Recent Developments in Mathematics Progress Monitoring

1. Recent Developments in Mathematics Progress Monitoring Anne Foegen, Ph.D. Iowa State University Pamela M. Stecker, Ph.D. Clemson University

2. Introductions and Overview • Anne Foegen • Pam Stecker • Session Overview • Formative assessment and mathematics progress monitoring • Brief summary of traditional tools • Recent developments: Measures • Recent developments: Research • A new resource for mathematics progress monitoring

3. Formative Assessment and Progress Monitoring: Basic Concepts

4. Formative Assessment • Formative assessment involves using feedback from learning activities to adapt teaching to better meet students’ needs • Formative assessment includes both formal and informal tools and strategies • Progress monitoring is one type of formative assessment

5. General Definition of Progress Monitoring • Collecting and evaluating data to make decisions about the adequacy of student progress toward a goal • Evaluating student rate of change (slope) as compared to the slope of anticipated progress • Informing teacher planning for instruction

6. Characteristics of Progress Monitoring Measures • Technically sound measures • Multiple forms of the same measure • Assessment systems that are sensitive to student growth • Standardized administration procedures • Frequent measurement (occurs at least monthly)

7. Display of Progress Monitoring Data

8. Brief Review of Traditional Tools

9. Monitoring Basic Skills Progress: Basic Math • Computation • Concepts and Applications See http://www.proedinc.com for Fuchs, Hamlett, & Fuchs blackline masters and manual

10. Monitoring Basic Skills Progress: Computation • Mixed set of problems across four operations • Developed for grades 1-6 • 30 alternate forms per grade level • Timed for 2-6 minutes, depending on grade level • Scored as number of digits correct in the answers

11. Random placement of problem types on page Random numerals within problems Measure taken from Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). (1998). Adapted from NCSPM

12. Monitoring Basic Skills Progress: Concepts and Applications • Mixed problems (e.g., word problems, names of numbers/vocabulary, charts/graphs, measurement) • Developed for grades 2-6 • 30 alternate forms per grade level • Timed for 6-8minutes, depending on grade level • Scored as number of answer blanks completed correctly

13. Name _______________________________ Date ________________________ Test 4 Page 1 Applications 4 Column A Column B (1) (5) Write a number in the blank. Write the letter in each blank. 1 week = _____ days • (A) line segment Z • • line (B) K L (6) Vacation Plans for Summit School Students • • (C) point M N Summer ray (D) School Camp (2) Look at this numbers.: Travel 356.17 Stay home Which number is in the hundredths place? 0 10 20 30 40 50 60 70 80 90 100 Number of Students (3) Use the bar graph to answer the questions. Solve the problem by estimating the sum or difference to the nearest ten. The P.T.A. will buy a Summit School T-Shirt for each student who goes Jeff wheels his wheelchair for 33 hours to summer school. Each shirt costs a week at school and for 28 hours a week $4.00. How much money will the $ .00 in his neighborhood. About how many P.T.A. spend on these T shirts? hours does Jeff spend each week wheeling How many students are planning to his wheelchair? travel during the summer? How many fewer students are planning to go to summer school than planning (4) to stay home? Write the number in each blank. (7) 3 ten thousands, 6 hundreds, 8 ones To measure the distance of the bus ride from school to your house you would use (A) meters 2 thousands, 8 hundreds, 4 tens, 6 ones (B) centimeters (C) kilometers One page of a three-page measure for mathematics concepts and applications (total of 24 problems) Measure taken from Monitoring Basic Skills Progress: Basic Math Concepts and Applications. (1999). Adapted from NCSPM

14. AIMSweb Mathematics Measures • Basic Facts: Addition, Subtraction, Add./Sub. Mix, Multiplication, Division, Mult./Div. Mix, All Mix • Computation: mixed operations for grades 1-8 • Tests of Early Numeracy See http://www.aimsweb.com for sample measures and ordering information

15. AIMSweb Sample page from third-grade measure of mixed computational skills

16. AIMSweb Sample page from measure of mixed basic facts

17. Resources for Evaluating Technical Features of PM Tools National Center on Student Progress Monitoring: • http://www.studentprogress.org • Also houses numerous training materials for progress monitoring procedures National Center on Response to Intervention: • http://www.rti4success.org

19. Questions?

20. Recent Developments: Measures

21. Yearly Progress ProTM • Mixed computation and problem solving • Developed for Grades 1-8 • Web-based with multiple, alternate forms per grade level • Timed for 15 minutes with 30 grade-level problems • Multiple choice with some items in free- response format • Answers scored as correct or incorrect

22. Yearly Progress ProTM • Skills feedback for progress monitoring • In addition to progress monitoring, teachers may select specific skills for custom-made practice tests • Teachers may select skills for instructional support by assigning corresponding tutorials • Examples demonstrating skill • Practice items with selection of response given as correct or incorrect • Practice quiz (independent practice) on skill

23. Yearly Progress Pro: Sample screen taken from a tutorial exercise but also illustrates how items are presented (one by one) on progress monitoring measure See http://www.ctb.com

24. YPP: Skills Feedback Across Class Shows specific skills tested for algebra cluster at Grade 6 Green circle indicates mastery Yellow circle indicates partial mastery Red circle indicates skill is not mastered See http://www.ctb.com

25. Measures for Middle School • Basic Facts • Estimation • Complex Quantity Discrimination • Missing Number

30. Measures for Beginning Algebra • Basic Skills • Algebra Foundations • Translations • Content Analysis

35. Questions?

36. Recent Developments: Research

37. Recent Research: A Caveat • Our goal is to highlight some recent findings related to these newer measures • Time does not permit a comprehensive review or detailed reporting of data analysis • “Read more about it” section at the end of the presentation

38. YPPTM Research Findings: Technical Features • Reliabilities are high (internal consistency and alternate form) • Correlations with other high-stakes mathematics measures are moderate to high with higher correlations typically observed in elementary grade levels • Also examining performance of students with disabilities

39. Middle School Research Findings • Different measures may be needed for screening and progress monitoring • More comprehensive measures (reflecting a broad representation of the annual curriculum) predict later performance on high-stakes tests more accurately, but are often less sensitive to changes in student performance • Strongest correlations with high-stakes test scores obtained with district-developed screening tools, grade 6 concepts & applications

40. Algebra Research Findings • Alignment with instructional curriculum is important to obtaining the sensitive measure of student growth • Examining the performance of students with disabilities

43. A New Resource for Mathematics Progress Monitoring • Center on Instruction • Introduction to Progress Monitoring in Mathematics • PowerPoint slides • Presenter’s manual • Designed to support initial professional development for mathematics progress monitoring

44. Read More About Mathematics Progress Monitoring The Presenter’s Manual provides: • additional background information on progress monitoring, • a general description of progress monitoring in mathematics, and • a bibliography of suggested readings.

45. Questions?

46. Thank You!