progress Monitoring and SLP • Progress must be specifically matched with the SLP • Subject area • Goals • Measurement of progress

9. Reporting Progress to Parents • Results of assessment • Progress on the specific goals • Timeline must match the approved application and contract

10. Required Components of the Progress Report • Based on the specific goals of the SLP • Sufficient frequency and aligned with the approved application • Understandable format for parents

11. SMART Reports S - Support M - Monitor A – Affirm R – Relate T - Timely and frequent

12. SMART Reports SMART Reports • S – Supportfor the student’s learning at home and at school. • M – Monitorstudent progress in meeting the goals identified on the SLP. The comments should describe in observable terms the child’s improvements, growth, and successes. • A – Affirm what the child can do by indicating a student’s strengths.

13. SMART Reports • R – Relate current and past instructional growth with future plans. The progress reports should identify the progress the student has made and what the tutor will focus on next. • T – Timelyand frequent reports to parents, tutors, and/or teachers are necessary so adjustments in the instructional program may be made, if necessary.

14. Examples—Make them better • Adam is getting better with adding and subtracting two digit numbers. Change this to a SMART Report

15. SMART Report Adam is able to add two digit numbers with carrying with 80% accuracy. He is also able to subtract two digit numbers without borrowing with 70% accuracy. We will continue to work on subtraction with and without borrowing. Please continue to practice the basic subtraction facts with Adam.

16. Best Practices • Sample Progress Reports • Positive Words

17. How should progress be reported?

18. Comments to Parents • Keep it positive • Build on the child’s strengths • Tell parents how they can help • Let parents know what you are planning next • Keep in mind the impact on the students

19. Resources • FDOE Technical Assistance Paper Monitoring and Reporting StudentProgress for Supplemental Educational Services http://info.fldoe.org/docushare/dsweb/Get/Document-4677/TAP-2007-147.pdf. • The National Center on Student Progress Monitoringhttp://www.studentprogress.org/chart/chart.asp. • The Progress Monitor is the National Center on Student Progress Monitoring monthly newsletter, http://www.studentprogress.org/news/spmnews_feb_06_vol5.htm. • The National Center on Student Progress Monitoring http://www.studentprogress.org/progressmonitoring_math_faq.asp. • Techniques of Precision Teaching, Florida Department of Education Clearinghouse Information Center • Dynamic Indicators of Basic Early Literacy (DIBELS) http://dibels.uoregon.edu. • Florida Center for Reading Research (FCRR) website at http://www.fcrr.org/assessmentScreeningProgressMonitoring.htm.

20. References • Intervention Central’s Curriculum-Based Measurement Warehousehttp://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml • Fuchs, L.S and Fuchs D. (1999). What is Scientifically-Based Research on Progress Monitoring? Retrieved on February 5, 2007 at http://www.studentprogress.org/library/articles.asp. • Reporting Progress to Parents accessed on February 9, 2007 at http://www.vesid.nysed.gov/specialed/publications/policy/iep/progressparent.htm. • Shafer, S. (1997) Writing Effective Report Card Comments, Scholastic. • Florida Oral Reading Fluency(FORF) http://www.fcrr.org/assessmentMiddleHighSchool.htm.

21. Contact Information Samantha Love Florida Department of Education Samantha.Love@fldoe.org Terry Pitchford Palm Beach County School District pitchford@palmbeach.k12.fl.us Jodie Hebert ACES Tutoring aces@acestutoring.com

22. Questions