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Progress Monitoring Data Region 8 ESC Janis McClure Also Known As.

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Presentation on theme: "Progress Monitoring Data Region 8 ESC Janis McClure Also Known As."— Presentation transcript:

1 Progress Monitoring Data Region 8 ESC Janis McClure Also Known As

2 Definition: Progress Monitoring Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

3 Overview of Objectives What progress monitoring tells us as instructional leaders Methods to monitor progress Resources to help

4 Terms IEP- Individual Education Plan- the entire document-not just educational goals. PLAAFP- Present Levels of Academic Achievement and Functional Performance BIP- Behavior Intervention Plan

5 Instructional Leadership Data Gathered from Multiple Sources PLAAFP Based on data IEP Based on PLAAFP

6 Poor Student Outcomes Insufficient Data Inadequate PLAAFP Ineffective IEP Ambiguous Progress

7 Instructional Leadership Progress Monitoring tells us Where are students academically and functionally (baseline) Progress on current objectives and/or goals Where we need to target instruction Where our students are going (planning for next steps)

8 Defensible DATA gathered during progress monitoring justifies our instruction and lets us know if what we are doing is working.

9 Grades are not an adequate measure of progress on IEP goals and objectives. A student can be “passing” but still be two years behind peers in a subject. It is the progress monitoring on IEP goals that will help determine actual progress.

10 Ways to Collect Data ➮ Level of behavior ➮ Running Records ➮ Work Sample Analysis ➮ Time Sampling ➮ Checklists ➮ Rating Scales ➮ Task Analysis ➮ Frequency Counts ➮ Curriculum Based Assessments ➮ Norm/Criterion Referenced Assessment ➮ Developmental Assessments

11 Level of Behavior Ways to Rate: Likehart scale with numbers 1 Calm behavior 5- Out of Seat calling out 10 removed from room- throwing things

12 Level of Behavior Mild Takes 1-2 Redirects goes back on task Moderate Takes 5-6 Redirects goes back on task in under 10 minutes Severe More than 5 redirects- Unable to get back on task Severity Scale

13 Resources Texas Statewide Leadership for Autism- Behavior Module Ohio Center for Autism and Low Incidence Numerous modules on behavior, such as reinforcement, extinction etc. Indiana Resource Center for Autism-Behavior Articles

14 Running Record A running record, a Reading Recovery assessment developed by Marie Clay, is a means of documenting a student’s individual reading of a continuous text. A running record can provide a way to assess an individual student’s reading, determine appropriate levels of text for reading, and to inform teaching. Taken at intervals, these records can show growth over time in reading skills. From LEARN NC, Ongoing Assessment for Reading by Jeanne Gunther.

15 Resources Running Records s.html Busy Teacher Café (downloadable form) s.html University Of North Carolina Learn NC aloud/assessment/48545.html aloud/assessment/48545.html Teacher Vision (has printable data sheets)

16 Work Sample Analysis Article from Special Needs Resource Magazine with good information on how to use works samples and the article has downloadable stickers to use with student work samples. Click on “Work Sample Stickers”.

17 Work Sample Analysis Gives the level of support needed to be successful Can generate more accurate picture of mastery level Example: John completes single digit addition with staff support and visual supports to an accuracy level of 80%.

18 Time Sampling A sampling interval is the amount of time between data points and how often a person is recording data. Most often used with behavior to observe behavior such as out-of-seat behavior. Easy way to track behavior for a specific period of time on more than one student.

19 Time Sampling Data Collection Sheet- Multiple Students Observer: Ms. Elm Environment: Math Class Student #1 : Anne Target Behavior: Off task Student #2 : Mark Target Behavior: Off task Student #3 : Joe Target Behavior: Off task Observation Period: 10 Minute Intervals (e.g., 1 min, 5 min, 10 min, 15 min) Time Sample: Mark + if behavior occurred during the interval and 0 if it did not Date: ____________ Start Time: ___________ Stop Time: _______________ Student Anne 2 Mark 3 Joe % of Intervals with behavior Student #1______#2________#3_________

20 Frequency Count How often a behavior occurs in a specified time. Often used with behavior TimeMonTuesWedThursFri 8-8:30 8: :30 Target Behavior: Refusing to do work Date:________

21 Resource Show ME the Data!: Data-Based Instructional Decisions Made Simple and Easy [Paperback] RinaMarie Leon-Guerrero (Author), Chris Matsumoto (Author), Jamie Martin (Author) RinaMarie Leon-GuerreroChris MatsumotoJamie Martin Amazon.com $18.00 Comes with all kinds of data sheets and dvd so you can customize.

22 Checklists and Rating Scales School Readiness Reading Readiness Adaptive Behavior Social Behavior Reading Comprehension Skills Vocational Readiness Behavior Rating Scales (Burk’s) Not hard to find- ISD may already use some- Goggle it. Way to monitor progress in discrete skills

23 Task Analysis Task analysis is a process by which a task is broken down into its component parts. After breaking down a task each component of the task is taught until the student can master all parts of the task independently. al/articles/ aspx al/articles/ aspx

24 Task Analysis Resource to-Improving-Literacy-and-Numeracy&id= to-Improving-Literacy-and-Numeracy&id= OCALI has a module on Task Analysis site has been given on previous slide. Task Analysis - An Approach to Improving Literacy and Numeracy By Jenny De JongeJenny De Jonge

25 STAAR™ Alternate TEKS Curriculum Framework Documents GradeSubject 3MathematicsReading 4MathematicsReadingWriting 5MathematicsReadingScience 6MathematicsReading 7MathematicsReadingWriting 8 MathematicsReadingScienceSocial Studies HS Algebra I Geometry English I English II English III BiologyU.S. History World Geography World History

26 Curriculum Based Assessments Definitions of Curriculum-Based Assessment (CBA) The following definition comes from: Witt, J. C., Elliot, S. N., Daly III, E. J., Gresham, F. M., & Kramer, J. J. (1998). Assessment of at- risk and special needs children. (2nd ed.). Boston, MA: McGraw-Hill.

27 "The term curriculum-based assessment (CBA) means simply measurement that uses "direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions" (Deno, 1987, p. 41).... CBA has also been referred to as direct assessment of academic skills…these approaches have emphasized direct, repeated assessment of academic target behaviors (Lentz, 1988b). In each academic area, probes are developed (e.g. brief reading passages, short spelling lists, samples of math items from the curriculum, etc.) and these probes are used to collect data on student performance. These probes are developed from…materials that make up the child's curriculum. … CBA provides a structured way to see how well a child performs on the materials the teachers is assigning the class…” (p ).

28 CSCOPE CBA= Unit Assessments in CSCOPE

29 Additional Resources CBA rights/evaluation/curriculum-based-measurement-cbm rights/evaluation/curriculum-based-measurement-cbm National Center for Learning Disabilities /curriculum-based_evaluations /curriculum-based_evaluations National Center on Accessible Instructional Material

30 National Center on Student Progress Monitoring Free Webinars on Progress Monitoring using curriculum based measurement ( assessment) and more

31 Criterion or Norm Referenced Assessments Texas Primary Reading Inventory K-3 Brigance- Screens and Inventories Basic Reading Inventory Kindergarten Readiness Test Test of Reading Comprehension Assessment of Basic Language and Learning Skills

32 Developmental Assessments Carolina Curriculum Hawaii Early Learning Profile (HELP) Assessment, Evaluation and Programming System (AEPS) Battle Developmental Inventory-2 (BDI-2)

33 Organize Decide what data you need to keep and how. Decide how often you need to take data. Use what you are already required to track-benchmarks, TPRI etc. Have data keeping method handy-ex. frequency count sheet Set aside consistent time to assess, probe, do benchmarks etc. Have paras help and train them.

34 Trying to teach without data is like wondering in the desert without your camel to guide you. You have no idea where you’ve been and no idea of where you are going. You could walk in circles for years.

35 Data Use data, take the more direct path out of the desert.

36 Thank you. Send answer sheets and registration forms to : Janis McClure Region 8 ESC PO BOX 1894 Mt. Pleasant, TX


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