Monitoring the Progress of Special Education Students

1. Monitoring the Progress of Special Education Students The Power of Progress Monitoring: What ALL special educators need to know and be able to do

2. Agenda for Today • Homework Review & Standards Selection • Intervention Demos –Matthew & Joy • Objectives & Big Idea • Tools for Progress Monitoring • Curriculum Based Measures (CBMs) • Other Standardized Norm-Referenced Tools • Rubrics & Scoring Guides • Partner Progress Monitoring & Charting Practice • Goal Writing Using Data • Decision Rules

3. Learning Objectives • Students will draw comparisons between the Common Core and Colorado Academic Standards • Students will administer and chart two different Curriculum Based Measures (Maze & CBM Math) to monitor student progress over time. • Students will plot results using free charting tools • Students will apply instructional decisions to the results obtained through their progress monitoring.

4. Clock Partners Activity 1

5. Homework Review • David Tower’s Goals • Let’s Talk – • What do you suppose David’s mom is most concerned about? • What is your biggest concern for David? • Specific Target Behaviors: ______________________________ • Setting Event Strategies – Reduce impact • Antecedent Strategies - Decrease likelihood of behavior • Behavior Teaching Strategies - Increase replacement behavior • Reinforcement Strategies – What is attained or avoided? Suggested interventions: _______________________________

6. Now, What about Standards? Activity 2 Comparing Common Core and Colorado Academic Standards • Compare the kindergarten Common Core standard for Foundational Reading Skills on the next slide with its comparable Colorado Academic Standard under Reading, Writing and Communicating Standard 1- Oral Expression and Listening: 9 o’clock partner

7. Research-based Intervention Demo 1 • Matthew – Understanding Shape

8. Research-based Intervention Demo 2 • Joy – Reading Comprehension

9. What is Progress Monitoring? • An on-going, systematic approach to gathering academic and behavioral data.

10. Activity 3 Green Board Quiz: Why Monitor Progress? • Evaluate response to intervention • Encourage data-based decision-making • Measure learning outcomes on a frequent basis • Help schools establish more effective programs for children who have not benefited from previous programming. • In other words, it tells us if our interventions are working

11. A Good Progress Monitoring Tool… • is administered frequently • is easy and quick • has multiple, comparable versions(to eliminate a practice effect) • is sensitive to student growth • provides timely results • Can be charted • is called a PROBE

12. Today’s Big Idea • If you want to measure change, don’t change the measure. LOOK FOR MULTIPLE, COMPARABLE VERSIONS

13. General Outcome Measures • Specific skill assessments that can be linked to achievement in broader academic domains, like reading, spelling, or math.

14. 0 ___ 2 3 ● ● ● ● ● ● ● ● 7 3 Initial Studies (2004-05) Examined reliability and validity of four potential measures Quantity Discrimination Quantity Array Missing Number Number ID 6 Anne Foegen, Ph.D., 2006

15. The Search for a Stronger GOM for Math:Quantity Discrimination • Quantity Discrimination “Look at the paper in front of you. In each row there are some boxes with numbers in them.” (Point to the first set of boxes in the top row) “I want you to tell me the number that is bigger.”

16. The Search for a Stronger GOM for Math:Quantity Array “Look at the paper in front of you. There are boxes with dots in them. (Point to the first box.) “How many dots are in each box?”

17. The Search for a Stronger GOM for Math:Missing Number “Look at the paper in front of you. Each box has three numbers and a blank.” (Point to the first box.) “What number goes in the blank?”

18. The Search for a Stronger GOM for Math:Number Identification “Look at the paper in front of you. There are numbers in boxes.” (Point to the first box.) “What number is this?”

19. 0 ___ 2 3 ● ● ● ● ● ● ● ● 7 3 Activity 3 Cont. Your Vote? Quantity Array did not prove to be a reliable and valid tool for K-1 screening or PMing. Quantity Discrimination Quantity Array Missing Number Number ID 6 Anne Foegen, Ph.D., 2006

20. Compare These Two Assessments Of Nonsense Word Fluency Activity 4 6:00 o’clock partner

21. DIBELS Next Nonsense Word Fluency

23. Scholastic Teacher Resource

25. Purposes of Assessment • Screening • Diagnostic • Progress Monitoring • Outcome • Why does DIBELS NWF meet evidence for Progress Monitoring while the Scholastic assessment does not? • How can the Scholastic measure be effectively used?

26. www.rti4success.org/progressMonitoringTools

27. January 2009

32. Why Progress Monitor? • Progress monitoring has been extensively researched in Special Education (Fuchs & Fuchs, 1986) • Students showed improved reading scores when teachers: (0.2 - 0.3 small 0.5 medium 0.8 - 1.0 large)

33. IEP Goals Page • Progress Monitoring

34. Writing Legal &Educationally Meaningful IEP Goals • • • Area of Need: Reading Fluency Condition: Given Grade-3 reading material Specific behavior: Will fluently and accurately read aloud Goal baseline: 50 Words Correct per Minute Goal target: 101 Words Correct per Minute* *Using one approach to establishing goals, the teacher calculates a 1.5-word increase across 34 weeks left in school year and adds it to the current baseline. Goal is set at 101 words read correctly per minute: (1.5 x 34) + 50 = 101. Adapted from Stecker, Lembke, Saenz 2007

35. NOT WHAT TO WRITE As an evaluation method: • Grades • Grade levels • Observation • Standardized test scores (e.g. WJ-III, WIAT-2)* • Percentages (with caution) • Evaluation tools with a small scale (e.g. 0-4) * Tests designed with 3 or more forms for progress monitoring are permissible (e.g. TOSWRF, TOSCRF)

36. WHAT TO WRITE As an evaluation method: • Curriculum Based Measures (CBM) • Rubrics • Timer/ Observation Data • Standardized Formative Assessments (Acuity, MAP) • Standardized Diagnostic Assessments with multiple, equitable forms

37. Progress Reporting • Make it simple • May write: “See attached graph/chart” • IEP goals & progress reports use the same data collection

38. Break

39. Methods to Evaluate & Chart Growth from CBMs to Rubrics

40. Commonly Used PM Tools CBM Probes: • Early Reading (ISF, PSF, LSF, NWF) • ORF • Reading Mazes • Math Probes • Writing (CWS/CIWS) Other Measures: • Standardized Commercial Assessments • Scoring Guides and Rubrics • Timer/Observation Data

41. Practice Using CBMs, Commercial Tools, Scoring Guides, Rubrics to Monitor Progress

42. Oral Reading Fluency12:00 o’clock Partner Activity 5

43. Oral Reading Fluency (ORF) • Individually administered test of accuracy and fluency with connected text • Measured in Words Correct per Minute (WCPM) • Timed for 1 minute • Baseline is the average of 2 probes or the median of 3 probes (depending on measure used) • Materials needed: • Stopwatch or timer • Clipboard • Student & administrator copies of probes • Pencil or pen

44. Oral Reading Fluency (ORF) Today, we are using 1st grade Fundations’ ORF probes from Wilson Reading Systems

45. Oral Reading Fluency (ORF) • Start your timer or stopwatch when the student says the first word of the passage. The title is not counted. If the student fails to say the first word after 3 seconds, say the word and mark it as incorrect, then start your timer. • The maximum time for each word is 3 seconds. If the student does not provide the word within 3 seconds, say the word and mark the word as incorrect. • Follow along on the examiner scoring sheet. Put a slash(/) over words read incorrectly.

46. Scoring

47. Oral Reading Fluency (ORF) • At the end of 1 minute, place a bracket ( ] )after the last word provided by the student and say “Stop.” • Record the total number of words read correctly on the bottom of the scoring sheet by counting the number of words the student attempted (up to the bracket). Then count the number of errors made. Subtract errors from total number of words attempted. Result is number of words read correctly.

48. Oral Reading Fluency (ORF) Say: • When I say “Begin,” start to read the story to me. If you come to a word you do not know, do your best to get it. I am going to time you while you read, but most importantly read it well so that you can tell me all about it afterward. Are you ready? Begin.” • Go ahead and practice with your partner.

49. University of Maryland (CBM reading passages) • The CBM measures are free to download and use. The CBM measures, teacher scoring sheets, administration instructions and scoring instructions are on the internet: http://www.glue.umd.edu/~dlspeece/cbmreading • Letter Sound Fluency Test (practice list, 12 lists) • Oral Reading Fluency passages for grade 1 (15 passages) • Oral Reading Fluency passages for grade 2 (19 passages) • Oral Reading Fluency passages for grade 3 (14 passages) • Oral Reading Fluency passages for grade 4 (14 passages)

50. Vanderbilt University (CBM reading passages) • CBM measures are free, except for copying costs and postage. The CBM measures, scoring sheets, administration instructions, and scoring instructions are available: • Letter Sound Fluency Test for kindergarten (5 tests) • Word Identification Fluency Test for grade 1 (20 tests) • CBM Reading passages for grades 1-8 (30 passages per grade) • Maze Fluency passages for grades 1-6 (30 passages per grade) Mail: Diana Phillips Peabody #328 230 Appleton Place Nashville, TN 37203-5721 Phone: 615-343-4782