1. Setting Ambitious & Attainable Student Goals OrRTI Spring Training May 3 rd, 2011

2. Talk to your neighbor What is your current role in your school/district? How do you or your staff currently set goals for students in interventions? – Benchmarks? – Percentile Ranks? – Growth Rates?

3. Setting Appropriate Goals Is Important Benchmark 36 WCPM 18 WCPM Oral Reading Fluency (Words Correct Per Minute)

4. Objectives Progress monitoring as an “indicator” Writing objective and complete goals Things to consider when setting goals: – What is the goal? – When will they get there? – What progress can we reasonably expect?

5. Progress Monitoring as an “Indicator”

6. Progress Monitoring Tools Brief & Easy Sensitive to growth Frequent Equivalent forms!!!

7. Progress Monitoring Tools Curriculum-Based Measures (CBM) General Outcome Measures (GOMs)

8. What are some commonly used progress monitoring tools? Reading AIMSWEBReading CBM, Maze DIBELS NEXTFSF, PSF, NWF, ORF, Daze easyCBMPSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEBM – Computation, M – Concepts & Applications, CBM – Early Numeracy easyCBMNumbers & Operations, Measurement, Geometry, Algebra Written Language Writing – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

9. What are NOT good progress monitoring tools? Reading Phonic Screeners Report Cards OAKS DRA Running Records Reading curriculum weekly or monthly tests or fluency passages Math Curriculum weekly tests Teacher created math probes* OAKS Written Language Writing rubrics*OAKS * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

10. Using the Right Tool The progress monitoring tool should match the skills being taught.

11. Additional Progress Monitoring Tools For more info and a review of available tools, visit www.rti4success.org (Progress Monitoring Tools Chart)

12. Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS. What information does it give you?

13. Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) What information does it give you? VS.

14. Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS. What information does it give you?

15. Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”? Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Wall Street Journal, 2011 Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago

16. Questionable data leads to questionable decision-making

17. Talk to a Neighbor In what areas does your school/district have good progress monitoring measures? In what areas does your school/district need additional progress monitoring measures?

18. Writing Objective and Complete Goals

19. What are the 6 essential parts of a Goal? 1.Goal Date – date by which student is expected to reach goal 2.Condition under which student will perform the behavior 3.Student 4.Behavior – clearly defined, observable, measurable behavior 5.Criterion – performance level required to achieve mastery of the goal 6.Evaluation Schedule – frequency of assessment

20. Sample goal format By (goal date), when given (condition), (student) will (behavior) (criterion). Progress will be monitored (evaluation schedule). By June 1, 2011, when given a DIBELS PSF probe, Mikhail will segment words at a rate of 35 sounds per minute. Progress will be monitored weekly.

21. What’s missing? In 36 weeks, Edward will read aloud at a rate of 85+ words per minute with 4 or fewer errors. Progress will be monitored weekly. condition In 36 weeks, when given a 4-minute, 4 th grade AIMSweb M- CBM math computation probe, Jackie will perform at grade level. Progress will be monitored monthly. behavior When given a 3-minute story starter, Keith will write 40+ total words in three minutes. Progress will be monitored once every other week. goal date 1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

22. What’s missing? By June 7 th 2010, when given a DIBELS PSF probe, Frank will orally segment 35 phonemes per minute. eval schedule By May 28 th 2010, Sarah will complete a math probe with 45 digits correct with less than 4 errors. Progress will be monitored monthly. condition In 36 weeks, George will get 80% correct on a 2 nd grade math probe. Progress will be monitored once every other week. condition behavior 1-goal date 2-condition 3-student 4-behavior 5-criterion 6-eval schedule

23. Goal Setting Goals should be: By June 9, 2011 when given a 2 nd grade level DIBELS passage, Harry will read 80 wcpm with 95% accuracy. Progress will be monitored weekly. Moves Harry from needing intensive support to needing strategic support AND 3 wcpm per week growth Measurable Able to be Monitored Meaningful

24. 1.What is the goal? 2.By when will they get there? 3.What does reasonable growth look like? Goal Setting: Things to Consider

25. 1.What is the goal? – Criterion-based Research-based benchmarks/proficiency – Norm-based Minimum of 25 th percentile (bottom limit of average) School, District, State, National How do you define success?

26. Goal Setting: Things to Consider 2.By when will they get there? – Long term goals always at proficiency (i.e., grade placement benchmark) – Short term goals may be an incremental step towards proficiency (i.e., instructional level material) Does your goal close the gap?

27. Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

28. Survey Level Assessment A process used to determine a student’s instructional level Step 1: Administer 3 separate passages at grade level. Record median words correct per minute (WCPM) and errors.

29. Survey Level Assessment Step 2: Compare median scores (WCPM & errors) to a performance criteria Instructional Level Words Correct Per Minute (WCPM) (Expected Range) Errors (Expected Range) 1-240-604 or fewer 3-670-1006 or fewer From Hosp, Hosp, & Howell, 2007

30. Survey Level Assessment Step 3: – If student performance falls within expected range on WCPM and errors, progress should be monitored at that level or a level higher. – If student’s performance falls below expected range on WCPM or errors, administer 3 passages from next lowest level and evaluate as compared to performance criteria

31. Survey Level Assessment Step 3: – If student performance fails to meet criteria at 1 st grade instructional level, administer early reading measures (e.g. DIBELS PSF or NWF, easyCBM PSF, etc.)

32. Survey Level Assessment Criteria Student Performance GradeWCPMErrorsWCPMErrorsPass? 470-100≤ 6 45, 49, 3910, 8, 9 No 370-100≤ 6 55, 59, 649, 9, 7 No 240-60≤ 4 58, 46, 594, 5, 3 Yes 140-60≤ 4 Example: 4 th Grade Student

33. Progress Monitoring Level: Things to consider Accuracy is more important than fluency and typically develops first If a student is accurate (>95%) on grade level, consider monitoring at grade level If a student is not accurate consider monitoring accuracy in addition to fluency Can monitor at both grade level AND instructional level More frequently at instructional level

34. Goal setting at a lower instructional level Set goal based on instructional level benchmark (DIBELS Next Example)

35. Example: DIBELS Next Guidelines When monitoring a student in below-grade materials, the following steps are recommended: Step 1: Determine the student’s current level of performance. (Survey Level Assessment) Step 2: Determine the score to aim for based on the end-of-year goal for the level of materials being used for monitoring.

36. Example: DIBELS Next Guidelines Step 3: Set the timeframe so that the goal is achieved in half the time in which it would normally be achieved (e.g., moving the end-of- year benchmark goal to be achieved by the mid- year benchmark date). The intent is to establish a goal that will accelerate progress and support a student to catch up to their peers Step 4: Draw an aimline connecting the current performance to the goal.

37. Goal setting at a lower instructional level Set goal based on instructional level benchmark (DIBELS Next Example) Set goal based on instructional level growth rates

38. Goal Setting: Things to Consider 3.What does reasonable growth look like? – National Growth rates (Fuchs, AIMSWEB, Hasbrouck & Tindal) – Local Growth rates District, School, Classroom, Intervention Group What progress can we expect?

39. “Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.” Shapiro, 2008

40. National Growth Rates: Reading GradeAverage ORF Growth (WCPM)* Ambitious ORF Growth (WCPM)* Average Maze Growth (WCR)** 1230.4 21.520.4 311.50.4 40.851.10.4 50.50.80.4 60.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

41. National Growth Rates: Writing GradeAverage Growth (TWW) Average Growth (CWS) 10.40.2 20.30.4 30.3 4 0.4 50.20.4 60.60.3 7 0.2 80 Based on AIMSWEB Norms

42. GradeCBM Comp (Digits correct) CBM Concepts & Applications (Answers correct) 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70 National Growth Rates: Math Based on Monitoring Basic Skills Progress (MBSP) Probes

43. Not all available probes from different sources are created equally AIMSWEB ≠ DIBELS ≠ easyCBM

44. National growth rates may be well below those obtained in highly successful interventions and… …they may not be consistent across the range of your students receiving your instruction

45. Local Growth Rates What does typical growth look like in… …your district? …your school? …your classroom? …your intervention group?

46. “…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.” Shapiro, 2008

47. Calculating Local Growth Rates 1.Determine the normative group: – All students in your district? – All students in your school? – All students in your classroom? – All students in your intervention group?

48. Calculating Local Growth Rates 2.Determine the beginning-of-year and end-of-year level of performance for the normative group: 46.9 93.3

49. Calculating Local Growth Rates 3.Calculate the difference to get the average yearly student growth. 46.9 93.3 46.4 words

50. Calculating Local Growth Rates 4.Calculate the # of instructional weeks between beginning-of-year and end- of-year performance. 46.9 93.3 46.4 words 2 nd week of September 4 th week of May 34 weeks

51. Calculating Local Growth Rates 5.Divide average yearly student growth by # of instructional weeks to get the average weekly growth. 46.4 words 34 weeks 1.4 wcpm per week = ÷

52. Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on district growth rates

53. Which Growth Rates to Use for Goal Setting? For students in interventions, goals must be set higher than average district or school growth rates. District growth rates: 1.4 wcpm per week Student goal based on intervention group growth rates: 2 wcpm per week

54. Setting Goals Using Growth Rates (Baseline score) + (growth rate x number of weeks) = GOAL ( ) + ( x ) = 88 wcpm Example: Baseline (Fall ORF) = 20 wcpm 2 nd grade intervention growth rate = 2 wcpm per week Number of weeks = 34 20 wcpm 2 wcpm 34

55. Questions/Comments?

56. Closing Thought When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps. – Confucious