RtI Team 2009

1. RtI Team 2009 Progress Monitoring with Curriculum-Based Measurement in Reading - AIMS

2. Outcomes forToday • Understand the purpose of progress monitoring in an RtI model. • Know the procedures to: • Establish the correct level for measuring student progress • Set a “realistically ambitious” goal • Analyze basic graphs for instructional decision-making

3. Selecting the Right Assessment Who needs intervention? Screening Diagnostic What specific instruction or intervention is needed? Progress Monitoring Is the instruction working? Outcome What has the student learned over an extended period of time?

4. Are we ready to begin using CBMs to measure progress? We have already . . . • Screened our students to find which students need more intense instruction/intervention. • Sorted students into interventions based on identified instructional need. • Begun implementation of our interventions. Now . . . We need to know if the instruction is working!

5. Is My Instruction Working? • Progress monitoring with CBM is • A scientifically based practice • Used to assess students’ academic performance as a means to evaluate the effectiveness of instruction.

6. Progress monitoring is designed to: Increase student achievement Identify students who are not demonstrating adequate progress Provide timely and ongoing feedback to help teachers identify when instructional changes are needed Design more effective, individualized instruction for students who need it Document achievement progress Support accurate special education decision making Improve communication with parents, teachers, students

7. How does it work? You need to compare the student’s current rate of progress with the expected rate of progress! Actual growth versus expected growth Expected growth Actual growth

8. You need to measure growth at the • student’s: • Instructional level -Is my instruction working? • Targeted (Tier II) every three weeks • Intensive (Tier III) weekly • Grade level - Is the gap closing? • Every 4-6 (Especially in for • student who are in the SIT process)

9. Steps for Setting Up Progress Monitoring ORF • Select a Tool (Guided by Grade Level) • Establish student’s instructional level • Obtain a baseline score 4. Set a goal Test back to determine the instructional level (5th grader monitored at a 4th grade-level) Student reads a 4th grade Passage at 84 WPM The benchmark goal for students reading a 4th grade passage fluently is 131 WPM

10. Steps for Setting Up Progress Monitoring 1. Select a Tool Grade K Beginning in Fall with LSF Grade 1 Use the highest subtest that was below benchmark (LNF, LSF,PSF, NWF from benchmark testing) Grades 2-5 Use R-CBM (ORF). ORF - 10 NWF – 36 PSF – 35 LSF - 35 LNF- 45

11. Steps for Setting Up Progress Monitoring Establish Student’s Instructional Level for Progress Monitoring K & 1 Use Guidelines set in “Select a Tool” Step Grade K Beginning in Fall with LSF Grade 1 Use the highest subtest that was below benchmark (LNF, LSF, PSF, NWF from benchmark testing) ORF - 10 NWF – 36 PSF – 35 LSF - 35 LNF- 45

12. Steps for Setting Up Progress Monitoring Establish Student’s Instructional Level for Out-Of-Grade-Level Progress Monitoring (cont.) 2-5 will need to “Test back” to determine Instructional Level Grades 2-5Test back to find student’s instructional level • Start with grade level probe or can estimate with DRA2 level. • Test with successively easier probes until student scores in the 25th%ile-75th%ile range. • If student is below Gr 1 25%ile, use Early Literacy Skills (Test back: NWF, PSF, LSF)

13. Steps for Setting Up Progress Monitoring 2. Establish student’s instructional level Example: 5th grader: Allen Fall Benchmark Scores • 5th Grade Level ORF score 64 wcpm • 4th Grade Level ORF score 84 wcpm Too low Instructional Range Let’s look at the progress monitoring worksheets . . .

14. Alan 5th October 1 64 X 64 84

15. Steps for Setting Up Progress Monitoring 3. Obtain a Baseline Score Grades K&1 Administer the selected Early Literacy Screening subtest and use that score. Grades 2-5 Use score obtained when you were testing back for ORF (If you have a student who has to go back lower than ORF (i.e., NWF), you would use the score obtained during testing back). ORF - 10 NWF – 36 PSF – 35 LSF - 35 LNF- 45

16. Steps for Setting Up Progress Monitoring 4. Set a Goal Grades K-5 Set goal by determining End of Year Goal for the identified progress monitoring test (i.e. at first grade NWF = 62 cls)

17. Steps for Setting Up Progress Monitoring 4. Set a Goal Example: 5th grader: Allen Test Back Score • 4th Grade Level ORF score 84 wcpm • End of Year Goal for 4th Grade • 131 wcpm when reading a 4th grade level passage (50th %ile) • Determine # of weeks to get there 131 - 84 = 47 ÷ 1.2 = 39 weeks

18. Alan 5th October 1 64 X 64 84

19. Let’s try another one!

20. Setting Up Progress Monitoring for Sara: Use end of year benchmark score for a goal Select a Tool Establish student’s instructional level Obtain a baseline score Set a goal - Spring NWF Gr 1 benchmark score Determine # of weeks to get there 62 - 36 = 26 ÷ 1.5 = 17 weeks ORF - 10 NWF – 36 PSF – 35 LSF - 35 LNF- 45 36 62 17 wks

21. October 1 Sara 1st 36 35 35 X 36 35 35

22. Let’s Graph It! We have: • Baseline: Current level performance • Goal : Desired level of performance • Aimline: Connect the dots

23. Baseline, Goal, Aimline

24. How do you make an Aimline?

27. Progress-Monitoring at Instructional Level: Data Point Decision-Making • If 3 weeks of instruction have occurred and at least 4 data points have been collected, ask: “Are 4 consecutive data points at or above the Aimline?”

28. 4Point Rule • “Are 4 consecutive data points at or above the Aimline?” • If all 4 points are above the line, increase goal. • If all 4 points are below the line, adjust intervention. • If the points are both above and below the Aimline, keep collecting data until a rule can be applied.

29. Data Point Decision MakingExample 1: Poor Progress So . . . . . . adjust your intervention Increase Intensity of Intervention Increase Intervention Fidelity Increase Time Smaller Group Size

30. Data Point Decision MakingExample 2: Good Progress So . . . . . . maintain your intervention

31. Data Point Decision MakingExample 3: Very Good Progress So . . . . . . adjust your aimline (increase your goal)

32. Progress monitoring at Grade Level:Trendline Decision Making • A Good Response Is: • Gap is closing • A Questionable Response Is: • Gap stops widening but closure does not occur • A Poor Response Is: • Gap continues to widen with no change in rate

33. Advantages of Charting Progress p. 35 Small gains are visible. Steady growth over time is visible. Student is competing against him/herself only. Teacher can tell if improvement is occurring and can change something if it is not. A clear benchmark is in sight.

34. Next Steps… • Establish progress monitoring tools and goals for all students in targeted and intensive intervention • Create and chart goals • Monitor progress using district frequency guidelines • Prepare to share your data at a progress monitoring data team meeting in the near future.