Progress Monitoring Data Also Known As Region 8 ESC Janis McClure 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. Definition: Progress Monitoring • What progress monitoring tells us as instructional leaders • Methods to monitor progress • Resources to help Overview of Objectives • IEP- Individual Education Plan- the entire document-not just educational goals. • PLAAFP- Present Levels of Academic Achievement and Functional Performance • BIP- Behavior Intervention Plan Terms Data • Gathered from Multiple Sources PLAAFP • Based on data IEP • Based on PLAAFP Instructional Leadership Insufficient Data Ambiguous Progress Poor Student Outcomes Ineffective IEP Inadequate PLAAFP 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) Instructional Leadership •DATA gathered during progress monitoring justifies our instruction and lets us know if what we are doing is working. Defensible • 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. • ➮ 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 • • • • Ways to Collect Data Ways to Rate: • Likehart scale with numbers 1 2 Calm behavior 3 4 5- 6 Out of Seat calling out 7 8 Level of Behavior 9 10 removed from roomthrowing things Severity Scale Mild Takes 1-2 Redirects goes back on task Moderate Takes 5-6 Redirects goes back on task in under 10 minutes Level of Behavior Severe More than 5 redirectsUnable to get back on task • 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 Resources • 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. Running Record • http://www.busyteacherscafe.com/literacy/running_record s.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/readaloud/assessment/48545.html • Teacher Vision (has printable data sheets) Resources Running Records • 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%. Work Sample Analysis • 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 Time Sampling Data Collection Sheet- Multiple Students Observer: Ms. Elm Environment: Math Class Student #1 : Anne Target Behavior: Off task Student #2 : Mark Target Behavior: Off task Student #3 : Joe Target Behavior: Off task Observation 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 1 Anne 2 Mark 3 Joe % of Intervals with behavior Student #1______#2________#3_________ 10 • How often a behavior occurs in a specified time. • Often used with behavior Target Behavior: Refusing to do work Date:________ Time Thurs Mon Tues Wed 8-8:30 8:30-9 9-9:30 Frequency Count Fri • 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. Resource • • • • • • • 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 someGoggle it. Way to monitor progress in discrete skills Checklists and Rating Scales • 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/speci al/articles/104379.aspx Task Analysis Task Analysis - An Approach to Improving Literacy and Numeracy By Jenny De Jonge • http://ezinearticles.com/?Task-Analysis---An-Approachto-Improving-Literacy-and-Numeracy&id=3020306 • OCALI has a module on Task Analysis site has been given on previous slide. Task Analysis Resource STAAR™ Alternate TEKS Curriculum Framework Documents http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/frameworks/ Grade 3 4 5 6 7 8 HS Subject Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Reading Reading Reading Reading Reading Reading Algebra I Geometry English I English II English III Writing Science Writing Science Biology Social Studies U.S. History World Geography World History • 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 atrisk and special needs children. (2nd ed.). Boston, MA: McGraw-Hill. Curriculum Based Assessments "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). •CBA= Unit Assessments in CSCOPE CSCOPE • http://www.ncld.org/at-school/your-childsrights/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 Additional Resources CBA • http://studentprogress.org/library/Webinars.asp National Center on Student Progress Monitoring Free Webinars on Progress Monitoring using curriculum based measurement ( assessment) and more • 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 Criterion or Norm Referenced Assessments • Carolina Curriculum • Hawaii Early Learning Profile (HELP) • Assessment, Evaluation and Programming System (AEPS) • Battle Developmental Inventory-2 (BDI-2) Developmental Assessments • 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. Organize 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. • • • • Send answer sheets and registration forms to : Janis McClure Region 8 ESC PO BOX 1894 Mt. Pleasant, TX 75456 [email protected] Thank you.