PROGRESS MONITORING
FOR IEP GOALS
S P E C I A L
E D U C A T I O N
T E A C H E R
P L C
DECEMBER 15, 2014
B R I A N
L L O Y D ,
E D . S . ,
N C S P
LEARNING INTENTIONS AND SUCCESS
CRITERIA
By the end of the PLC session you will:
• Identify the rationale, purpose and essential features of
progress monitoring.
• Understand curriculum based measurement (CBM) and
how to use CBM for progress monitoring.
• Learn best practice setting goals for progress monitoring.
• You will practice a simulated survey level assessment.
• You will practice setting progress monitoring goals
using grade level ROI expectations.
• Learn how to read, interpret, and create various progress
monitoring data graphs.
• You will practice making a progress monitoring graph.
HOW DOES IT FIT TOGETHER? UNIFORM
STANDARD TREATMENT PROTOCOL
Step 2
Step 1
All Students at
a grade level
Intensive
Supplemental
Universal
Screening
Core
Fall
Winter Spring
Step 3
Addl.
Diagnostic
Assessment
Instruction
Individual
Diagnostic
Individualized
Intensive
1-5%
5-10%
Phonics Quick
Screener,
DRA, etc.
Small Group, all less
than proficient
students get the
same, balanced,
research-validated
instruction
Step 4
Results
Monitoring
1X to 2x
weekly
2-4 times/month
80-90%
None
Continue
With
Core
Instruction
Grades
Classroom
Assessments
Yearly
PROGRESS MONITORING ESSENTIALS
• Data collected and graphed on an ongoing and frequent basis
• Frequency of progress-monitoring is
proportional to the intensity of intervention
needed
• Intervention plan re-evaluated after at
least 6-8 data points are collected
• Consider intervention fidelity, intensity,
frequency and match to student need
• Can be implemented with individual
students, a small, or large group
ESSENTIALS OF PROGRESS
MONITORING MEASURES
•Are sensitive to improvement in brief intervals of
time
•Valid, reliable and accurate predictor of the skill
being measured
•Designed to be as short as possible to ensure its “do
ability”
•Provides prompt feedback on results
•Are linked to decision making for promoting positive
achievement and problem-solving
CBMs As General Outcomes Measures
• Medicine measures height, weight,
temperature, etc.
• Companies report earnings per share.
• McDonalds measures how many hamburgers
they sell.
RESEARCH SHOWS…
LYNN S. FUCHS, VANDERBILT UNIVERSITY AND INGRID OXAAL, OFFICE OF SPECIAL EDUCATION PROGRAMS, U.S. DEPARTMENT
OF EDUCATION (2007)
• CBM produces accurate, meaningful
information about students’ academic levels
and their rates of improvement.
• CBM is sensitive to student improvement.
• CBM has high correlation with high-stakes tests.
• When teachers use CBM to inform their
instructional decisions, students achieve better.
HOW OFTEN TO PROGRESS MONITOR
• How often do you progress monitor?
• I would recommend scheduling your progress monitoring
to the frequency in which you will use the data.
• The prevailing message from best practice indicates at
least 6-8 data points are needed to make important
decisions.
• At minimum, special education teachers should monitor
progress on a monthly basis if you are using CBMs to
monitor skill growth.
• You may want to give progress monitoring measures
every other week to help with problem solving and to
change/adjust instruction and intervention.
PROGRESS MONITORING MEASURES
• AIMSWeb and DIBELS are both commonly used
curriculum based measures (CBM).
• AIMSWeb and DIBELS are not the only options:
•
•
•
•
•
http://www.rti4success.org/progressMonitoringTools
easyCBM http://easycbm.com/
STAR http://www.renlearn.com/se/
iSTEEP http://www.isteep.com/login.aspx
You can also create your own (if you have a ton of
extra time on your hands and are good at creating
local norms and have grade leveled materials and…)
• AIMSWeb will be used as demonstration
measures.
PROGRESS MONITORING STEPS
1.
Identify Students who will be progress monitored and which CBM or
CBMs will be used.
2.
Get baseline CBM score for students. Obtain within 2 weeks prior to
the start of interventions if you can. If you can’t, obtain a baseline
the first week of the intervention.
3.
If baseline is below 10th percentile at grade level, strongly consider
survey level assessment until the student scores between 10th and
25th percentiles.
4.
Set/calculate a goal score for the student or group of students.
5.
Schedule frequent progress monitoring probes (1-4x/month for
strategic and/or special education monitoring). The frequency will
depend on your timeline for decision making (6-8 data points).
6.
Chart student progress on graph with aim/goal line and student
scores.
7.
Review progress frequently and make instructional decisions based
on student performance data.
8.
Go back to step 1
IDENTIFYING STUDENTS AND SKILLS
• Use universal screener reports (consider instructional
sorts), teacher observation and personal knowledge,
curricular (reading street tests, teacher made tests, etc)
assessment data, and any other relevant data to
determine intervention groups.
• Determine the instructional focus need for each
intervention group.
• The instructional focus may dictate your use of progress
monitoring measure.
• For example:
• Phonemic awareness = PSF, alphabetic
principle/phonics = NWF or LSF, basic reading or reading
fluency or most other = R-CBM or DORF, basic
comprehension or silent reading = MAZE.
• Math calculation = M-COMP, Math problem solving = MCAP.
PROGRESS MONITORING TOOLS AND
THE “BIG 5”
Ta rg e t S killl: Re a d ing
P h o ne m ic A w a re n e ss
P h on e m e Se gm e nta tio n Flu en cy
First So u n d Flu e n cy
A lp h a be tic Prin cip le
N o n sen se W o rd Flu e n cy
L e tter S ou n d Flue n cy
Flu e n cy W ith Te xt
O ra l Re a d in g Flu e n cy
V o cab u la ry
M A ZE
C o m p re h sion
M A ZE
AIMSweb Phoneme Segmentation Fluency
bad
/b/ /a/ /d/
lock
/l/ /o/ /k/
______/6
that
/TH/ /a/ /t/
pick
/p/ /i/ /k/
______/6
mine
/m/ /ie/ /n/
noise /n/ /oi/ /z/
______/6
coat
/k/ /oa/ /t/
spin
/s/ /p/ /i/ /n/
______/7
meet
/m/ /ea/ /t/
ran
/r/ /a/ /n/
______/6
wild
/w/ /ie/ /l/ /d/
dawn /d/ /o/ /n/
______/7
woke
/w/ /oa/ /k/
sign
/s/ /ie/ /n/
______/6
fat
/f/ /a/ /t/
wait
/w/ /ai/ /t/
______/6
side
/s/ /ie/ /d/
yell
/y/ /e/ /l/
______/6
Ok. Here is your first word.
jet
/j/ /e/ /t/
of
/o/ /v/
______/5
land
/l/ /a/ /n/ /d/
wheel /w/ /ea/ /l/
______/7
beach
/b/ /ea/ /ch/
globe /g/ /l/ /oa/ /b/
______/7
In general, does the
student understand that
words can be broken
into its component
phoneme/parts?- a basis
for phonics acquisition
Total ______/75
I am going to say a word.
After I say it, you tell me all
the sounds in the word.
So, if I say, “sam,” you
would say /s/ /a/ /m/.
Let’s try one. (one second
pause). Tell me the sounds
in “mop”
AIMSweb Nonsense Word Fluency
kik
kaj
lan
yuf
bub
wuv
nif
suv
yaj
tig
woj
fek
nul
pos
dij
nij
vec
yig
zof
mak
sig
av
zem
vok
sij
pik
al
dit
um
sog
faj
zin
og
viv
vus
nok
boj
tum
vim
wot
yis
zez
nom
feg
tos
mot
nen
joj
vel
sav
Here are some more make-believe
words (point to the student probe).
Start here (point to the first word)
and go across the page (point across
the page).
When I say, “begin”, read the words
the best you can. Point to each letter
and tell me the sound or read the
whole word.
Read the words the best you can.
Put your finger on the first word.
Ready, begin.
In general, does the student have
automaticity with
mapping/recalling the soundletter relationships and sound
blending? Can they ‘CRACK
THE CODE’?
Aimsweb R-CBM Oral Reading Fluency
The Robin’s Nest
There was a robin’s nest outside our kitchen window. The
nest was in a tall bush. The mother robin sat in the nest all day
long. One day when I was watching, the mother bird flew
away. I saw the eggs she was sitting on. There were four blue
eggs.
I watched and watched. The eggs moved. I watched some
more. The eggs started to crack. Finally, the eggs hatched. I
saw four baby birds. The baby birds opened their beaks wide.
I heard them peeping. Soon the mother bird came back. Then
the mother robin put worms in their mouths.
Every day I watched the baby birds and their mother.
Pretty soon the babies were so fat there was no room for the
mother. Then one morning the nest was gone from the bush.
Oral Reading Fluency
© 2001 Dynamic Measurement Group
First Grade Benchmark 2
Revised: 03/28/02
Please read this
(point) out loud. If you get
stuck, I will tell you the word so
you can keep reading.
When I say, “stop” I
may ask you to tell me about
what you read, so do your best
reading.
Start here (point to the
first word of the passage).
Begin.
In general, has the student
developed automatic
phonemic awareness,
phonics skills, and word
recognition skills to be a
fluent reader?
AIMSweb MAZE
When I say ‘Begin’ turn to the
first story and start reading
silently. When you come to a
group of three words, circle the
1 word that makes the most
sense. Work as quickly as you
can without making mistakes. If
you finish a/ the page/first side,
turn the page and keep working
until I say ‘Stop’ or you are all
done. Do you have any
questions?
In general, has the student
developed skill to allow
her/him to fluently read
with meaning?
AIMSweb Early Numeracy
Copyright AIMSWeb NCS Pearson INC (2010)
OCM – Oral Counting Measure
NIM – Number Identification Measure
QDM – Quantity Discrimination Measure
MNM – Missing Number Measure
One minute timed tests
AIMSweb Math Computation (M-COMP)
Copyright AIMSWeb NCS Pearson INC (2010)
Math Computation
8 Minute Timed Tests
AIMSweb Math Concepts and Applications
(M-CAP)
opyright AIMSWeb NCS Pearson INC (2010)
Math Concepts and Applications
8 Minute Timed Tests (Grades 2-6)
10 Minute Timed Tests (Grades 7-8)
WHERE TO START?
• The selection of what CBM to use for progress
monitoring depends on what you have
decided to target within your problem-solving
process.
• Choose the measure that corresponds to the
skill that you have decided to target for
intervention.
• Reading - If not clear which measure to use,
then R-CBM to monitor oral reading fluency.
• Math – If not clear which measure to use, then
M-COMP.
• Writing – Correct Writing Sequence (CWS)
WHERE TO START – WHAT GRADE
LEVEL?
• Establish student’s performance on grade level
assessment (use benchmark if within the last two
weeks). Establish student’s functional level on the
measure, the highest level at which the student
performs in the average range (25th-75th percentile)
• If student is more than 2 grade levels behind,
consider using a lower grade level. In that case, one
year above the student’s functional level is generally
recommended.
• Match to the grade level that you hope the student
will reach by the end of the intervention period.
• When in doubt, use the same grade level as the
student.
RATES OF IMPROVEMENT (ROI)
• What is ROI?
• Rate of improvement tells us a student’s growth over time.
• Many popular CBMs provide expectations for what score
change we can expect on a weekly basis. This is why CBMs
are SOOOoo cool!
SELECTING PROGRESS MONITORING
GOALS
• There are differing “acceptable” methods for setting
progress monitoring goals.
1. Use 1.5 times the ROI for students at the 50th
percentiles for tier 2 and 2.0 times the ROI for students
at the 50th percentiles for tier 3.
2. Using the Growth Norms to select a goal for different
achievement bands at specified percentiles.
• This method is best for making sure the ROI goal is best matched to
student needs and skills.
• You will need to decide which GN growth percentiles you select and
under which circumstances.
3. Selecting default benchmark scores for grade levels
or percentiles (usually 25th or 50th) for all students. Use
Growth Norms to make sure they close the gap and
isn’t too ambitious. MOST LIKELY TO MAKE MISTAKE!
STEPS 1-2
• Step 1: Determine whether you can use grade level
measures. If not, find what grade level you need.
• AIMSWeb survey assessment procedures indicate
that you go down a grade level when the student
scores below the 10th percentile.
• Remember though that when in doubt, use grade
level measures for progress monitoring.
SURVEY LEVEL ASSESSMENT
• 1. Administer the screening probe(s) at the student’s current
grade level.
• 2. Determine the percentile rank of the student’s score on the
screening measure. (Note: For R–CBM, use the median of the
student’s three screening probe scores.) If the student’s score
ranks above the 10th percentile, proceed with progress
monitoring at grade level. If the student’s score ranks at or
below the 10th percentile, proceed to step 3.
• 3. Step back one grade level and administer that grade’s
screening probe(s). If the student’s score ranks above the 10th
percentile, proceed with progress monitoring at this grade level.
If the student’s score ranks at or below the 10th percentile,
repeat step 3, stepping back one grade level at a time until the
student achieves a score that ranks above the 10th percentile,
and proceed with progress monitoring at that grade level.
SURVEY LEVEL ASSESSMENT
• OK, let’s make this easier.
• Start at grade level and go backwards until you find
where the student’s score is between the 10th and
25th percentile.
• If the score is above the 25th percentile, you’ve
gone to far. Go a grade higher (even if below 10th
percentile).
• Use that score at that grade level to set the
baseline and set the goal score.
READING CBM - SLA (GIGI)
USE OF 3 PASSAGES IS GREAT IF YOU HAVE TIME
Grade
Reading
Assessment
Passage
Passage
1
WRC/E
Passage
2
WRC/E
Passage
3
WRC/E
Median
WRC/E
Winter CBM
achievement
Level
4
48/7
43/4
44/6
44/6
<10th %
Severe
Reading
Problem
3
57/4
52/8
56/2
56/4
10th-25th %
At-Risk Reader
2
57/1
54/3
57/2
57/2
25th-50th %
Average
Reader
STEP 3 – SETTING A GOAL SCORE
• We’ve recommended using 1.5 times the ROI at the
50th percentile on the AIMSWeb norms. We also
recommend the use of 2.0 times the ROI at the 50th
percentile for ambitious goals and/or for students
receiving tier 3 interventions. This still works great.
• Another method is using new AIMSweb growth
norms. I’ll show that at the end.
• You could also use a criterion score like benchmark
score to set goals, but I don’t recommend it.
• Let’s start by practicing using the 1.5 multiplier.
SELECTING PROGRESS MONITORING
GOALS
• Pull out the Using 1.5 (or 2.0) Multiplier of ROI At 50th
%ile To Set PM Goals practice sheet handouts.
• Let’s practice in pairs.
UNDERSTANDING NEW GROWTH
NORMS
• AIMSWeb 2.0 has automated/easier progress
monitoring decision making using fairly recently
released growth norms.
• AIMSWeb suggests using these for setting progress
monitoring goals. They are better because:
• More specific to each students level of performance.
• More appropriate to the time of the year in which they are
being monitored.
• An explanation of how to use the new growth
norms without using AIMSWeb 2.0 is needed.
UNDERSTANDING NEW GROWTH
NORMS
• The weekly rate of improvement you select to determine
your goal is going to depend on the grade (of course),
the benchmark/baseline score the student achieved,
and the period of time you are monitoring.
• You will use a different set of weekly ROIs when setting
goals for fall to winter, than you would when setting
goals between winter to spring, and another different set
of ROIs when setting yearly goals.
• It’s not as complicated as it sounds when you actually
do it.
UNDERSTANDING NEW GROWTH
NORMS
• See the handed out ROI Growth norm table page
for fifth grade or download your own digital copy:
UNDERSTANDING NEW GROWTH
NORMS
• Step 2: Select the ROI using the ranges provided in the ROI
Growth Norms Table. Reference the column for the time of
the year.
Use the
highest
score in
this
range
UNDERSTANDING NEW GROWTH
NORMS
UNDERSTANDING NEW GROWTH
NORMS
• Step 3: Use the baseline, number of weeks of
progress monitoring, and your newly referenced ROI
to calculate a goal score.
UNDERSTANDING NEW GROWTH
NORMS
Pull Out Using Growth Norms to Set
PM Goals Sheet and Work in Pairs
UNDERSTANDING GROWTH NORMS
UNDERSTANDING GROWTH NORMS
GROWTH NORMS ANSWER
GRAPH YOUR SCORES
Illuminate Ed
Goal Setting Profile
Graph by hand
Have students graph their own progress (has been
found to increase student motivation).
• Graph using Excel
• Graph using online tool (such as chartdog.org).
• Graph using websites such as AIMSweb.com,
dibels.org/next.html, or easycbm.com.
•
•
•
•
GRAPH BY HAND
Student Scores
Goal Line
GOAL SETTING PROFILE
GRAPH USING EXCEL
GRAPH USING EXCEL
GRAPH USING MANAGED DATABASE
SITES
• http://www.aimsweb.com
• http://dibels.org/next.html
• http://easycbm.com/
PRACTICE!
• Your task for this training is now to
either use sample data provided
in the module or use your own
student data to create your own
progress monitoring graph.
• You may use any of the graphing
methods described in the previous
slides.