1. Intensive Reading Support 6.0 Evaluate Instructional Support http://miblsi.cenmi.org

2. Outcomes Driven Model Roland Good Progress Monitoring decision rules, Review of alterable variables

3. Why is progress monitoring important for the intensive reader ?

4. Test back procedure for progress monitoring Students with INTENSIVE Needs: Survey Level Assessment

5. What is it and why use it? Provides a general sample of a student’s performance to guide instructional decisions. “Test back” procedure for out of grade level assessment to identify a level at which a student is successful. Provides increased sensitivity to instruction (i.e. more sensitive to growth) Provides a procedure for out of grade level goal setting and progress monitoring.

6. Who needs to be progress monitored “out of grade” level? Students who are approximately two or more grade levels behind their peers in reading Beth, 6 th grade –Typical peers read 104-124cwpm –Beth is reading 23-45 cwpm

7. Survey Level Assessment Steps: AIMSweb 1.Administer 3 probes in the student’s grade level material. Calculate and graph the median score for that time of year (fall, winter, or spring). 2.If the student’s score falls between the 25 th and 75 th percentile compared to the AIMSweb© National Aggregate Norms for that time of year. If not, drop down one level and give 3 additional probes. Calculate and graph the median. 3.If the student has not met the criteria, repeat the procedure, dropping down level by level until the student’s median score falls between the 25 th and 75 th percentile compared to the AIMSweb National Aggregate Norms for that time of year.

9. Survey Level Assessment Goal Setting – AIMSweb Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Both the goal and progress monitoring will be at this level.

10. AIMSweb Example Beth is a 6th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment. Survey level assessment data –6 th – 21 cwpm –5th - 23 cwpm –4th - 37 cwpm –3rd - 42 cwpm –2nd - 48 cwpm

12. Example, cont’d Beth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade. A goal will be set for the end of 3rd grade grade (at least 92 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.

13. Determine the grade level appropriate for goal setting and progress monitoring for these students along with an appropriate goal: Determine the grade level appropriate for goal setting and progress monitoring for these students along with an appropriate goal: Dave earned these cwpm scores in winter of 7th grade. 6 th – 30, 5 th - 43, 4 th - 60, 3 rd - 80 Jessica earned these median cwpm scores in fall of 6th grade. 5th - 23, 4th - 26, 3rd - 31, 2nd - 455th - 23, 4th - 26, 3rd - 31, 2nd - 45 Partner Practice

14. How will you provide training on Survey Level Assessment to your staff? Team Time

15. In addition... Document intervention used –Time (minutes per day, days per week) –Group size –Materials used Use decision rules

16. Decision Rule 1: If 3-6 consecutive data points are below the aimline, make an instructional change in the student’s program. x x

17. Decision Rule 2: If student’s performance is above the aimline for 3-6 consecutive data points, adjust long-term goal and draw a new aimline. x x

18. Decision Rule 3: If the student’s performance is not consistently above the aimline (i.e., more than 3-6 consecutive data points), make no changes x x

19. How Frequently to Assess? Balance IDEAL with FEASIBLE… Too little data, too infrequently means students may stay in ineffective programs longer than necessary. (AIMSweb, 2009)

20. 5 data points over 15 weeks vs. 5 data points over 5 weeks (AIMSweb, 2009)

21. Think about your intensive students. What is your plan for ensuring that these students’ progress is being monitored frequently (i.e. 1x/week)?What is your plan for ensuring that these students’ progress is being monitored frequently (i.e. 1x/week)? Do any students need a survey level assessment to establish an appropriate baseline and goal level?Do any students need a survey level assessment to establish an appropriate baseline and goal level? How will you use the decision rules?How will you use the decision rules? Who coordinates this process?Who coordinates this process? Team Time