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MN RtI Center 1 Progress Monitoring in Reading: How to Use the Data A module for pre-service and in-service professional development MN RTI Center Authors:

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Presentation on theme: "MN RtI Center 1 Progress Monitoring in Reading: How to Use the Data A module for pre-service and in-service professional development MN RTI Center Authors:"— Presentation transcript:

1 MN RtI Center 1 Progress Monitoring in Reading: How to Use the Data A module for pre-service and in-service professional development MN RTI Center Authors: Lisa Habedank Stewart, PhD & Adam Christ, graduate student Minnesota State University Moorhead click on RTI Center

2 MN RtI Center 2 MN RTI Center Training Modules  This module was developed with funding from the MN legislature  It is part of a series of modules available from the MN RTI Center for use in preservice and inservice training:

3 MN RtI Center 3 Overview  This module is Part 2 of 2 Part 1: Why, What, How to Progress Monitor Part 2: Using Progress Monitoring Data

4 MN RtI Center 4 Why Progress Monitor?  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

5 MN RtI Center 5 Is this student making progress?

6 MN RtI Center 6 Graphing/Displaying the Data “A picture is worth a thousand words”

7 MN RtI Center 7 Making a Graph Label your axes Have an “aimline” that shows what the end goal is Show changes in instruction with “lines” and labels

8 MN RtI Center 8 Use Graphs!

9 MN RtI Center 9 Aimline  Shows general trajectory needed for student to reach his/her goal Typically set so student gets back “on target” or “on grade level” within a set amount of time (e.g., by the end of the year) if possible Simply draw a straight line from the student’s first data point on the graph to the date and score representing his target or goal Use SMART goals: specific, measurable, attainable, realistic, with a clear timeframe

10 MN RtI Center 10 Aimline and Setting Goals (Cont’d)  For setting CBM goals Can use local norms or benchmark targets set by your district or based on national datasets and research (e.g., DIBELS targets, AIMSweb targets) Can use information on the amount of progress students who were successful have made in the past in this intervention or curriculum (e.g., what was the slope of progress in the research?)

11 MN RtI Center 11 Example Gr 1-5 “Targets” for Aimline Based on the St. Croix River Education District Targets linked to success on Minnesota Comprehensive Assessment – II GradeMeasureTarget 1Nonsense Word FluencyJanuary = 52 letter sounds correct/min 1CBM Grade Level Oral Reading Fluency (ORF) Spring = 52 words correct/min 2CBM ORFSpring = 90 words correct/min 3CBM ORFSpring = 109 words correct/min 4CBM ORFSpring = 127 words correct/min 5CBM ORFSpring = 141 words correct/min 6CBM ORFSpring = 166 words correct/min

12 MN RtI Center Early CBM national “norms” and growth rates in oral reading (words correct per min.) GradePercentileFall ORFWinter ORFSpring ORFWeekly Progress Hasbruck & Tindal 1992, Teaching Exc. Children, Deno et al, 2001 School Psych Review

13 MN RtI Center 13 Draw an Aimline for Adam (Gr 4)

14 MN RtI Center 14 Adam’s Aimline Example Using SCRED Targets

15 MN RtI Center 15 Looking at the Graphs  Is there “go upness”????  Is there ENOUGH “go upness”????

16 MN RtI Center 16 Basic Visual Analysis: “Go Upness”?

17 MN RtI Center 17 Using an Aimline

18 MN RtI Center 18 Data Decision Guidelines  If the student has some data points above and some below the aimline (doing the “aimline hug”), keep doing what you are doing!  If the student has 4 consecutive data points above the aimline, consider moving the student to less intervention (e.g., decreasing minutes, or moving from Tier 2 to Tier 1 or Tier 3 to Tier 2) Also use other pieces of information Continue to progress monitor

19 MN RtI Center 19 Data Decision Guidelines (Cont’d)  If the student has 4 consecutive data points below the aimline, ASK THE FOLLOWING QUESTIONS (and continue to progress monitor): What does the “other” evidence available suggest about the student’s progress?  Error rates? Behavior during the intervention? What is the general “trend” of the data? Is the student likely to get where we want if this continues?  Use visual analysis and other evidence  Use “trendlines” and “aimlines”

20 MN RtI Center 20 Trendline  Shows the general “trend” or trajectory of the student’s data so far Web-based programs typically use an Ordinary Least Squares regression line  AIMSweb, DIBELS data system, Excel Need approx. 7 to 9 data points Trendlines on few data points or on highly variable data are NOT reliable!!!  Christ, T. (2006). Short term estimates of growth using CBM ORF: Estimating Standard Error of Slope to construct confidence intervals. School Psychology Review, 35(1)

21 MN RtI Center 21 Trendline and Aimline

22 MN RtI Center 22 How Much Progress is “Enough”?  What is “adequate” progress? Criterion referenced  Will student meet goal? In reasonable amount of time?  Growth is at or above “target” growth rate Norm referenced  Growth is at or above growth of grade level peers Individually referenced  Growth is better than before “Intervention”/research referenced  Growth is similar to what was seen in research on this intervention (with similar population)

23 MN RtI Center 23 Remember to Use your Brain! (And Eyes and Ears) If overall trend of progress is good but s/he happens to have 4 data points just barely below the aimline, you may decide to continue your intervention for a week and see what happens. Use convergence of data (teacher report, mastery monitoring, behavioral indicators) These are guidelines, THINKING is REQUIRED…

24 MN RtI Center 24 Practice Exercises: 1. Is there go upness? 2. Is there enough go upness? 3. What else would you like to know? 4. What would you do? Exit to less intense service Keep going and collect more data Problem solve and change something

25 MN RtI Center 25 Finn Gr 2 CBM-ORF Aimline Reading Links 1:5 for 15 min.

26 MN RtI Center 26 Finn Gr 2 CBM-ORF (Cont’d) Aimline Added distributed practice and preteaching Reading Links 1:5 for 15 min.

27 MN RtI Center 27 Justan Gr 1 NWF Is Justan Making Progress?

28 MN RtI Center 28 And Now?

29 MN RtI Center 29 And Now????

30 MN RtI Center 30 On Track…

31 MN RtI Center 31 What Decision Would You Make?

32 MN RtI Center 32 And Now?

33 MN RtI Center 33 Is There “Enough” Go Upness?

34 MN RtI Center 34 Can Also Make Decisions About Exiting to Less Intensive Service!

35 MN RtI Center 35 What Can You Do About “Bounce” in the Data?

36 MN RtI Center 36 Dealing With Bounce  Is there a “measurement” problem? Fidelity of administration and scoring Materials aren’t well designed or are too difficult Who, where, and when measurement takes place can matter (esp. for some kids) Motivation issues (can’t do vs. won’t do)

37 MN RtI Center 37 Dealing with Bounce (Cont’d)  Other ways to minimize bounce or make decisions despite bounce Do more probes at one time and take median or average score Do more frequent measurement (e.g., weekly or 2x week)  Look at trend over time with many data points Look at ALL data together (errors, mastery data, etc.) Use the least dangerous assumption…

38 MN RtI Center 38 What if There isn’t Adequate Progress? If you keep doing what you’ve been doing then you will keep getting what you’ve got.

39 MN RtI Center 39 Back to Problem Solving

40 MN RtI Center 40 What if There isn’t Adequate Progress? Is the intervention being done with fidelity?  Has fidelity checks been done?  Is the student in the right level of materials?  Has the student been in school? Are they getting enough minutes of intervention per week?

41 MN RtI Center DRAFT May 27, What if There isn’t Adequate Progress? (Cont’d) Should the intervention be “tweaked”? Changed? Is there an intervention better “matched” to this student’s needs?  Changes could include trying a different intervention or just “tweaking” the current intervention such as adding a 5 th repeat to a repeated reading or a sticker incentive for accurate reading.  Grade level or problem solving team members work together to discuss the data, the student, and what intervention changes would have the best chance of success.

42 MN RtI Center 42 What Could We Change?  Focus or skill  Teaching strategies: More explicit, more modeling, more practice, more previewing, better matched with core  Materials: Easier, better matched (cultural, interests, etc.)  Arrangements: Size group, location, who is teaching?  Time: Amount of time, days per week, time of day  Motivation: Interests, goals, rewards, home/school

43 MN RtI Center 43 Adam, Gr 4  Benchmark data Winter: 85 wrc (target= 114) Fall: 89 wrc (target= 93) Error rate moderate (4, 4, & 6)  Very inconsistent academically; good attendance but attention, accuracy and work completion issues; basic decoding skills ok; can correct errors; can read better (with expression, meaning) in high interest material?  Grade Level Team put Adam in Tier 2 intervention- working with MRC 1:1 on repeated reading intervention 20 min per day

44 MN RtI Center 44 Is the Intervention Working?

45 MN RtI Center 45 If We Do Change, What Should We Change? What else would you want to know about Adam and his intervention, curriculum and class? What are at least 5 different ideas for changes that could be made? Is this likely to be a tweak or a major shift? How would you know if you made a good decision?

46 MN RtI Center 46 And Now?

47 MN RtI Center 47 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

48 MN RtI Center 48 Remember: Garbage IN…. Garbage OUT….  Make sure your data have integrity or they won’t be good fer nuthin… Training Integrity checks/refreshers Well chosen measures and materials

49 MN RtI Center 49 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

50 MN RtI Center 50 Remember…  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

51 MN RtI Center 51 Web Resources  Research Institute on Progress Monitoring Includes…  A Study Group Content Module with 15 sections on CBM including activities  Progress Monitoring Leadership Team Content Module with 6 sections (e.g. measureable goals, decision making) including activities  Handouts, videos, and power point presentations  Technical reports of CBM measures

52 MN RtI Center DRAFT May 27, Web Resources, Cont’d  Growth rates, use in RTI model, etc  click on Progress monitoring on right side  look for information on CBM, graphing, etc.  dibels.uoregon.edu Look for information about progress monitoring as well as access to materials and graphing for progress monitoring Research Matters: How Student Progress Monitoring Improves Instruction

53 MN RtI Center 53 Print Resources available with this module  Safer & Fleishman. (2005). How student progress monitoring improves instruction, Educational Leadership, 62(5),  Fuchs. Progress monitoring within a multi-level prevention system. Retrieved June 5, 2009, from RTI Action Network Web site: ention ention  Fuchs & Fuchs What is scientifically-based research on progress monitoring? From the National Center on Student Progress Monitoring (studentprogress.org). Retrieved June 14, 2009,  Jenkins, Hudson, & Hee Lee. Using CBM-Reading assessments to monitor progress. Retrieved June 5, 2009, from RTI Action Network Web site: CBM/1http://www.rtinetwork.org/Essential/Assessment/Progress/ar/Using CBM/1

54 MN RtI Center 54 Other Recommended Articles & Texts  Riley-Tillman & Burns. (2009). Evaluating Educational Interventions. Guilford Press.  Stecker, Lembke, & Fogen (2008). Using progress- monitoring data to improve instructional decision making. Preventing School Failure, 52(2), Case study included

55 MN RtI Center DRAFT May 27, Activity for Teachers or Practicum Students  Obtain progress monitoring probes and graphs Passages and graphing materials self-created or downloaded   dibels.uoregon.edu Sign up for an account with AIMSweb (instructor accounts and student accounts available)   Practice administration and scoring  Progress Monitor a “real” kid (ideally 2-4 kids of varying risk levels monitored for at least 7-10 weeks)  Graph, analyze, and use data

56 MN RtI Center Articles  Safer & Fleishman. (2005). How student progress monitoring improves instruction, Educational Leadership, 62(5),  Fuchs & Fuchs What is scientifically-based research on progress monitoring? From the National Center on Student Progress Monitoring (studentprogress.org). Retrieved June 14, 2009, from AIMSweb, Web site: ??? DRAFT May 27,

57 MN RtI Center DRAFT May 27, Quiz  1.) What shows the general trajectory of the student’s data so far? A.) Axis B.) Trendline C.) Aimline D.) Target  2.) What shows the general trajectory needed to reach the end goal? A.) Axis B.) Trendline C.) Aimline D.) Target

58 MN RtI Center DRAFT May 27, Quiz (Cont’d)  3.) When should you keep doing what you are doing? A.) If the student has 4 consecutive data points above the aimline B.) If the student has 4 consecutive data points below the aimline C.) If the student is doing the “aimline hug” D.) None of the above

59 MN RtI Center DRAFT May 27, Quiz (Cont’d)  4.) Describe “go upness.”  5.) If the student has 4 consecutive data points below the aimline, what would you do?

60 MN RtI Center  Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only.  Special Thanks: Thank you to Dr. Ann Casey, director of the MN RTI Center, for her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan Rowe, Minnesota State University Moorhead graduate students, for editing, writing quizzes, and enhancing the quality of these training materials


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