Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011

Setting Ambitious & Attainable Student

Goals OrRTI Spring Training

May 3rd, 2011

Talk to your neighborTalk to your neighbor

• What is your current role in your school/district?

• How do you or your staff currently set goals for students in interventions? – Benchmarks?– Percentile Ranks?– Growth Rates?

Setting Appropriate Goals Setting Appropriate Goals Is ImportantIs Important

Benchmark

36 WCPM

18 WCPM

Ora

l Rea

ding

Flu

ency

(W

ords

Cor

rect

Per

Min

ute)

ObjectivesObjectives

• Progress monitoring as an “indicator”

• Writing objective and complete goals

• Things to consider when setting goals:– What is the goal?– When will they get there?– What progress can we reasonably expect?

Progress Monitoring as an Progress Monitoring as an “Indicator”“Indicator”

Progress Monitoring Progress Monitoring ToolsTools

Brief & Easy

Sensitive to growth

FrequentEquivalent forms!!!

Progress Monitoring Progress Monitoring ToolsTools

Curriculum-Based Measures Curriculum-Based Measures (CBM) (CBM)

General Outcome Measures General Outcome Measures (GOMs)(GOMs)

What are some commonly used progress What are some commonly used progress monitoring tools?monitoring tools?

ReadingAIMSWEB Reading CBM, Maze

DIBELS NEXT FSF, PSF, NWF, ORF, Daze

easyCBM PSF, LSF, WRF, PRF, MC Reading Comp, Vocab

MathAIMSWEB M – Computation, M – Concepts & Applications, CBM –

Early Numeracy

easyCBM Numbers & Operations, Measurement, Geometry, Algebra

Written LanguageWriting – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

What are What are NOTNOT good progress monitoring good progress monitoring tools?tools?

Reading•Phonic Screeners•Report Cards •OAKS

•DRA•Running Records

•Reading curriculum weekly or monthly tests or fluency passages

MathCurriculum weekly testsTeacher created math probes*

OAKS

Written LanguageWriting rubrics* OAKS

* when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

Using the Right ToolUsing the Right Tool

The progress monitoring tool should match the skills being taught.

Additional Progress Monitoring Additional Progress Monitoring ToolsTools

For more info and a review of available tools, visit

www.rti4success.org (Progress Monitoring Tools Chart)

Reading Curriculum Fluency Passages/Weekly Tests

Progress Monitoring Tools(CBM)

VS.

What information does it give you?What information does it give you?

Reading Curriculum Fluency Passages/Weekly Tests

Progress Monitoring Tools (CBM)

What information does it give you?What information does it give you?

VS.

Reading Curriculum Fluency Passages/Weekly Tests

Progress Monitoring Tools (CBM)

VS.

What information does it give you?What information does it give you?

Most Miserable U.S. Cities Least Miserable U.S. Cities

Do we have the right “indicators”?Do we have the right “indicators”?

Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values

Wall Street Journal, 2011

Phoenix

Portland

Seattle

MinneapolisDenver

New York

Detroit

Cleveland

Chicago

Questionable data leads to Questionable data leads to questionable decision-questionable decision-

makingmaking

Talk to a NeighborTalk to a Neighbor

• In what areas does your school/district have good progress monitoring measures?

• In what areas does your school/district need additional progress monitoring measures?

Writing Objective and Complete Goals

What are the 6 essential What are the 6 essential parts of a Goal?parts of a Goal?

1. Goal Date – date by which student is expected to reach goal

2. Condition under which student will perform the behavior

3. Student4. Behavior – clearly defined, observable,

measurable behavior5. Criterion – performance level required to

achieve mastery of the goal6. Evaluation Schedule – frequency of

assessment

Sample goal formatSample goal format

• By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule).

By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

What’s missing?What’s missing?

• In 36 weeks, Edward will read aloud at a rate of 85+ words per minute with 4 or fewer errors. Progress will be monitored weekly. condition

• In 36 weeks, when given a 4-minute, 4th grade AIMSweb M-CBM math computation probe, Jackie will perform at grade level. Progress will be monitored monthly. behavior

• When given a 3-minute story starter, Keith will write 40+ total words in three minutes. Progress will be monitored once every other week. goal date

1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

What’s missing?What’s missing?

• By June 7th 2010, when given a DIBELS PSF probe, Frank will orally segment 35 phonemes per minute. eval schedule

• By May 28th 2010, Sarah will complete a math probe with 45 digits correct with less than 4 errors. Progress will be monitored monthly. condition

• In 36 weeks, George will get 80% correct on a 2nd grade math probe. Progress will be monitored once every other week. condition behavior

1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

Goal SettingGoal Setting

• Goals should be:

By June 9, 2011 when given a 2nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly.

Moves Harry from needing intensive

support to needing strategic support

AND 3 wcpm per week growth

Measurable Able to be Monitored

Meaningful

1. What is the goal?2. By when will they get there?3. What does reasonable growth

look like?

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

1.What is the goal? – Criterion-based

• Research-based benchmarks/proficiency

– Norm-based• Minimum of 25th percentile (bottom limit of

average)• School, District, State, National

How do you define How do you define success?success?

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

2. By when will they get there?– Long term goals always at proficiency

(i.e., grade placement benchmark)– Short term goals may be an incremental

step towards proficiency (i.e., instructional level material)

Does your goal Does your goal close the gap?close the gap?

Progress Monitoring Progress Monitoring LevelLevel

How do we determine appropriate materials for progress monitoring?

Do we monitor at grade level or instructional level?

Survey Level Survey Level AssessmentAssessment

• A process used to determine a student’s instructional level

• Step 1: Administer 3 separate passages at grade level. Record median words correct per minute (WCPM) and errors.

Survey Level Survey Level AssessmentAssessment

• Step 2: Compare median scores (WCPM & errors) to a performance criteria

Instructional Level

Words Correct Per Minute

(WCPM) (Expected Range)

Errors (Expected Range)

1-2 40-60 4 or fewer

3-6 70-100 6 or fewer

From Hosp, Hosp, & Howell, 2007

Survey Level Survey Level AssessmentAssessment

• Step 3: – If student performance falls within expected

range on WCPM and errors, progress should be monitored at that level or a level higher.

– If student’s performance falls below expected range on WCPM or errors, administer 3 passages from next lowest level and evaluate as compared to performance criteria

Survey Level Survey Level AssessmentAssessment

• Step 3: – If student performance fails to meet

criteria at 1st grade instructional level, administer early reading measures (e.g. DIBELS PSF or NWF, easyCBM PSF, etc.)

Survey Level Assessment Criteria Student Performance

Grade WCPM Errors WCPM Errors Pass?

4 70-100 ≤ 6 45, 49, 39 10, 8, 9 No

3 70-100 ≤ 6 55, 59, 64 9, 9, 7 No

2 40-60 ≤ 4 58, 46, 59 4, 5, 3 Yes

1 40-60 ≤ 4

Example: 4Example: 4thth Grade Student Grade Student

Progress Monitoring Level:Progress Monitoring Level:Things to considerThings to consider

• Accuracy is more important than fluency and typically develops first• If a student is accurate (>95%) on grade

level, consider monitoring at grade level• If a student is not accurate consider

monitoring accuracy in addition to fluency

• Can monitor at both grade level AND instructional level• More frequently at instructional level

Goal setting at a lower Goal setting at a lower instructional levelinstructional level

• Set goal based on instructional level benchmark (DIBELS Next Example)

Example: DIBELS Next Example: DIBELS Next GuidelinesGuidelines

• When monitoring a student in below-grade materials, the following steps are recommended:

• Step 1: Determine the student’s current level of performance. (Survey Level Assessment)

• Step 2: Determine the score to aim for based on the end-of-year goal for the level of materials being used for monitoring.

Example: DIBELS Next Example: DIBELS Next GuidelinesGuidelines

• Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of-year benchmark goal to be achieved by the mid-year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers

• Step 4: Draw an aimline connecting the current performance to the goal.

Goal setting at a lower Goal setting at a lower instructional levelinstructional level

• Set goal based on instructional level benchmark (DIBELS Next Example)

• Set goal based on instructional level growth rates

Goal Setting: Goal Setting: Things to ConsiderThings to Consider

3. What does reasonable growth look like?

– National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal)

– Local Growth rates• District, School, Classroom, Intervention Group

What progress can What progress can we expect?we expect?

“Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.”

Shapiro, 2008

National Growth Rates: National Growth Rates: ReadingReading

Grade Average ORF Growth

(WCPM)*

Ambitious ORF Growth

(WCPM)*

Average Maze Growth

(WCR)**

1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4

*Fuchs et al (1993), **Fuchs & Fuchs (2004)

National Growth Rates: National Growth Rates: WritingWriting

Grade Average Growth (TWW)

Average Growth (CWS)

1 0.4 0.22 0.3 0.43 0.3 0.34 0.3 0.45 0.2 0.46 0.6 0.37 0.3 0.28 0 0.2

Based on AIMSWEB Norms

Grade CBM Comp (Digits

correct)

CBM Concepts & Applications

(Answers correct)

1 0.35 N/A2 0.30 0.403 0.30 0.604 0.70 0.705 0.70 0.706 0.40 0.70

National Growth Rates: National Growth Rates: MathMath

Based on Monitoring Basic Skills Progress (MBSP) Probes

Not all available probes from different sources are created equally

AIMSWEB ≠ DIBELS ≠ easyCBM

National growth rates may be well below those obtained in highly successful

interventions and…

…they may not be consistent across the range of your students receiving your

instruction

Local Growth RatesLocal Growth Rates

What does typical growth look like in…

…your district?…your school?…your classroom?…your intervention group?

“…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.”

Shapiro, 2008

Calculating Local Growth Calculating Local Growth RatesRates

1. Determine the normative group:

– All students in your district?– All students in your school?– All students in your classroom?– All students in your intervention

group?

Calculating Local Growth Calculating Local Growth RatesRates

2. Determine the beginning-of-year and end-of-year level of performance for the normative group:

46.9 93.3

Calculating Local Growth Calculating Local Growth RatesRates

3. Calculate the difference to get the average yearly student growth.

46.9 93.346.4 words

Calculating Local Growth Calculating Local Growth RatesRates

4. Calculate the # of instructional weeks between beginning-of-year and end-of-year performance.46.9 93.346.4

words

2nd week of September

4th week of May34 weeks

Calculating Local Growth Calculating Local Growth RatesRates

5. Divide average yearly student growth by # of instructional weeks to get the average weekly growth.

46.4 words

34 weeks

1.4 1.4 wcpm wcpm per weekper week

=÷

Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?

• For students in interventions, goals must be set higher than average district or school growth rates.

District growth rates:1.4 wcpm per weekStudent goal based on district growth rates

Which Growth Rates to Use Which Growth Rates to Use for Goal Setting? for Goal Setting?

• For students in interventions, goals must be set higher than average district or school growth rates.

District growth rates:1.4 wcpm per weekStudent goal based on intervention group growth rates:2 wcpm per week

Setting Goals Using Setting Goals Using Growth Rates Growth Rates

(Baseline score) + (growth rate x number of weeks) = GOAL

( ) + ( x ) = 88 wcpm

Example:Baseline (Fall ORF) = 20 wcpm2nd grade intervention growth rate = 2 wcpm per weekNumber of weeks = 34

20 wcpm 2 wcpm34

Questions/Comments?

Closing ThoughtClosing Thought

When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps.– Confucious