Progress Monitoring
Advance Organizer
• Overview of progress monitoring
•
•
•
•
Definition
Rationale/Benefits
Types of
Research
• Activity: Possibilities and benefits of improved
progress monitoring
• Learn the steps of progress monitoring and apply
to one student and his/her Intervention Plan????
Progress Monitoring:
Definition
• A type of formative assessment (i.e.,
frequent evaluation), is often used to
evaluate student learning.
• Progress monitoring is the ongoing
process of collecting and analyzing data to
determine student progress.
http://iris.peabody.vanderbilt.edu
Progress Monitoring:
• Consists of frequent administration-for example, once
per week-of brief probes or tests (e.g., one-minute
reading passages that give teachers immediate feedback
on the skills currently being taught).
• Uses probes (i.e., tests) that measure the critical skills
that the student must master by the end of the year.
• Allows teacher to assess student learning soon after
instruction and to implement instructional changes
based on these data.
http://iris.peabody.vanderbilt.edu
Some Benefits of Progress
Monitoring
• accelerated learning because students are
receiving more appropriate instruction;
• more informed instructional decisions;
• documentation of student progress for
accountability purposes; and
• more efficient communication with
families and other professionals about
students’ progress.
NCSPM, n.d.
Progress Monitoring: What the
Research and Resources Say…
•
More than 30 years of research have proven the benefits of monitoring a
student’s progress in reading.
• Students of teachers who use progress monitoring achieve higher grades than
do those whose teachers do not. (Fuchs, Butterworth, & Fuchs, 1989)
• Students are more aware of their performance and view themselves as more
responsible for their learning when they graph their progress monitoring data.
(Davis, Fuchs, Fuchs, & Whinnery, 1995)
• Students learn more when teachers implement progress monitoring. (Safer &
Fleischman, 2005)
• By monitoring students’ progress, teachers can make instructional changes to
improve the academic growth of all students, including those who are struggling
with reading. (Fuchs & Fuchs, 2007)
• Progress monitoring data are strongly predictive of student achievement on
state and local standardized achievement tests. (Good, Simmons, & Kame’enui,
2001)
http://iris.peabody.vanderbilt.edu
Types of progress
monitoring
• Curriculum-based measurements (CBMs)
• Specific subskill mastery measurement
• Classroom assessment (system or teacher
developed)
• Performance assessments
• Large scale assessments
• Progress monitoring can be especially
useful with students who have difficulty
showing what they know in typical
assessments.
• Progress monitoring allows a real view of
what skills and knowledge a student has.
National Center on Student Progress Monitoring, n.d.
Progress Monitoring for Informed
Decision-Making
Steps of Progress Monitoring
•
•
•
•
•
•
•
Writing measurable goals and objectives
Making data collection decisions
Determining data collection tools & schedule
Representing the data visually
Evaluating the data
Making instructional adjustments
Communicating progress
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 1: Writing goals and
outcomes
• Make goals measurable:
• Determine the purpose and outcome of goal. (What do
we need to observe this student doing? Clearly defined
observable behaviors.)
• Fill in the blanks. (Conditions? Criteria? Frequency of
assessment?)
• Check with the team. (What are parent, student, and
other team member perceptions of purpose and
outcome?)
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 2: Making data collection
decisions
• Make statement of progress specific:
• Determine what type of data will be collected (e.g., frequency,
percentage, duration, quality, level of assistance, fluency)?
• Determine where the data will be collected (e.g., classroom,
cafeteria, playground, job-site)?
• Determine how often evidence will be collected (e.g., daily, weekly,
monthly, quarterly)? How often is enough to truly show progress,
or lack of?
• Who will collect data (e.g., classroom teacher, student, special
education teacher, OT, school psychologist)?
• Check with the team. (What are parent, student, and other team
member perceptions of data collection and reporting?)
Southwest Ohio Special Education Resource Center
Activity One:
Filling in the Missing Pieces
• Consider your current practices.
•
•
•
•
Changes?
Questions?
Feedback?
Roadblocks?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data
collection tools and schedule
• The tools used to collect data and ultimately
measure progress provide evidence of student
performance specific to goals or expected
outcomes.
• Data collection tools should represent different
types of measurement in order to provide a
clear picture of student progress.
Step 3: Determining data collection
tools and schedule, continued
• DIRECT MEASUREMENT provides valid and
reliable indications of student progress.
• Behavior Observation can be documented in many
different ways; behavior observation provides first
hand evidence of student performance as it occurs.
• Observation Narratives
• Data Charts
• Frequency Recording
• Duration Recording
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• DIRECT MEASUREMENT
(continued)
• Curriculum Based Assessment (CBA) is the
direct observation and recording of student’s
performance in the school curriculum.
• Criterion Referenced Test (CRT)
• Teacher constructed
• Focuses on hierarchies of skills in the general
education curriculum
• Curriculum Based Measure (CBM)
• Brief, standardized samples
• Fluency based (accuracy and time)
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• INDIRECT MEASUREMENT can supplement direct
measures.
• Rubrics
• Describes performance on a scale from desired performance
to undesired performance using both qualitative and
quantitative descriptions.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• INDIRECT MEASUREMENT (continued)
• Interviews
• Provide a summary of student performance on a given behavior in a
structured format; regular education teachers or other school personnel can
informally conference with the teacher in charge of data collection;
conferences are then summarized and added to the progress monitoring
file.
• Student Self-Monitoring
• Documents student behaviors and performance through self recording given
specific cues.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• AUTHENTIC MEASUREMENT provides evidence of
student performance through genuine student input.
• Work Samples
• Provides evidence of student performance through “hard copies” of
actual student work.
•
•
•
•
•
Writing
Math
Projects (cutting, drawing)
Pictures of student work
Audio recordings of student performance (reading, responding to
questions)
• Portfolios
• Documents student performance through a collection of work
samples demonstrating specific outcomes.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• AUTHENTIC MEASUREMENT
• Student Interviews
(continued)
• Assesses student performance through informal conferences
between the teacher and student; conversations are then
summarized and included in the progress monitoring file.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Activity Two:
Filling in the Missing Pieces.
• Consider your current practices around using data
collection tools for direct measurement.
• Questions?
• Feedback?
• Roadblocks?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• The data collection schedule depends on how
service is delivered.
• Direct Instruction
• Times for data collection should be worked into daily and
weekly plans for instruction.
• Data collection does not necessarily have to be separate
from this instructional time; this situation can provide a real
picture of student performance during a typical day.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• Indirect Instruction or Support
• Times for data collection should be worked into the time when service is
being delivered, if possible.
• Data can also be collected remotely by regular education teachers or other
service providers.
• Consultation
• Regular education teachers and other service providers play a key role in
data collection and input.
• Times for data collection should also be scheduled when concerns have
been brought up; this is a perfect opportunity for using direct measures
(observations, data charts, etc.)
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 3: Determining data collection
tools and schedule, continued
• The effectiveness of services and instructional
method is determined most efficiently when
progress is measured frequently.
If progress is monitored
Then effectiveness may
Daily, as part of instruction
Be determined within 2 weeks
Twice a week
Be determined within a month
Weekly
Be determined within a quarter
Quarterly
NOT be determined, even after a
year
An Administrator’s Guide to Measuring Achievement for Students with IEPs.
http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm
Activity Three:
Filling in the Missing Pieces.
• Consider your practices around developing data
collection schedules for the tools you use to measure
behavior.
• Questions?
• Feedback?
• Roadblocks?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 4: Representing Data Visually
• Compiling data is a critical component in progress
monitoring.
• Summarizes data collected periodically during the duration of an
IEP.
• Ultimately saves time; attempting to compile all data collected
during the duration of a year long IEP would be an overwhelming
task.
• Provides the team with useful reference points in time.
• Saves time and confusion during meetings.
• To graph or not to graph.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 4: Representing Data Visually
•
•
The data compilation schedule depends upon the data collection frequency.
Suggested compilation schedules:
If data is collected
Then data should be compiled
Daily
Weekly
Two or three times per week
Bi-weekly or monthly
Once a week
Monthly
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Activity Four: Compiling data and
representing it visually
• Consider data compilation:
• If you already practice compiling data, how do you
make it work along with all other responsibilities?
• If you don’t usually compile data, how might it be
worked in with everything else you do during
school?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 5: Evaluating the data
• Data collection provides information used to drive
instruction.
• Collected data must be reviewed regularly and on a
predetermined basis.
• The data must be evaluated to determine if the student
is making progress toward goals/benchmarks/objectives,
and how the child is responding to the
intervention/treatment being implemented.
• Decision rules should be applied when analyzing data
(e.g., four consecutive or four out of six below the
aimline).
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 6: Making instructional decisions
• Student progress is considered in relationship to
each goal or expected outcome.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 6: Making instructional decisions,
continued
•
Four aspects should be considered:
1.
Progress
–
Did the student make the progress expected by the
SAT/IEP team? (criteria)
2. Comparison to Peers or Standards
–
How does the student’s performance compare with the
performance of general education students?
3. Independence
–
Is the student more independent in the goal area?
4. Goal Status
–
–
Will work in the goal be continued?
Will student be dismissed from this goal area?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 6: Making instructional decisions,
continued
•
•
When the data patterns indicate the need to
intervene, simple instructional interventions should be
used. If these adjustments still do not yield results,
moderate and then more intensive interventions
should be tried.
When instructional interventions do not result in the
expected progress being made for students receiving
special education and related services, the IEP team
should be reconvened to reevaluate the goal and
objectives.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 6: Making instructional decisions,
continued
Examples of data patterns and suggestions for interventions:
1.
2.
3.
4.
5.
If the data patterns show that the student is making adequate progress
or better progress, the program is working, and the teacher/related
service staff should continue the present instructional program.
If the data patterns show that the student’s progress is stalled, and the
student can do some but not all of the task, the teacher should provide
more direct or intensive instruction on difficult steps.
If the data patterns show that the student’s progress is at or near zero,
the task is too difficult. The teacher/related service staff should teach
prerequisite skills.
If the data patterns show that the student’s progress is stalled close to
the goal, the teacher should provide increased repetitions and frequent
opportunities for practice.
If the data patterns show that the student’s goal has been
accomplished, then the instructional program is successful, and the
student should move on to a new goal.
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Activity Five: Evaluating the data and
making instructional decisions
• Consider your current practices. How does
the SAT/IEP evaluate the compiled data, and
use it to inform instruction or service options.
• Questions?
• Feedback?
• Roadblocks?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 7: Communicating progress
• Progress toward SAT/IEP goals and outcomes is
reported to parents as agreed to on SAT Intervention
Plan or Behavior Intervention Plan.
• Timeline
• Mid-Quarter (Interim Reports)
• Quarterly
• Format
• Compilation Forms
• Graphs
• Narratives
• Accompanies hard data
• Explains any instructional changes or specific circumstances
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Step 7: Communicating progress,
continued
• Communication about student progress should actively
involve the parent and the student.
• Communication can be a motivational tool for students
and can strengthen home-school bonds.
• Ways to keep lines of communication open include:
•
•
•
•
Communication books and data logs
Parent/teacher conferences
Progress reports and report cards
Phone calls
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Activity Six: Communicating progress
• Consider practices for communicating
progress with teachers, students, parents.
• Questions?
• Feedback?
• Roadblocks?
Pennsylvania Department of Education; Southwest Ohio Special Education Resource Center
Wrapping it up….
• Progress monitoring remains a required
part of the SAT/IEP.
• Other provisions regulations mandate
greater accountability for student
progress.
• Results-oriented shift
• Outcomes focus
Etscheidt, 2006
Resources
• Progress Monitoring. Pennsylvania Department of
Education, 01.2009.
• The IEP: Progress Monitoring Process. Southwest Ohio
Special Education Regional Resource Center
• Selected resources