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