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MN RtI Center 1 Progress Monitoring in Reading: Why, What, and How RtII Leadership Team RtII Champion Training 12/10/13.

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Presentation on theme: "MN RtI Center 1 Progress Monitoring in Reading: Why, What, and How RtII Leadership Team RtII Champion Training 12/10/13."— Presentation transcript:

1 MN RtI Center 1 Progress Monitoring in Reading: Why, What, and How RtII Leadership Team RtII Champion Training 12/10/13

2 MN RtI Center 2 Progress Monitoring The RTI Center defines progress monitoring as repeated measurement of academic performance to inform instruction of individual students in general and special education in grades K-8. It is conducted at least monthly to: (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress, and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

3 MN RtI Center 3 Overview Why, What, How to Progress Monitor  Why do it?  What do we mean by progress monitoring?  How do you do it? Using Progress Monitoring Data

4 MN RtI Center 4 Is this student making progress?

5 MN RtI Center 5 Adapted from Logan City School District, 2002 Curriculum and Instruction Assessment School Wide Organization & Problem Solving Systems (Teams, Process, etc) Assessment: One of the Key Components in RTI

6 MN RtI Center 6 Assessment and Response to Intervention (RTI)  A core feature of RTI is identifying a measurement system Screen large numbers of students  Identify students in need of additional intervention Monitor students of concern more frequently  1 to 4x per month  Typically weekly Diagnostic testing used for instructional planning to help target interventions as needed

7 MN RtI Center 7 Screening Data and Progress Monitoring can be linked  The goal is to have a cohesive system.  If possible, use the same measures for both screening and progress monitoring (e.g, CBM). Screen ALL students 3x per year (F, W, S) Strategic Support and Monitoring Students at Some Risk Intensive Support & Monitoring for Students at Extreme Risk

8 MN RtI Center 8 Why Monitor Progress?  When teachers USE progress monitoring Students learn more! Teachers design better instructional programs Teacher decision making improves Students become more aware of their performance Safer & Fleishman, 2005

9 MN RtI Center 9 Why Monitor Progress? “In God we trust… All others must have data.” Dr. Stan Deno

10 MN RtI Center 10 Why Monitor Progress? We do NOT KNOW ahead of time whether an intervention will be successful for an individual student Do they ASSUME in the hospital that your heart is working just fine after your bypass surgery? After all… the surgery works well for MOST patients…..

11 MN RtI Center DRAFT May 27,  To change what you are doing with a student if it is not working (formative assessment) so you are effective and efficient with your time and instruction  To help make decisions about instructional goals, materials, levels, and groups  To aid in communication with parents  To document progress for special education students as required for periodic and annual reviews Credit: based on slide by Dr. Kim Gibbons, SCRED Why Progress Monitor Frequently?

12 MN RtI Center 12 Credit: SCRED Change (and Keep Changing) if Instruction isn’t Working…

13 MN RtI Center 13 You Can Also Use Monitoring Data to Celebrate Success!

14 MN RtI Center 14 What is Progress Monitoring?  Standardized measures Reliable Valid  Tied to important educational outcomes  Given frequently (e.g., weekly) Simple, brief, efficient, and cheap Sensitive to growth over short periods of time

15 MN RtI Center 15 Short Term (Mastery) and Long Term Progress Monitoring Short Term Mastery Monitoring Test subskill mastery and individual lesson effectiveness Ex: Q&A, worksheets following directions unit tests, “hot” reads accuracy, skills “checks” CBA Long Term General Outcome Measures Test retention, generalization and progress toward overall general outcome (reading) Ex: CBM, DIBELS

16 MN RtI Center 16 Both Mastery Monitoring and Long Term Progress Monitoring are Important  Sometimes mastering subskills doesn't’t generalize to the general outcome or students don’t retain the information over time For example:  Melissa is very good at decoding letters and reading individual words, but is not generalizing these skills to reading text with automaticity and comprehension.  Adam was really good at using his comprehension strategies and using those when they were working on these skills in class (showed mastery), but when they moved on to another unit he quit using the strategies.

17 MN RtI Center 17 How Often Do I Need to Monitor Progress?  Informally we do this all the time! For small instructional adjustments (repeat the lesson, how much help to give, etc.)  In a standardized way to make sure we are “on track” with this student?- depends on level of concern For students in reading who are behind already, monitor progress toward generalized outcome 1 to 4x per month, ideally weekly

18 MN RtI Center 18 How Do You Collect Frequent Progress Monitoring Data?  Which students?  What measures?  What materials?  How often?  Who collects the data? Where? When?

19 MN RtI Center 19 Which students?  Students of concern Below target Getting “extra” intervention or help  Tier 2 or Tier 3 services

20 MN RtI Center 20 What measures?  Web-based sources for information on measures as well as access to materials, web-based data management, etc. dibels.uoregon.edu

21 MN RtI Center 21 What materials?  When possible, students are monitored using grade level materials E.g., student reads a different grade level passage or “probe” each week  If this is not possible due to frustration “test down” and use the highest grade level of materials possible Periodically “check” how the student is doing on grade level materials and move into grade level materials as soon as possible

22 MN RtI Center 22 How Often Do We Monitor Progress?  Depends on the sensitivity of the measure and the level of concern we have about the student, but 1 to 4x per month typically  For CBM Oral Reading Fluency Weekly with 1 passage (this is most common) Every 3 weeks with 3 passages

23 MN RtI Center 23 Who does it? When? Where?  Anyone trained in the procedures can collect progress monitoring data Classroom teachers, special education teachers, School support personnel Be creative but careful  When and Where? At a time and place that will provide valid information Use common sense

24 MN RtI Center 24 Sharing the Data  Just having progress monitoring data is not enough. You need to USE it. Scheduled graph review dates Grade level meetings Problem solving meetings

25 MN RtI Center 25 Using Progress Monitoring Data: Is this intervention working?

26 MN RtI Center 26 Avoid Common Mistakes  Don’t use the same passage/probe every week!  Have an organized system in place Progress monitoring schedule for students Preprinted passages/probes in a binder An easy way to graph and look at the data Scheduled time to share/look at the data

27 MN RtI Center 27 Quiz  1.) What are at least four reasons why teachers should monitor progress?  2) What is the difference between mastery monitoring and frequency progress monitoring toward a general outcome?  3) How often should you monitor progress for students receiving extra help ?

28 MN RtI Center 28 Quiz (Cont’d)  4.) When possible, students are monitored using… A.) above grade level materials. B.) grade level materials. C.) below grade level materials.  5.) Who can collect progress monitoring data?

29 MN RtI Center 29 Quiz (Cont’d)  6.) To have integrity, your data collection must include what? A.) trained data collectors B.) integrity checks/refreshers C.) well chosen measures and materials D.) all of the above

30 MN RtI Center Quiz (Cont’d)  7.) True or False? The most important use of frequent progress monitoring is to aid in communication with parents.

31 MN RtI Center 31 Progress Monitoring in Reading: Why, What, and How Adapted from Minnesota State RTI Center  Research Institute on Progress Monitoring


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