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Progress Monitoring of Special Education Students Dr. Deirdre J. Osypuk Director SSS Bloomfield Public Schools

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Aimsweb Assessments Reading Decoding R-CBM (Oral Reading Fluency), LNF, LSF Math Calculation OC, NI, QD, MN, MC

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Instructional Level Progress monitoring of students in special education uses probes that are at the individual’s instructional level NOT at their grade level. Instructional levels only need to be determined for students new to progress monitoring. There is no need to establish an instructional level for students who are already in progress monitoring. Instead, just continue from where they left off. level for students who are already in progress monitoring. Instead, just continue from where they left off. An instructional level cannot be established for students in Grade K b/c there are no probes at the PK level. Instead, you establish a baseline with Grade K probes.

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Norms and Instructional and Mastery Levels Norms: Norms: –Fall (Sept-Dec) –Winter (Jan-Mar) –Spring (Apr-June) Instructional Level = Instructional Level = –> 50 th percentile, but 50 th percentile, but < 75 th percentile Mastery Level = > 75 th percentile Mastery Level = > 75 th percentile

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Establishing Baseline in Grade K Baseline is established by administering 1 LNF, OC, NI, *QD, and *MN Baseline is established by administering 1 LNF, OC, NI, *QD, and *MN *Only administer QD and MN if student scores > 25 th percentile *Only administer QD and MN if student scores > 25 th percentile

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Establishing Instructional Level Grade 1 1. Administer 3 R-CBM and 1 LNF, LSF, OC, NI, *MN, and *QD probes at the grade level you believe the student is currently probes at the grade level you believe the student is currently functioning. *Only administer MN and QD if student scores > functioning. *Only administer MN and QD if student scores > 25 th percentile. 25 th percentile. 2. Using the norms from the current season, if the student’s 2. Using the norms from the current season, if the student’s median (middle) score (R-CBM) or single score (LNF, LSF, OC, median (middle) score (R-CBM) or single score (LNF, LSF, OC, NI, MN, QD) is: NI, MN, QD) is: a. > 50 th percentile, but 50 th percentile, but < 75 th percentile – this is student’s instructional level instructional level b. < 50 th percentile, then administer probes at next lowest b. < 50 th percentile, then administer probes at next lowest grade level until you reach the grade level at which student grade level until you reach the grade level at which student scores > 50 th percentile, but 50 th percentile, but < 75 th percentile c. > 75 th percentile, then administer probes at the next highest c. > 75 th percentile, then administer probes at the next highest grade level until you reach the grade level at which student grade level until you reach the grade level at which student scores > 50 th percentile, but 50 th percentile, but < 75 th percentile 3. Baseline scores = median (middle) scores from R-CBM and 3. Baseline scores = median (middle) scores from R-CBM and single scores from LNF, LSF, OC, NI, MN, QD instructional level single scores from LNF, LSF, OC, NI, MN, QD instructional level probes administered probes administered

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Establishing Instructional Levels Grades 2-8 1. Administer 3 R-CBM and 3 MC probes at the grade level you believe the student is currently functioning. believe the student is currently functioning. 2. Using the norms from the current season, if the student’s median (middle) score is: 2. Using the norms from the current season, if the student’s median (middle) score is: a. > 50 th percentile, but 50 th percentile, but < 75 th percentile – this is student’s instructional level b. 50 th percentile, but 50 th percentile, but < 75 th percentile c. > 75 th percentile, then administer probes at the next highest grade level until you reach the grade level at which student scores > 50 th percentile, but 75 th percentile, then administer probes at the next highest grade level until you reach the grade level at which student scores > 50 th percentile, but < 75 th percentile 3. Baseline scores = median (middle) scores from R-CBM instructional level probes administered 3. Baseline scores = median (middle) scores from R-CBM instructional level probes administered

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Reading Progress Monitoring IEP Goals/Objectives

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Math Progress Monitoring IEP Goals/Objectives

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Graphing Progress X axis (horizontal) = Progress Monitoring Sessions X axis (horizontal) = Progress Monitoring Sessions Y axis (vertical) = Scores Y axis (vertical) = Scores Plot baseline scores Plot baseline scores Each graph should represent only 1 grade level and 1 type of probe Each graph should represent only 1 grade level and 1 type of probe Plot baseline and initial goal (75 th percentile; Spring) Plot baseline and initial goal (75 th percentile; Spring) Once student meets initial goal, start a new graph and plot 1 st score and end goal (50 th percentile) in the next grade level probe Once student meets initial goal, start a new graph and plot 1 st score and end goal (50 th percentile) in the next grade level probe

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Decision Rules for Progress Monitoring Data Must progress monitor and graph every two weeks. Use 5-point rule to analyze effectiveness of instructional intervention: A. If 5 most recent consecutive scores are all above the goal-line, continue with current instructional intervention. B. If 5 most recent consecutive scores are all below the goal-line, change the instructional intervention. C. If 5 most recent consecutive scores are neither all above or all below the goal-line, keep the current instructional intervention.

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Graphing Examples 5 th grader whose instructional level in the Fall is at 3 rd grade in Math Computation 5 th grader whose instructional level in the Fall is at 3 rd grade in Math Computation Median (middle) baseline MC score = 16, which places him at 3 rd grade, 50 th percentile, Fall Median (middle) baseline MC score = 16, which places him at 3 rd grade, 50 th percentile, Fall Initial Goal = 37, which would place him at 3 rd grade, 75 th percentile, Spring Initial Goal = 37, which would place him at 3 rd grade, 75 th percentile, Spring End Goal = 34, which would place him at 4 th grade, 50 th percentile, Fall End Goal = 34, which would place him at 4 th grade, 50 th percentile, Fall

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Sample Graph Part 1

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Sample Graph Part 2

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