Progress Monitoring Graphs Tell the Story of Student Achievement Cindy Braun Title One Elementary Lead Teacher for Twin Falls School District Secondary Schools District Milepost Lead for Twin Falls School District Endorsed Gifted/Talented Intervention Specialist Silverback Trainer

Response to Intervention…RtI O Refining our assessment of what a student knows…what they need…and how we will know when they get there. O It is not just about the student “response to intervention”…it is more importantly about OUR “response…to their response…to intervention”. O It is how we do business and all the kids are all our kids….whole school Title One

Four Essential Components of RTI we must have… O A school-wide, multi-level (tiered) instructional and behavioral system for preventing school failure- a plan for your needs O Universal Screening- 3x’s year at grade level O Data-based decision making for instruction and movement within the multi-level system- How are we responding? O Progress Monitoring- effective, applicable and regular

Progress Monitoring….Essential to RtI Who will gather the data? What is your baseline information? What is your goal? What intervention are you going to offer? And more importantly, how will you respond to how the student is responding to their intervention? Effective, applicable, and regular progress monitoring is essential for determining the success level of an intervention. There are many decisions that must be made when we “Add a Graph”.

Graph “at a Glance” O Keep it simple and clear! We all want that! O One graph for each targeted area of concern…one graph can tell the story. O Set your end date beyond the end of the school year.

What was my baseline? What was my goal? What interventions did we use? Did we respond (RtI) along the way?

Who will gather the data?

How do we do it at Lincoln? O Title One staff- Universally Screens 3 x’s per year. O Title One Department gathers data for two weeks in preparation for “Data Day” at the start if the year. O Grade level teams analyze data and sorts students. O Title One closes for one week prior to the end of each quarter for screening. O Title One progress monitors weekly for the students we serve in our department. O Title One adds the data for the students we monitor. O Special Ed monitors and adds data for the students they serve. O Classroom teacher monitors and adds data for any remaining students with concerns. O Weekly teaming meeting to discuss students and data. O Teachers MUST “view” their own graphs for their own students of concern. This is critical!

What is your baseline?

Get your baseline using “Universal Screeners” O IRI- LSF, LNF, WRC (K-3) O MAZE (4-5) O Aimsweb Math components (1-5) O Then what…analyze data, follow up with more specific testing- Ex. CORE Phonics Survey O Do not universally screen if you do not plan to intervene.

What is your goal?

Random acts of goal setting…have you ever seen it? O Begin with specific and research based goals…state goals, national norms, etc. O Set your goal to the end of the year target. (you can always close the graph early…and/or re-open it if needed) O The more intensive the non IEP student, the more you may need to individualize the goal. Do not randomly do this. Team meetings and RtI process will guide you.

Interventions can look differently everywhere you go…but research-based is our goal.

What interventions are you going to offer? O A school-wide, multi-level (tiered) instructional and behavioral system for preventing school failure- a plan for your needs O Data-based decision making for instruction and movement within the multi-level system- How are we responding? O RtI is the way we do business.

How do we progress monitor the interventions? O Is it applicable? O Is it regular? O Is it effective? O There are many decisions that must be made before you “Add a Graph”.

Applicable/Connected Progress Monitoring O Connect to the intervention (which is connected to the concern). O What is the ability level of the student? O What is the goal? O Is your goal research based? O Connected? LNF and LSF- sound letter attachment O Connected? WRC to fluency concern O Connected? MAZE to comprehension concern O “Tie” it to your intervention in Mileposts

When it is linked, you can “view” it here.

Is the progress monitoring regular? Who is doing your monitoring? How often are they monitoring? What tool are they using? Who is entering the data? Who is viewing the data? (This is critical.)

Is the progress monitoring effective? O Did you have clear baseline information? O Was the progress monitoring clearly linked to your intervention strategy and tool? Ex. If I am targeting letter sound attachment, my monitoring should reflect letter sound attachment. It may not translate directly to fluency right away. I will not be able to tell if the student is responding if my monitoring tool is not aligned. O Is the goal reasonable? Is the level too easy or too hard?

As we respond we need to… O “modify” and “tie” interventions to the graph. (remember to add the intervention first!)

Remember to “add a new change line”. Be specific.

Modify and tie the interventions.

Where does the Milepost Program fit in? It is your information station! O Easy access to student data- (electronic cumulative folder) to assist in decision making O Ability to rank and order your class as a whole O Organized record keeping system for interventions and accommodations O Organized communication between teachers and support staff O Organized communications as child moves through our school system…teacher to teacher…grade to grade…school to school O Progress monitoring tool

A couple of our guiding documents to share….

I have this hanging next to my computer…so I thought I would share in case it can help anyone else to remember all the little details. Add Student Interventions/Graphs Add student to an existing group, if applicable, by going to your group and clicking on “Add a Student to Group” (don’t forget to “edit” and change the start date if different from when your group started) If not in a group, then add i ndividual i nterventions by going to student e-file and go to “Add an Intervention” Check for applicable progress monitoring graph (Reading fluency if your intervention addresses fluency, etc.) If one exists, then add a change line to note the new intervention If one exists, then go to “modify” and link the new intervention to the graph If one does not exist, then add a graph and link it to your intervention Exiting/Closing Student Intervention/Graphs (Particularly applicable when a student moves or at the end of the year) Update Progress monitoring graph with all data you have and change lines “View” graph to determine success or lack of success Close Intervention Close Graph (be sure you are specific on the outcome…sometimes it says “successful” when it clearly is not) If student has moved…or if it is the end of the year…print the plan, print each graph separately, and print the “performance” page from the file (this page shows all their testing results)

Thank you for all you do!