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Ongoing Progress Monitoring and Determining Instructional Level

Ongoing Progress Monitoring and Determining Instructional Level. JRF! Leadership Academy July 2006 Randee Winterbottom, Tricia Curran, Stacey Fisher. What is Ongoing Progress Monitoring (OPM)?. OPM allows more frequent monitoring of students’ progress towards the benchmarks

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Ongoing Progress Monitoring and Determining Instructional Level

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  1. Ongoing Progress Monitoring and Determining Instructional Level JRF! Leadership Academy July 2006 Randee Winterbottom, Tricia Curran, Stacey Fisher

  2. 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

  3. 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

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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. Training Teachers in OPM

  11. 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

  12. 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 User’s Guide

  13. 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 User’s Guide

  14. 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

  15. Teacher Training: Kindergarten • Mid-Year (After Assessment 2) • Stopwatches 101 • Phoneme Segmentation Fluency • Nonsense Word Fluency

  16. 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

  17. Teacher Training: First Grade • Mid-Year (After Assessment 2) • Oral Reading Fluency

  18. 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

  19. Teacher Training: Second & Third Grades • Mid-Year (After Assessment 2) • Phoneme Segmentation Fluency

  20. Entering Data into the PMRN

  21. Using the PMRN for OPMhttp://www.fcrr.org/pmrn click on User’s Guide

  22. Using the PMRN for OPM

  23. Frequently Asked Questions

  24. 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, isn’t it a concern that they will use them to teach the test?

  25. OPM Frequently Asked Questions, cont. • As with the regular progress monitoring, won’t 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 won’t test/retest impact the scores? • What measures can be used for OPM in kindergarten? 3rd grade?

  26. 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?

  27. 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

  28. Instructional Implications

  29. Case Study: #2 John Kidd 1st grade Assessment 2

  30. 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.

  31. Case Study #1: Susie Cue 3rd Grade Assessment 2

  32. 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?

  33. 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.

  34. Questions / Comments

  35. Contact Information Randee Winterbottom rwinterbottom@fcrr.org Tricia Curran, Ph.D. tcurran@fcrr.org Stacey Fisher sfisher@fcrr.org

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