Progress Monitoring Data Region 8 ESC

Janis McClure

AlsoKnown As

Definition: Progress Monitoring

Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Overview of Objectives

• What progress monitoring tells us as instructional leaders• Methods to monitor progress • Resources to help

Terms

• IEP- Individual Education Plan- the entire document-not just educational goals. • PLAAFP- Present Levels of Academic

Achievement and Functional Performance• BIP- Behavior Intervention Plan

Instructional Leadership

Data

• Gathered from Multiple Sources

PLAAFP• Based on

data

IEP• Based on

PLAAFP

Poor

Student

Outcomes

Insufficient

Data

Inadequate

PLAAFP

Ineffective

IEP

Ambiguous

Progress

Instructional Leadership

Progress Monitoring tells us• Where are students academically and functionally

(baseline)• Progress on current objectives and/or goals• Where we need to target instruction • Where our students are going (planning for next steps)

Defensible

•DATA gathered during progress monitoring justifies our instruction and lets us know if what we are doing is working.

• Grades are not an adequate measure of progress on IEP goals and objectives. A student can be “passing” but still be two years behind peers in a subject. It is the progress monitoring on IEP goals that will help determine actual progress.

Ways to Collect Data

• ➮ Level of behavior• ➮ Running Records• ➮ Work Sample

Analysis• ➮ Time Sampling• ➮ Checklists

• ➮ Rating Scales• ➮ Task Analysis• ➮ Frequency Counts• ➮ Curriculum Based

Assessments• ➮Norm/Criterion

Referenced Assessment• ➮ Developmental

Assessments

Level of Behavior

Ways to Rate:• Likehart scale with numbers

1Calm behavior

5-Out of Seat calling out

10 removed from room-throwing things

2 3 4

6 7 8 9

Level of Behavior

MildTakes 1-2 Redirects goes back on task

Moderate Takes 5-6Redirects goes back on task in under 10 minutes

Severe More than 5 redirects-Unable to get back on task

Severity Scale

Resources

• Texas Statewide Leadership for Autism- Behavior Module

• http://www.txautism.net/training.html • Ohio Center for Autism and Low Incidence • http://www.autisminternetmodules.org/• Numerous modules on behavior, such as reinforcement,

extinction etc.• Indiana Resource Center for Autism-Behavior Articles• http://www.iidc.indiana.edu/index.php?pageId=354

Running Record

• A running record, a Reading Recovery assessment developed by Marie Clay, is a means of documenting a student’s individual reading of a continuous text. A running record can provide a way to assess an individual student’s reading, determine appropriate levels of text for reading, and to inform teaching. Taken at intervals, these records can show growth over time in reading skills.

• From LEARN NC, Ongoing Assessment for Reading by Jeanne Gunther.

Resources Running Records

• http://www.busyteacherscafe.com/literacy/running_records.html Busy Teacher Café (downloadable form)

• http://www.learnnc.org/lp/editions/readassess/977• University Of North Carolina Learn NC • http://

www.teachervision.fen.com/read-aloud/assessment/48545.html

• Teacher Vision (has printable data sheets)

Work Sample Analysis

• http://snrmag.com/2011/01/analysis-of-work-samples/• Article from Special Needs Resource Magazine with

good information on how to use works samples and the article has downloadable stickers to use with student work samples. Click on “Work Sample Stickers”.

Work Sample Analysis

• Gives the level of support needed to be successful• Can generate more accurate picture of

mastery level

Example: John completes single digit addition with staff support and visual supports to an accuracy level of 80%.

Time Sampling

• A sampling interval is the amount of time between data points and how often a person is recording data.• Most often used with behavior to observe

behavior such as out-of-seat behavior. • Easy way to track behavior for a specific

period of time on more than one student.

Time Sampling Data Collection Sheet- Multiple StudentsObserver: Ms. Elm Environment: Math ClassStudent #1 : Anne Target Behavior: Off task Student #2 : Mark Target Behavior: Off taskStudent #3 : Joe Target Behavior: Off taskObservation Period: 10 Minute Intervals (e.g., 1 min, 5 min, 10 min, 15 min)Time Sample: Mark + if behavior occurred during the interval and 0 if it did not Date: ____________ Start Time: ___________ Stop Time: _______________

Student 1 2 3 4 5 6 7 8 9 10

1 Anne

2 Mark

3 Joe

% of Intervals with behavior Student #1______#2________#3_________

Frequency Count

• How often a behavior occurs in a specified time.• Often used with behavior

Time Mon Tues Wed Thurs Fri

8-8:30

8:30-9

9-9:30

Target Behavior: Refusing to do work Date:________

Resource

• Show ME the Data!: Data-Based Instructional Decisions Made Simple and Easy [Paperback]

• RinaMarie Leon-Guerrero (Author), Chris Matsumoto (Author), Jamie Martin (Author)

• Amazon.com $18.00 • Comes with all kinds of data sheets and

dvd so you can customize.

Checklists and Rating Scales

• School Readiness• Reading Readiness• Adaptive Behavior• Social Behavior• Reading Comprehension Skills• Vocational Readiness• Behavior Rating Scales (Burk’s)

Not hard to find- ISD may already use some- Goggle it.

Way to monitor progress in discrete skills

Task Analysis

• Task analysis is a process by which a task is broken down into its component parts. After breaking down a task each component of the task is taught until the student can master all parts of the task independently. • http://

www.brighthub.com/education/special/articles/104379.aspx

Task Analysis Resource

• http://ezinearticles.com/?Task-Analysis---An-Approach-to-Improving-Literacy-and-Numeracy&id=3020306

• OCALI has a module on Task Analysis site has been given on previous slide.

Task Analysis - An Approach to Improving Literacy and NumeracyBy Jenny De Jonge

STAAR™ Alternate TEKS Curriculum Framework Documents

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/frameworks/

Grade Subject

3 Mathematics Reading

4 Mathematics Reading Writing

5 Mathematics Reading Science

6 Mathematics Reading

7 Mathematics Reading Writing

8 Mathematics Reading Science Social Studies

HS

Algebra IGeometry

English IEnglish IIEnglish III

Biology U.S. HistoryWorld Geography

World History

Curriculum Based Assessments

• Definitions of Curriculum-Based Assessment (CBA) The following definition comes from: Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J. (1998). Assessment of at-risk and special needs children. (2nd ed.). Boston, MA: McGraw-Hill.

"The term curriculum-based assessment (CBA) means simply measurement that uses "direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions" (Deno, 1987, p. 41). ... CBA has also been referred to as direct assessment of academic skills…these approaches have emphasized direct, repeated assessment of academic target behaviors (Lentz, 1988b). In each academic area, probes are developed (e.g. brief reading passages, short spelling lists, samples of math items from the curriculum, etc.) and these probes are used to collect data on student performance. These probes are developed from…materials that make up the child's curriculum. … CBA provides a structured way to see how well a child performs on the materials the teachers is assigning the class…” (p. 121-122).

CSCOPE

•CBA= Unit Assessments in CSCOPE

Additional Resources CBA

• http://www.ncld.org/at-school/your-childs-rights/evaluation/curriculum-based-measurement-cbm

• National Center for Learning Disabilities

• http://aim.cast.org/learn/historyarchive/backgroundpapers/curriculum-based_evaluations

• National Center on Accessible Instructional Material

• http://studentprogress.org/library/Webinars.asp

National Center onStudent Progress Monitoring

Free Webinars on Progress Monitoring using curriculum based measurement ( assessment) and more

Criterion or Norm Referenced Assessments

• Texas Primary Reading Inventory K-3• Brigance- Screens and Inventories• Basic Reading Inventory• Kindergarten Readiness Test• Test of Reading Comprehension• Assessment of Basic Language and Learning Skills• http://learningdisabilities.about.com/od/ac/g/criterionref.htm

Developmental Assessments

• Carolina Curriculum• Hawaii Early Learning Profile (HELP)• Assessment, Evaluation and Programming

System (AEPS)• Battle Developmental Inventory-2 (BDI-2)

Organize

• Decide what data you need to keep and how.• Decide how often you need to take data.• Use what you are already required to track-benchmarks,

TPRI etc.• Have data keeping method handy-ex. frequency count

sheet• Set aside consistent time to assess, probe, do benchmarks

etc.• Have paras help and train them.

Trying to teach without data is like wondering in the desert without your camel to guide you. You have no idea where you’ve been and no idea of where you are going. You could walk in circles for years.

Data

Use data, take the more direct path out of the desert.

Thank you.

• Send answer sheets and registration forms to :• Janis McClure• Region 8 ESC PO BOX 1894 Mt. Pleasant, TX 75456• jmcclure@reg8.net