Chapter 13-15 questions

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Chapter_13_RTI_TFStudent_Progress_Monitoring.ppt
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McGraw-Hill/Irwin

© 2012 The McGraw-Hill Companies, Inc. All rights reserved.

What is Student Progress Monitoring and How Will it Help Me?

Laura Florkey

School Psychologist

Princeton City Schools

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What is Data-Based Decision Making?

  • According to the National Center for Student Progress Monitoring, data-based decision making is a time-efficient way for educators to make informed instructional decisions and to quantify students’ rate of progress.
  • It enables you to achieve two goals that are both essential for improving student achievement. 
  • 1. To help you examine the effectiveness of the instructional strategies you use. 
  • 2. To help your school raise student achievement and demonstrate its success. 
  • These are critical under the provisions of No Child Left Behind. 

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www.studentprogress.org

Curriculum Based Measurement (CBM)

  • Curriculum Based Measurement (CBM) is an essential element of data-based decision making and student progress monitoring.
  • CBM is a standardized assessment system used to assess and monitor student progress in the academic areas of reading, mathematics, and written expression.

www.studentprogress.org

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Why Monitor Student Progress?

  • Teachers can analyze student CBM scores and adjust student goals and instructional programs
  • Student data can be compared to teacher’s classroom or school district data
  • Can be graphed to provide a visual record of student performance

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How Can Progress Monitoring Help My Students?

  • Progress Monitoring is designed to:
  • Identify students who are not demonstrating adequate progress
  • Compare the effectiveness of different forms of instruction
  • Thereby helping teachers design more effective, individualized instructional programs for struggling learners!
  • Also provides the information required to make data-based decisions at team meetings
  • Great documentation to show that an intervention is or is not beneficial
  • Intervention data is required by law and by your building!

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How Can Progress Monitoring Help My Students?

  • An effective way to communicate information about your students.
  • Graphs provide visual data that is clear to both parents and students.
  • Graphs are great to use in progress reports, team meetings, and conferences.

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What to Examine in CBM Data

  • INCREASING SCORES:
  • Student is progressing in that academic skill area.
  • FLAT/DECREASING SCORES:
  • Student is not benefitting from instruction and requires a change in the instructional program.

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Progress Monitoring (PM) and RTI

  • PM is an essential tool for RTI.
  • With PM, student academic performance is assessed using CBMs.
  • Decisions about movement through the Tiers in RTI are made based on PM data.

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Progress Monitoring at
Tier 1

  • All students are universally screened using CBM.
  • Students whose scores fall below benchmark are suspected as being at-risk for reading or math difficulties.
  • These suspected at-risk students should be closely monitored for 4 to 8 weeks to confirm or disconfirm their at-risk status

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Setting Appropriate Goals

  • Create Your Goal
  • Use existing benchmarks
  • Create your own goal using expected growth rates
  • Graph your goal
  • Draw a line across the page at the level of the goal
  • Draw a line from baseline to the goal

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Creating Literacy Goals
Using Weekly Growth Rates for Oral Reading Fluency

Grade Level Realistic Standard Ambitious Standard

1st Grade 2 3

2nd Grade 1.5 2

3rd Grade 1 1.5

4th Grade .85 1.1

5th Grade .5 .8

6th Grade .3 .65

Goal Formula:

Current performance X (growth rate X the number of weeks until id goal reviewed) = YOUR GOAL!

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Example

  • 3rd grader Ben’s median R-CBM score = 35.
  • 10 weeks until the Winter Break
  • Team would like to see Ben make progress at a similar rate to his peers (1.0 words/week).
  • 35 WRC/min+ (10wks x 1.0) = 45WRC/min
  • This is the goal by Winter Break!

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Hintze, John M. Using Student Progress Monitoring in a Response to Intervention Model

Making Decisions: 3 Point Rule

If 3 weeks of instruction have occurred and student has at least 6 data points, examine the most recent 3 consecutive scores.

  • If all 3 scores fall below the goal line, a change in instruction is recommended.

  • If all 3 scores fall above the goal line, a goal raise is recommended.

Hintze, John M. Using Student Progress Monitoring in a Response to Intervention Model

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( http://www.studentprogress.org

Making Progress or Not?

(http://www.studentprogress.org

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Progress Monitoring at
Tier 2

  • Use the goal-setting and decision-making standards to make decisions.
  • In addition to the core curriculum, students in Tier 2 receive supplemental intervention
  • Student benchmark and growth status is evaluated after several weeks of intervention

– Students at or above benchmark return to Tier 1

– Students below benchmark, but making adequate growth progress remain in Tier 2

  • – Students below benchmark and continuing to demonstrate poor growth progress are moved to Tier 3

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Progress Monitoring at Tier 3

  • Students receive more intense individualized interventions.
  • Progress monitoring data should be collected frequently (i.e., weekly).
  • After several weeks, student progress toward their goal should be examined using the 3 point decision making rule.
  • Students making progress can move back to Tier 2
  • Unresponsive students remain in Tier 3

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Helpful Tips

  • Create a bulletin board so that your students can see their progress and goals.
  • Monitor 1 or 2 students every week instead of monitoring the whole group at one time during group interventions.
  • Have students use graph paper to graph their own data.

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Helpful Resources!

  • National Center For Student Progress Monitoring
  • www.studentprogress.org
  • Many valuable resources and information
  • Intervention central
  • www.Interventioncentral.org
  • A variety of interventions ideas and information for educators
  • Create your own math worksheets and reading probes for free!

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Helpful Resources

  • Chart Dog
  • http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php
  • Create your own chart and graphs for free

  • DIBELS
  • https://dibels.uoregon.edu/measures/
  • Progress monitoring materials for literacy skills are FREE after you create a username and password

  • RTI in the Classroom: Guidelines and Recipes for Success
  • Rachel Brown-Chidsey,

 

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References

  • Safer, Nancy. Improving Student Outcomes Through Progress Monitoring [PowerPoint Slides]. Retrieved from http://www.studentprogress.org/library/presentations.asp#applyingrti

  • National Center on Student Progress Monitoring www.studentprogress.org

  • Hintze, John M. Using Student Progress Monitoring in a Response to Intervention Model [PowerPoint Slides]. Retrieved from www.studentprogress.org/doc/webinars/RTIwebinarslides_000.pdf