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Progress Monitoring and the Academic Facilitator

Progress Monitoring and the Academic Facilitator. Cotrane Penn, Ph.D. Intervention Team Specialist East Zone. NC Requirements for Intervention.

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Progress Monitoring and the Academic Facilitator

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  1. Progress Monitoring and the Academic Facilitator Cotrane Penn, Ph.D. Intervention Team Specialist East Zone

  2. G.S. 115C-105.41 NC Requirements for Intervention “…a personal education plan for academic improvement with focused intervention and performance benchmarks shall be developed…for any student at risk of academic failure who is not performing at least at grade level.”

  3. RtI is… Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and  reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities. RTI4success.org

  4. What is Progress Monitoring? • Frequent brief assessments* to measure growth in areas of need • Conducted at pre-planned intervals of time (ex. Every Friday) • Helps to determine intervention effectiveness • Predicts student growth rate in targeted area(s) • Allows teams to tailor interventions based on responsiveness to instruction Progress Monitoring is not an intervention

  5. Frequent brief assessments* to measure growth in areas of need

  6. Conducted at pre-planned intervals of time (ex. Every Friday)

  7. The Problem with Inconsistent Progress Monitoring

  8. Helps to determine intervention effectiveness

  9. Predicts student growth rate in targeted area(s); Allows teams to tailor interventions based on responsiveness to instruction

  10. Qualities of a Good Progress Monitoring Tool • It consistently measures the targeted skill of interest • Sufficient number of alternate forms and of equal difficulty • Provides numerical scores • Sensitive to slow growth • Brief

  11. Why don’t we use classroom assessments for progress monitoring

  12. Multidigit Subtraction Multiplication Multidigit 10 10 Facts Addition 8 8 6 6 Number of problems correct in 5 minutes in 5 minutes Number of digits correct 4 4 2 2 0 0 4 4 8 8 10 10 12 12 14 14 6 6 2 2 WEEKS WEEKS How is this student doing? Unit 1 Unit 2

  13. Hypothetical Fourth-Grade Math Computation Curriculum 1. Multidigit addition with regrouping 2. Multidigit subtraction with regrouping 3. Multiplication facts, factors to nine 4. Multiply two-digit numbers by a one-digit number 5. Multiply two-digit numbers by a two-digit number 6. Division facts, divisors to nine 7. Divide two-digit numbers by a one-digit number 8. Divide three-digit numbers by a one-digit number 9. Add/subtract simple fractions, like denominators 10. Add/subtract whole numbers and mixed numbers

  14. Tools Designed for Progress Monitoring Proxies for student achievement

  15. Progress Monitoring Math • Curricular Sampling • www.aimsweb.com • www.easycbm.com • Single-Skills Assessment • www.interventioncentral.org

  16. Progress Monitoring Writing • Story Starter Writing Prompts • Aimsweb • Intervention Central

  17. Three Methods for Scoring Written Expression Progress Monitoring • Total Words Written • Words Spelled Correctly • Correct Word Sequences

  18. Total Words Written

  19. Words Spelled Correctly

  20. Correct Word Sequences

  21. Progress Monitoring Literacy • Oral Reading Fluency CBM has the highest correlations with measures of reading comprehension, decoding, word identification, and vocabulary (Fuchs, 2004) • Easycbm.com • Interventioncentral.org • Dibels.uorgegon.edu

  22. Progress Monitoring Literacy cont. • Maze Fluency • Combined measure of fluency and comprehension • Typically used for comprehension problems • Not as robust as ORF • Growth in scores occurs more slowly than on ORF, but scores are comparable (Shin et. Al, 2000). • Aimsweb • Intervention Central

  23. Progress Monitoring Literacy cont. • Early Literacy • Letter Naming Fluency - identified frequently as the best single indicator of risk for reading failure • Letter Sound Fluency - with equal or better predictive ability to later general reading skills than the DIBELS Phonemic Segmentation measure • Phoneme Segmentation Fluency - the ability to hear critical sounds in the spoken word • Nonsense Word Fluency - the ability to link the written code with the most common sounds Resources: DIBELS, Aimsweb, EasyCBM

  24. Questions/Comments/Concerns? Contact Information: Cotrane.penn@cms.k12.nc.us 980-344-0414

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