Presentation on theme: "Advanced Progress Monitoring with Aimsweb 2009 Alaska Winter Education Conference Scott Linner 651-366-2731."— Presentation transcript:
1Advanced Progress Monitoring with Aimsweb Alaska Winter Education Conference Scott Linner If you have any questions feel, free to contact me
2Where are we in Alaska with progress monitoring? All districts were surveyed in Alaska with principals (60 %) primary respondents222 survey responses received63.7% of respondents indicated “familiar” or “very familiar” with term RTI73% said that they “use assessments to monitor progress”.Of the 115 that were implementing RTI substantially in…K-56th – 8th9th - 12thReading915434Math593828Written Expression654532Survey done by Margaret Mackinnon and Jennifer Knutson. The survey was presented at the Alaska Principals Conference in fall of 2008
3Alaska training needs…. The respondents rated the “Identifying screening and progress monitoring” as the third highest need… after “Academic interventions” and “Identify funding source and further guidance.”Significant training needs remain RTI(Does not include Progress Monitoring)--15 percent of the staff has had no training on RTI--42 percent of the respondents said that 1 to 24 percent of their staff has had training.In summary, over half of the staff (57 percent) have had no training on RTI…which does not include RTI.
4Problems with Progress Monitoring Lack of data pointsNo intervention lines & lack of documentation of intervention (s)Difficulty with survey level assessment and correct goals
5Use your “brain”…what might have been the problem?
6Progress Monitoring is conducted frequently and is designed to: --Estimate rates of student improvement --Identify students who are not demonstrating adequate progress --Compare the efficiency of different forms of instruction and design more effective individualized instructional programs for learners who need extra help in mastering the curriculum From: Using Curriculum-Based Measurement (CBM) for Student Progress Monitoring : Presented by Dr. Rebecca Holland-Coviello –
7(Lack of intervention lines) Lack of data points and(Lack of intervention lines)A first graders progress monitoring graph
8How do we get more data points? --Have one person assigned in building and/or paraprofessional gather the PM’ing--Develop district wide assessment calendar--Explicitly state the expectation for progress monitoring at the school or district level.--Data Team/administrator review graphs at least monthly.
9State expectations on PM Universal Screening: 3 X Year Tier II: 2 X Month or greaterTier III:“At least on a weeklybasis”Draft 12/23/2008
10No intervention lines and lack of documentation of intervention
12Data Decision Guidelines Recommended inRTI draftData Decision GuidelinesIs the student has 4 consecutive data points below the aimline (assuming you are PM’ing on grade level material), ASK THE FOLLOWING QUESTIONS (and continue to progress monitor)--Is the intervention being done with fidelity--Is the student in the right level of materials--Has the student been in school? Are they getting enough minutesof intervention per week?Should the intervention be “tweaked”? Changed? Is there a betterIntervention to “match” the student needs?Staff should work together to discuss the data, the student, and what intervention changes would have a better chance of success.Minnesota Reading Corp Training Manual
13Data Decision Guidelines, Cont’d If the student has some data points above and some below the aimline(doing the “aimline hug”) keep doing what you are doing?
14If the student has 4 consecutive data points above the aimline, consider exiting or lessoning the intervention--Note the exit with a chart label--Continued progress monitoring
15We need the intervention labels and descriptions to “tell the story” How do we know what is working for this student?How do we know what has already been tried and possibly didn’t work?07-08MRCtraining
16Initial Program Labels and the intervention description Be SURE to include a “Chart Label” and Description of the intervention on your charts! This is CRITICAL!Every time something changes in the student’s intervention (e.g., you change the intervention, the student exits the program) you will add a new label and descriptionSome students start the year off with an intervention – This needs to be documentedPractical hint: For grades 4+, put results of the SBA with Initial Program label.
17Describing an intervention ‘recipe’ Chart Label is the name of the intervention and if it’s Tier II or III.Description information to include:1. The full name of the intervention, e.g.,Repeated Reading2. What the student and adult will do in the intervention3. Who will do the intervention with the student, member, community volunteer4. How often the intervention will be conducted, per week, size of the group5. How much time will be spent in each intervention session
183. Difficulty with correct goals and survey level assessment
193. Difficulty with correct goal Please do not progress monitoring above students grade level.Reading enrichment should not revolve around fluency, butcomprehension and vocabulary
20Difficulty with Survey Level Assessment With upper grade student, progress monitoring on too easy of probe.Progress Monitoring students with significant academic delays with their grade level material (less of a problem).
21The goal is to progress monitor a student at their grade level A fifth grade being progress monitored in second grade probes
22Where do you enter the survey level information data Click on button to get graph
236th grade minimum 110 wpm When do you need to survey at a lower level? 3rd grade56 wpm2nd grade29 wpm1st grade12 wpm
24A common problem with survey level assessment is with upper grade students. 9th grader was progress monitored in fall on 4th grade passage with112, rather than trying the 5th grade passage.Our goal is to progress monitor on the student’s grade level.Conducting a Survey Level Assessment
25When moving up a grade level probe, you must have an Intervention line due to change of measurement.
26Are any of you using local cut scores? You have two Goal Choices:Use Aimsweb Norms, which is the 50th percentile on aggregate norms.Research in Alaska has shown that if you are above these targets,your students have over a 90 percent probability on being proficienton the Reading SBA.Develop your own local targets, based on probability of proficiencyon your district SBA.Are any of you using local cut scores?
27Relationship between HSGQE and 10th grade ORF (8th grade probes) in a bush district Proficiency 287Correlation .73Goal 157Oral Reading Fluency
28Alaska 3rd grade SBA and ORF 300=proficiencySBAReadingScore
30What is an appropriate growth rate? Rate of Improvement Use researched ROI** or Aimsweb NormsAimswebNorms50th percentileRealistic Ambitious6-8.3 WRC per week.65 WRC per week5.5 WRC per week.8 WRC per week4.85 WRC per week1.1 WRC per week31.0 WRC WRC per week1.5 WRC per week21.5 WRC per week2.0 WRC per week12 WRC per week3.0 WRC per week** From the download sections: Progress Monitoring Strategies for Writing Individualized Goals in General Curriculum and More Frequent Formative Evaluation
31Determine what your class or school grade growth rate. The average growthrate for a first grader at this School is 2.2 words a week.
32Rate of Improvement if the student is to catch up. When setting goals, the student must more than the expected typical studentRate of Improvement if the student is to catch up.Generally, multiply the average Rate of Improvement by a value between1.5 and 2.If average student is improving at 2.2 words a week, a student to catchup needs to improve be at least 3.3 words per week.Fuchs, Fuchs, Hamlett, Waltz and Germann (1993) or Hasp and Hosp 2003
33In the majority of cases, one will use the same goal with all students (i.e. 3rd grader with a spring goal of 110 wpm.If a student has a severe reading deficit and the Rate ofImprovement is to steep, the goal needs to be individualized3.35 to steep1.58
38On-line training National Center on Student Progress Monitoring for webinars--The ABCs of Progress Monitoring in Reading--Data Utilization within a CBM Screening and Progress Monitoring System--Monitoring Student Progress in the Classroom to Enhance Teacher Planning and -Student Learning--Progress Monitoring in Mathematics--Using CBM for AYP and other Data Reporting--Using CBM to Progress Monitor English Language Learners--Using Student Progress Monitoring in a Response to Intervention Model