1. Progress Monitoring Presented By: Bart Lyman

2. Aimsweb Progress Monitoring Guide-Pearson 2012 RTI Implementer Series: Module 2: Progress Monitoring Training Manual-National Center on Response To Intervention July 2012 Making Sense of Progress Monitoring Data to Guide Intervention Decisions-Lynn Fuchs, Ph.D., Vanderbilt University; Lee Kern, Ph.D., Lehigh University Measuring General Outcomes: A Critical Component in Scientific and Practical Progress Monitoring Practices-Dr. Mark Shinn References

3. Losing weight…  General Outcome Measure- measuring one simple or “little” thing the same way over time to make a statement about something complex or “big”  Simple  Quick  Do not come from a specific intervention or curriculum.  Highly related to gains in student achievement.  Valid and reliable

4. What is Progress Monitoring?  Formative Assessment  Student progress is systematically assessed to provide continuous feedback to both the student and the teacher concerning success and failure.

5. What Do We Use It For…  Estimate rates of Improvement which allows for comparison to peers, of classes, of subgroups, and of schools.  Identify students who are not demonstrating or making adequate progress so instructional changes can be made.  Allows us to answer the question: Which instructional approach or intervention lead to the greatest growth among students.

6. Benefits Stecker, Fuchs & Fuchs, 2005; Fuchs, fuchs, Karns, Hamlett & Katzroff, 1999 1. Students learn more 2. Teacher decision making improves 3. Students are more aware of their own performance Foegon, Jibam &Deno, 2007; Stecker, Fuchs, 2005; Fuchs, Fuchs, compton, Bryant, Hamlett & Seethaler, 2007; Zumeta, Compton, &Fuchs, 2012 1. Curriculum Based measures are reliable and valid.

7. aimsweb http://www.intensiveintervention.org/chart/progress-monitoring

8. Essential Components 1. Who? 2. How often? 3. What grade level? 4. Interpretation 5. Then what?

9. Who? -Tiers 2 & 3 -Transfer students -Students who move to a different tier

10. How Often? Depends… Needs to be (systematic) at regular intervals. Students in tier three who are more at risk for academic failure are monitored more frequently (weekly). Tier two students are monitored less frequently (monthly).

11. Sharpiro 2008 “A student who is functioning below enrolled grade level will demonstrate little progress over time if monitored at levels that exceed his or her instructional level.” 1. Administer screening probe at the student’s current grade level. If the score is below the 10 th %ile move back one grade level in probe difficulty. 2. Follow same process described in step 1. 3. When student scores above 10 th %ile monitor on that grade level. What grade level?

12. Interpretation Four Methods: 1. Visual Analysis 2. Comparing Consecutive Score Points Relative to the Aimline 3. Comparing Trendline and Aimline 4. Confidence Intervals for Scores at the Goal Date

13. Visual Analysis Should be part of every review of progress monitoring data. -enables user to identify outliers -outliers make trend line less valid

14. Visual Analysis Also, useful for identifying the amount of random variability.

15. Visual Analysis What does this highly variable data suggest?

16. Visual Analysis Engagement and motivation vary greatly by day. Other situational or external factors affect performance or behavior. Examples?

17. Comparing Consecutive Scores Relative to Aimline  Aimline indicates whether the student is making adequate progress.  If consecutive scores are below the aimline insignificant progress has been made. Instructional/intervention change needed.  Consecutive scores above the aimline then goal should be increased.  When scores vary above and below the aimline, it could be inferred that the student is on track to reach goal.

18. Comparing Consecutive Scores Relative to Aimline 18

19. If student is not progressing at rate that will enable them to reach goal instructional/intervention change needed. Comparing Trend line and Aimline

20. 20

21.  Aimsweb reports a confidence interval around the predicted goal/aim score.  At six weeks of progress monitoring with four data points aimsweb calculates a 75% confidence interval.  When 75% confidence interval is completely below the student’s goal aimsweb reports the student is projected not to reach goal. (Figure 8). Instructional/intervention change needed.  If 75% confidence interval is completely above the goal aimsweb reports that the student is projected to meet goal. Confidence Interval

24. Key questions: Did the student receive the right dosage of the intervention? Did the student receive all components of the intervention, as planned? Did other factors prevent the student from receiving the intervention as planned? (Example: absences, behavior issues, scheduling challenges, group size, staff training ) Is the intervention an appropriate match given the student’s skill deficits or target behavior? Is the intensity of the intervention appropriate, given the student’s level of need, or are adaptations or intensifications needed? Are academic and behavioral issues interrelated? How these questions are answered will determine next appropriate intervention… Then what?

25. Setting Up Progress Monitoring Schedule

26. Steps In Aimsweb 1. Overview 2. Benchmark 3. Select appropriate fields (Classroom, grade, probe, aims web default cut scores) 4. Refresh 5. Select student 6. Click Manage Monitoring in lower left hand corner 7. Complete progress monitoring fields Setting Up a PM schedule

27.  If score is more than two weeks old it is not longer valid.  Best practice: Set up progress monitoring schedules within two weeks after benchmarking.  When setting up a PM schedule you will need to administer and hand score a probe to enter into the program.  School aimsweb manager can teach you this process. Validity of Scores

28. Steps In Aimsweb: 1. Overview 2. Score 3. Print Supporting Materials 4. Fill in fields with appropriate information 5. Print 6. Notification will be given when pdf is ready Printing Probes

29. Log into aimsweb. 1. Follow Steps on screen to set up a progress monitoring schedule for the student you brought information for. 1. Print probe for Oral Reading Fluency and an answer sheet for M-COMP Your Up