Progress Monitoring
Techniques for Students
with Multiple Needs
Christine Malecki
Northern Illinois University
cmalecki@niu.edu
Thank you to Al Gonzalez (NIU alum)
And Kelly Lyell, NIUGraduate Student
School Psychology Program
http://www.mediafire.com/?sharekey=1d2
306f97c1c5d7e0de4fc1039a01674bbdf5e
4fe427aabd0ac99885da44e881
Benefits of Monitoring Progress

Target the skill(s) you will teach during the year.
 Help determine what is realistic but ambitious
growth for your students.
 Allow the students to have a goal and
experience success and a purpose throughout
the school year.
Benefits of Monitoring Progress
Communicate with parents about their child’s
accomplishments.
 Allows the student’s future teachers to see what
was accomplished and a potential method of
progress monitoring.

Progress Monitoring

Curriculum-based measures (CBM) are one of the
best known and used progress monitoring (PM)
assessments


These measures capture a wide range of skills
Standard CBMs are not suitable for some
subgroups of students


Students whose skills are below those of the CBM
Targeting specific, concrete skills beyond those of the
standard CBM
Alternative Progress Monitoring
 Alternate
progress monitoring
assessments can be created based on the
principles of PM and CBM

They will monitor the mastery of specific skills
over time, which provides data that relates to
student goals (Safer & Fleischman, 2005)
Progress Monitoring
 Define
the Behavior (look at IEP goals)
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Progress Monitoring
 Define
the Behavior (look at IEP goals)
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Good Measurement Strategies





Reliable and Valid!!
Simple and Time-Efficient
Standardized
Can be done frequently
Provides a picture of performance over time





COMPARES APPLES TO APPLES
Can focus on long term growth or set a short term goal for an
achievable skill
Progress Monitoring is not ideal if it is simply short-term,
but it is better than nothing!
Measures are tied to instruction and useful for student program
evaluation (Siegel & Allinder, 2005)
(Shapiro, 2004; Howell & Nolet, 2000)
Good Measurement Strategies

Disadvantages of the alternative assessments:



Validity and reliability of these assessments are very
hard to determine (Deno, 1997)
Focusing on specific skills might not generalize into
learning overarching goals (Shapiro, 2004)
General Outcome Measures are the most
empirically supported method for assessing
learning over time (Deno, 1997; Shapiro, 2004).

Research on GOM for students with multiple needs is
being conducted with promising results (Wallace, Tichá
& Gustafson)
http://www.progressmonitoring.net/probes/sigcog.html
Progress Monitoring
 Define
the Behavior
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Describing Current Level of
Functioning
 “A
statement of the child’s present levels
of academic achievement and functional
performance, including…
Current Level of Functioning
Describes a student’s baseline level of
performance on a target behavior (where is
he/she now?)
 Try out the skill you intend to target. Too
difficult? Too easy?
 Adjust…
 Describe the student’s baseline.

Steps for Current Level of Functioning

Collect baseline data


Is it stable data and typical? (at least 3 data points ideally)
Summarize the data (pick median score)
Progress Monitoring
 Define
the Behavior
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Goal Statements

The goals is the expected level of performance
at the end of an expected goal period.

Current Level (Currently Annie is reading 2 sight
words out of 10.)
Conditions (In 9 weeks, when presented with a
list of 10 sight words)
Behavior (Annie will read)
Criterion (8 out of 10 words per minute on 3
consecutive probes)




Draw your goal line on your graph.
Example CBM Goals
Sally
Currently Sally is reading 45 words per minute on 2nd grade reading probes. In 9
weeks, Sally will read 66 words per minute on 2nd grade CBM reading probes
given once per week (with three 1 minute probes given and the median words
read correctly recorded)
Travis
Currently Travis is writing 10 digits correct per minute on 2nd grade mixed-fact
math probes. In 9 weeks, Travis will write 22 digits correctly per minute on 2nd
grade CBM math probes given once per week.
Dawn
Currently Dawn is writing 30 correct writing sequences in a three-minute written
expression CBM story. In 9 weeks, Dawn will write 48 correct writing sequences
on a written expression CBM given once per week.
Keep It Simple
 Figure
out a system to organize your
materials and data. Keep it all in
one place.
Progress Monitoring
 Define
the Behavior
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Keeping Track of Data
 Excel
works great. Will draw a trend line
for you.
 “Chart
Dog” on invention central website
also good

http://www.jimwrightonline.com/php/chartdog
_2_0/chartdog.php
Progress Monitoring
 Define
the Behavior
 Select a Measurement Strategy
 Describe Current Level of Functioning
 Develop a Goal Statement
 Prepare a Chart/Data Collection Tool
 Select a Decision-Making Plan
Decision-Making Plan
Decide in advance how you will make
decisions about the effectiveness of an
intervention.
Teachers were 2.2 times more effective
when they followed decision rules.
94% of 31 teachers found that the decision
rules saved them time.
Decision-Making

How often will data be collected? (ex: every
2 weeks)
 If using CBM, how many probes and how
will it be summarized for each data point
(e.g. median score)?
 How many data points? (at least 7 are
recommended)
 What is your decision rule?


(i.e. examine data trend compared to the goal)
(e.g. If John’s data is above the goal line for
three consecutive data points, a change will be
made (increase goal)). If below goal line for
three consecutive data points, change
intervention.
References






Deno, S. L. (1997). Whether thou goest…Perspectives on progress
monitoring. In J. W. Lloyd, E. J. Kameenui, and D. Chard
(Eds.), Issues in educating students with disabilities (pp. 7799). Mahwah NJ: Lawrence Eribaum Associates, Inc.
Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation:
Teaching and decision making (3rd Ed.). Belmont, CA:
Thompson Learning.
Safer, N. & Fleischman, S. (2005). Research matters: How student
progress monitoring improves instruction. Educational
Leadership, 62(5), 81-83.
Shapiro, E. S. (2004). Academic skills problems: Direct
assessment and intervention (3rd Ed.). New York:
Guilford Press.
Siegel, E. & Allinder, R.M. (2005). Review of assessment
procedures for students with moderate and severe disabilities.
Education and Training in Developmental Disabilities, 40(4),
343-351.
Wallace, T., Tichá, R., & Gustafson, K. (in press). Technical
characteristics of general outcome measures for students with
significant cognitive disabilities, 1-55.
Let’s Write Some Goals!
 Remember,




they need to include:
Current Level of Functioning
Condition
Behavior
Criterion
Writing a Goal
 Describe

Sally can correctly tell time using an analog
clock 1 out of 5 times
 Develop



Current Level of Functioning
a Goal Statement
Conditions (In 9 weeks, using analog
clock probes)
Behavior (Sally will tell time)
Criterion (4 out of 5 times correctly)
Measurement Strategy
 Remember,




they need to be:
Reliable
Valid
Simple and Time-Efficient
Standardized
Creating Probes
 Creating
the wheel…
 Recreating the wheel…
 Borrowing and stealing…
 Collaborating…
Example Goals

Bobby can correctly identify 2 out of 10
survival words. In 18 weeks, using sight
and survival word probes, Bobby will
correctly identify 9 out of 10 survival
words.
Money Progress Monitoring

Jackson:


Currently Jackson is adding coins (pennies, nickels,
dimes and quarters) to values that sum to less than
one dollar correctly 2 out of 5 times. In 18 weeks,
Jackson will correctly count using all different types of
coins 10 out of 10 times (do the procedure 10 times,
with 10 different sets of up to 7 different coins).
Jill:

Currently Jill is counting by tens using dimes correctly
1 out of 5 times. In 18 weeks, Jill will correctly count
by tens using dimes 9 out of 10 times (do the
procedure 10 times, with 5 different sets of up to 7
dimes).
Counting by 10s with Dimes Progress Monitoring Sheet
Name:
DDDD
DD
DDD
DDDDD
DDDDDDD
Date:
$ .40
$ .20
$ .30
$ .50
$ .70
Score
/5
DDD
DDDDDD
DD
DDDD
DDDDD
Date:
$ .30
$ .60
$ .20
$ .40
$ .50
Score
/5
Name:
DDDD
DD
DDD
DDDDD
DDDDDDD
Date:
$ .40
$ .20
$ .30
$ .50
$ .70
Score
/5
DDD
DDDDDD
DD
DDDD
DDDDD
Date:
$ .30
$ .60
$ .20
$ .40
$ .50
Score
/5
Name:
DDDD
DD
DDD
DDDDD
DDDDDDD
Date:
$ .40
$ .20
$ .30
$ .50
$ .70
Score
/5
Coins Progress Monitoring Sheet
Name:
Q, D, N, N
Q, D, D, D, N, P, P
Q, Q, D, D, N,
D, D, D, N, P
Q, D, D, P, P, P, P
Date:
$ .45
$ .62
$ .75
$ .36
$ .49
Score
/5
Q, Q, Q, D
Q, D, D, N, N, P, P
Q, Q, D, D, N, N
D, D, N, N, N
Q, D, D, P, P
Date:
$ .85
$ .57
$ .80
$ .35
$ .47
Score
/5
Q, D, N, N
Q, D, D, D, N, P, P
Q, Q, D, D, N,
D, D, D, N, P
Q, D, D, P, P, P, P
Date:
$ .45
$ .62
$ .75
$ .36
$ .49
Score
/5
Q, Q, Q, D
Q, D, D, N, N, P, P
Q, Q, D, D, N, N
D, D, N, N, N
Q, D, D, P, P
Date:
$ .85
$ .57
$ .80
$ .35
$ .47
Score
/5
Q, D, N, P
Q, D, D, N, N
Q, D, D, D, N, N
D, D, N, P, P, P, P
D, D, N, N, N, P, P
Date:
$ .41
$ .55
$ .65
$ .29
$ .37
Score
/5
Time Progress Monitoring
 Jack:

Currently Jack is matching analog and digital
clock faces correctly 2 out of 10 times. In 18
weeks, Jack will correctly match 9 out 10
presented analog and digital clock faces on
the hour and half hour.
Time Progress Monitoring Sheet #1
Name:
Date:
Score
/ 10
Time Progress Monitoring Sheet #1
Name:
Date:
Score
/ 10
3:00
6:00
11:30
10:30
6:30
8:00
4:00
7:00
11:30
4:00
Simple Addition Progress
Monitoring

Jacob:


Currently Jacob is correctly solving 2 out of 10 simple
addition problems (with sums less than or equal to
10). In 9 weeks, Jacob will correctly solve 8 of the 10
simple addition problems.
Jack:

Currently Jack is correctly solving 1 out of 5 simple
addition problems (with sums lass than or equal to
10) with touchpoints on the numbers. In 9 weeks,
Jack will correctly solve 4 out of 5 simple addition
problems using the touchpoints.
Simple Addition Progress Monitoring Sheet #1
Name:
Date:
Score
+
=
+
=
+
=
+
=
+
=
/5
Addition Progress Monitoring Sheet #1
Name:
Date:
Score
3+2=
5+1=
2+7=
4+6=
3+3=
8+1=
5+4=
9+1=
6+2=
2+2=
/ 10
Number Identification
 Jim:

Currently Jim is correctly pointing to the
number given to him orally in random order
(numbers 1 through 5) 2 out of 5 times. In 9
weeks, Jim will correctly point to the number
given to him orally (numbers 1 through 5)
when presented to him in random order 4 out
of 5 (all 5 presented at each time).
Identifying Numbers 1 through 5 Progress Monitoring Sheet
Name:
2
3
1
5
4
Date:
1
Score
/5
2
1
5
3
4
2
Date:
Score
/5
3
2
4
1
5
3
Date:
Score
/5
Score
/5
Score
/5
4
3
1
4
5
2
Date:
2
1
5
4
3
Date:
5
Color Identification

Brian:


Currently Brian is correctly pointing to the basic color (red,
orange, yellow, green, blue, purple, brown, black, white and
pink) given to him orally in random order 2 out of 10 times. In 18
weeks, Brian will correctly identify 9 out of 10 basic colors when
given orally given to him in random order.
Brandy:

Currently Brandy is correctly pointing to the color given to her
orally (only red, white and green colors used) in random order 1
out of 5 times. In 18 weeks, Brandy will correctly identify the
color given to her from the choices of red, white and green
presented in random order (5 sets of red, white and green
circles) in random order 5 out of 5 times.
Color Progress Monitoring Sheet #1
Name:
Date:
Score
/ 10
Color Progress Monitoring Sheet #2
Name:
Date:
Score
/ 10
Color Progress Monitoring Sheet #1
Name:
Date:
Score
/5
Selected Letter Identification
 Allen:

Currently Allen is correctly identifying 3 out of
10 letters presented on a probe (letters A
through J only used). In 9 weeks, Allen will
correctly identify 9 of the 10 letters presented
on the probe orally (A through J only with
each letter presented in random order).
ABC Progress Monitoring Sheet #1
Name:
Date:
Score
/ 10
B
C
I
D
H
J
E
F
A
G
Sight/Survival Word Identification

Jill:


Currently Jill is reading 3 out of 10 sight or highfrequency words correctly. In 9 weeks, Jill will identify
8 out of 10 sight or high-frequency words on three
different randomized lists of 10 words.
Joel:

Currently Jill is reading 3 out of 10 sight or highfrequency words correctly. In 9 weeks, Jill will identify
8 out of 10 sight or high-frequency words on three
different randomized lists of 10 words.
Sight/Survival Words Progress Monitoring Sheet #1
Name:
Date:
Score
Stop
Exit
Boys
Girls
In
Out
Danger
Bus
Men
Women
/ 10
Sight/Survival Words Progress Monitoring Sheet #2
Name:
Date:
Score
Go
Elevator
Hot
Cold
Closed
On
Off
Up
Down
Telephone
/ 10
Sight/Survival Words Progress Monitoring Sheet #1
Name:
Date:
Score
/ 12
push
0
1
go
0
1
stop
0
1
pull
0
1
walk
0
1
don’t walk
0
1
bus
0
1
Men’s Room
0
1
Women’s Room
0
1
danger
0
1
elevator
0
1
telephone
0
1
Sight/Survival Words Progress Monitoring Sheet #2
Name:
Date:
Score
/ 12
police
0
1
fire
0
1
quiet
0
1
water
0
1
open
0
1
close
0
1
hot
0
1
cold
0
1
off
0
1
hot
0
1
cold
0
1
on
0
1
Sight/Survival Words Progress Monitoring Sheet #3
Name:
Date:
Score
/ 12
upstairs
0
1
up
0
1
stand up
0
1
downstairs
0
1
down
0
1
sit down
0
1
0
1
0
1
0
1
outside
0
1
inside
0
1
mailbox
0
1
exit
enter
911
Example Progress Monitoring Goals
Baseline
Jack
Time: Jack will correctly match 4 out of 5 presented analog and digital clock faces on the hour
and half hour.
Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints
on the numbers, Jack will correctly solve 4 of the 5 problems using the touchpoints.
Jill
Money: Jill will correctly count by tens using dimes 4 out of 5 times (do the procedure 5 times,
with 5 different sets of up to 7 dimes).
Reading: Jill will identify 8 of 10 sight or high-frequency words on three different randomized
lists of 10 words.
John
Reading: John will identify (read or sign) 8 of 10 sight or high-frequency words presented as
pictures with the word.
Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints
on the numbers, John will correctly solve 4 of the 5 problems using the touchpoints.
Jane
Time: Jane will correctly match 4 out of 5 presented analog and digital clock faces on the hour
and half hour.
Reading Comprehension: After hearing a passage for one minute, Jane will orally answer 5
“wh” questions read to him with 4 correct answers.
Jim
Reading: Jim will identify (read or sign) 8 of 10 sight or high-frequency words presented as
pictures with the word.
Math: Jim will correctly point to the number given to him orally (numbers 1 through 5) when
presented to him in random order 4 times out of 5 (all 5 presented each time)
Jordan
Math: Given 5 simple addition problems with touchpoints on the numbers, Jordan will
correctly solve 4 of the 5 problems using the touchpoints.
Reading: Jordan will read 30 words per minute on 2nd grade CBM reading probes (with three
1 minute probes given and the median words read correctly recorded)
Joel
Reading: Joel will identify (read or sign) 8 of 10 sight or high-frequency words presented as
pictures with the word.
Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints
on the numbers, Joel will correctly solve 4 of the 5 problems using the touchpoints.
Time: Joel will correctly match 4 out of 5 presented analog and digital clock faces on the hour
and half hour.
2/5
1/5
3/5
4/10
3/10
1/5
2/5
2/5
3/10
2/5
0/5
7wrc
2/10
1/5
2/5
Week 3
Week 4
Week 5
Week 6
Progress Monitoring Plan
1. Define the Target Behavior (must be specific, observable, and measurable):
2. Select the Measurement Strategy (data to be collected)
What materials will be used to collect data (e.g. observation form, CBM probes (what levels, etc.)):
In which setting(s) will data be collected and by whom?
3. Describe Current Level of Functioning
Summary of current data for target student compared to data from the criterion (peer comparison, normative
data, standards, etc.):
4. Goal Statement(s)
A goal statement should include the conditions under which the task will be performed (over 9 weeks, using 3rd
grade reading CBM probes), the behavior (John will read), and the criterion for acceptable performance (90
words per minute with 95% accuracy).
5. Develop a Chart of Data-Collection Tool (How will data be charted and documented?)
6. Decision-Making Plan
How often will data be collected and charted and what will each data point represent (one probe, a median of 3,
percentage on-task per day, etc.)?
How many data points will be charted before making decisions?
What is the decision rule for making changes in an intervention, etc.?
Design a Statement of Transition
Services

“Beginning not later than the first IEP to be in
effect when the child turns 14 ½, and updated
annually thereafter, the IEP shall include…


appropriate, measurable, postsecondary goals based
upon age-appropriate transition assessments related
to employment, education or training, and, as needed
independent living
23 IAC 226.230(c)
Vocational and Employment
Daily Living and Employment
Assessments
Daily Living and Employment
Assessments
Daily Living and Employment
Assessments
Daily Living and Employment
Assessments
Let’s Do It!
 Pick
a student and a goal.
 Using the principles we discussed, how
would you create a progress monitoring
assessment system for that goal?
 (Change the students’ names…)
 Exchange with a partner – do they know
exactly what you mean? By reading it,
would they progress monitor the exact way
you have in mind?
Thank You!