1 Progress Monitoring Content developed by Wayne Callender and Jeanie Mercier Smith The Link Between Instruction and Reading Proficiency

2 Keys to Success ©Sense of Urgency ©Identify Specific Goal and Timeline ©Research-Based Interventions (with tenacity) ©Progress Monitor to Inform Instruction (avoid insanity) ©Focus on Alterable Components ©“Whatever it takes!” Attitude

3 Definition of Insanity Einstein: “Engaging in the same behavior, expecting different results” Reading First: Progress monitoring without using the data to inform instruction!

4 Prediction Approximately 75% of students identified with reading problems in the third grade are still struggling readers in the 9th grade ( Shaywitz et al., 1993; Francis et al., 1996). Given a child who was a poor reader at the end of first grade, the probability of remaining a poor reader at the end of fourth grade was.88 (Juel, 1988).

5 Ruining the Prediction ©DIBELS can be used to predict the future of young readers…. ©Our job: Ensure that prediction (in the case of poor readers) does not become reality. ©Our goal: Identify students who are heading towards failure and put them on the track to success by intervening. Progress monitoring allows us to evaluate whether what we are doing is working.

6 DIBELSPurposeWhoWhen Benchmark Assessment Progress Monitoring Screening/ Outcome Formative/ Inform Instruction All Students Students Below Benchmark Fall, Winter, Spring On-going: Strategic = monthly, Intensive = bi- weekly Using DIBELS to evaluate whether our instruction is effective for each student…

7 The Urgency of Intervention ©Third Grade (Intensive Level - Fall) Student Name: ORF ScorePts. from BenchmarkWkly growth (30 wks) Growth (21 wks) Austin Aaron David Leslye Shyanne Daesia Mathew

8 Set goals (expect growth) that put the odds in the students’ favor ©Odds of “meets expectation” on OSAT given 3rd grade ORF of 110 : 90 of 91 or 99%. ©Odds of “meets expectation” on OSAT given 3rd grade ORF below 70: 4 of 23 or 17%. r =.73 53% of Variance Meets Does not meet Expectations Exceeds R.H. Good III, 2003

9 Identify Goal and Timeline ©What is the outcome goal?  What is the next DIBELS benchmark for the student’s grade level? ©What is the present level of performance?  What is the student’s current DIBELS benchmark scores? ©How much growth is needed? ©How much growth does this require per week?

10 Goal Setting Example: Bunky Bunky: 1st grade (January) What is the outcome goal? –The spring benchmark for 1st grade ORF is a minimum of 40 correct words per minute What is the present level of performance? –10 wpm, 1st Grade DIBELS ORF How much growth is needed? –30 wpm by the Spring Benchmark! How much growth does this require per week? –30 divided by 16 weeks = 2 words per week

DMG (c) Aimline: Ensure Bunky is on Track to Reach the Goal! The aimline connects where you are to where you want to get to, and shows the course to follow to get there. Aimline

12 Example:Nick Nick: Second Grade (January) What is the outcome goal? The spring benchmark for 2nd grade ORF is a minimum of 90 correct words per minute What is the present level of performance? 43 wpm, 2nd Grade DIBELS ORF How much growth is needed? 47 wpm by the Spring Benchmark! How much growth does this require per week? 47 divided by 17 weeks = 2.8 words per week

13 Weekly Growth

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15 Are Your Intensive Students Closing the Gap? Effectiveness of Grade 2 Intensive Support Programs Students Intensive at Beginning of Year Beginning ORF Score Middle ORF Score Is the Gap Closing? total growth (average gain per week) Marcus Timmy Maria Stacey Louis Ethan Regina Dana (.4) 2 (.1) 16 (1.1) 4 (.2) 12 (.8) 33 (2.2) 17 (1.1) Reality: 73% of this school’s intensive 2nd graders are losing ground. 18% are making only parallel growth.

16 What About Students Severely Behind? Example:Sue Sue: Third grade (January) What is the outcome goal? The spring benchmark for 3rd grade ORF is a minimum of 110 correct words per minute What is the present level of performance? 15 wpm, 3rd Grade DIBELS ORF How much growth is needed? 95 wpm by the Spring Benchmark! How much growth does this require per week? 95 divided by 17 weeks = 5.6 words per week

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18 What to do with Sue? 4Intervene ASAP. 4 Select the most intensive intervention program. 4 Consider use of skip schedules to accelerate student performance. 4 Double or triple dose reading instruction. 4 Set goals for lesson progress and track carefully. It’s going to require sustained, significant effort to move Sue to the grade level benchmark.

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21 Monitoring Sue’s Progress: 4 Monitor regularly with third grade DIBELS ORF passages. 4 A grade level team may decide to collect more information using measures that will be sensitive to the instruction provided: 1. In-program assessments 2. Out-of-grade DIBELS ORF passages

Guidelines: Caution: If a student is being progress monitored using ORF passages below grade level, it is critical to plan ahead to provide a schedule that will allow the student to close the gap as quickly as possible.

23 Let’s look at your student data…. 1.Pair up with a teacher at your grade level. Specialists and administrators, please join a group! 2.Identify a student in the intensive range at your grade level. 3.Answer the following questions: What is the outcome goal? What is the present level of performance? How much growth is needed? How much growth is required per week? 4. Repeat with a student in the strategic range.

24 Monitoring Progress: Use Decision Rules to Evaluate the Effectiveness of the Instructional Program

25 Why Decision Rules? ©How do you know when to continue or modify an intervention? ©Do you have unlimited time to continue with interventions that are not working? ©We have to know: Is the student improving and at the rate expected?

26 1.If three (3) consecutive data points are above the aimline, student is making adequate progress towards the benchmark goal. Data Decision Rules

27 Stay the Course! Data Decision Rules 2. If the date points align with the aimline, student is making adequate progress towards the benchmark goal.

28 Decisions Rules- Basics “Don’t Wait!” 3. If three (3) consecutive data points are below the aimline, change the intervention. Data Decision Rules

DMG (c) Evaluate Support: Modify Instruction for Nick? Words Correct Aimline Dec. Scores Feb. Scores Jan. Scores March Scores April Scores May Scores June Scores

DMG (c) Evaluate Support: Modify Instruction for Bunky? Whoops! Time to make a change! Words Correct Aimline

31 Things to Consider Regarding Decision-Making: ©Focus on the question: “Will the individual reach his/her goal by the end of the goal period?” ©Decide to change the intervention whenever the rate of progress falls below the expectation. ©Think of changes to the intervention as fine tuning (alterable variables) rather than major reconstruction of interventions.

32 Evaluate Progress and Adjust Instruction: What To Do When Students Aren’t Learning Enough

33 Alterable Variables Chart

34 Adjusting the Intervention Example: Bunky Intervention Prior to Decision Rule: Core HM (45 min.) Reading Mastery (45 min. in medium level group – 12 students) Additional 30 minutes of RM firm-up Adjustments: - Improve fidelity and delivery of RM instruction (perky pace, opportunities to respond, etc.) - Reduce group size to 6 or fewer students

DMG (c) Evaluating Support Modify Instruction for Bunky Now? Words Correct Aimline

36 Adjusting the Intervention Example: Sue ©Intervention Prior to Decision Rule:  Core HM (60 min.)  Reading Mastery Fast Cycle (30 min.)  Title I (double dose of RM) ©Adjustments:  Replace core with additional intervention time; add Read Naturally to build fluency  Triple dose depending on progress

DMG (c) Evaluating Support Modify Instruction for Sue Now? Words per Minute Aimline Dec. Scores Feb. Scores Jan. Scores March Scores April Scores May Scores June Scores 120

38 Let’s look at your student data…. 1.Please go back to the student in the intensive range that you identified in the previous activity. 2.Use their progress monitoring booklet to answer the question: Is this student making adequate progress? 3.If not, using the alterable variables chart and your current CSI map, discuss possible changes that could be made to the student’s program. 4.Repeat with additional students…

39 Setting up your school’s progress monitoring system: ©All teachers and specialists should be trained on DIBELS administration by January of ©Work in your Early Reading Team to develop the plan for progress monitoring this spring. ©At minimum, each classroom teacher should be progress monitoring at least 2-3 of the students in their reading group(s) to gain experience with the measures.

40 Remember...Keys to Success ©Sense of urgency ©Identify Specific Goal and Timeline ©Research-Based Interventions (with tenacity) ©Progress Monitor to Inform Instruction (avoid insanity) ©Focus on Alterable Components ©“Whatever it takes!” Attitude