1. Special Education teacher progress monitoring refresher training
Dan Hyson
HVED Data Management Coordinator
January 21, 2013

2. Agenda
Review agenda
What else were you hoping I would address when you heard I was presenting?
What is the place of progress monitoring (PM) data within a comprehensive assessment system?
How can Special Education (SpEd) teachers use technology tools to record and view PM data?
How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
How can SpEd teachers use PM data to help determine whether students are eligible for SpEd and/or identify whether students are meeting SpEd goals?

3. 2. What else were you hoping I would address when you heard I was presenting?

4. 3. What is the place of progress monitoring within an assessment system?
Functions of assessment
Examples
Purpose
How often?
With whom?
SUMMATIVE ASSESSMENT
MCA-II
How did we do? (aka “autopsy”)
1x/year
All students
FORMATIVE ASSESSMENT
Benchmark screening
NWEA MAP, AIMSweb
Are we meeting the needs of most students? Which are at-risk?
Up to 3x/year (Fall, Winter, Spring)
Progress monitoring
AIMSweb
Chart Dog
How are students responding to interventions? Are they making growth?
1x/month (Strategic Monitoring); 1x/week-2 weeks (Progress Monitoring)
Students at-risk based on summative and benchmark screening assessments; Students receiving Special Ed
Diagnostic assessment
NWEA MAP, AIMSweb, other standardized assessments, common teacher-made assessments
What is getting in the way of some students making growth?
As needed
General and Special Ed students not responding to intervention based on progress monitoring

5. 4. How can Special Education (SpEd) teachers use technology tools to record and view progress monitoring (PM) data?
In reading and math
AIMSweb
Chart Dog -
For behavior
Chart Dog
AIMSweb Behavior

6. Using AIMSweb R-CBM Oral Reading Fluency (ORF) measure to predict performance on MCA-II Reading test
R-CBM ORF is…
Nationally-normed, standardized test of how many words student can read correctly in 1 minute
Moderately correlated with MCA-II Reading test scores (correlation = .5 to .7)
Easy to administer
Sensitive to change, even when given as weekly progress monitoring tool
R-CBM ORF is NOT…
The only component of reading we should be concerned about
The only measure of reading you should administer, especially if students identified as at-risk based on ORF

7. Unhappy, But No Surprise
Multi-Year Correlation between MCA and ORF (N = 2135)
Happy Surprises
Happy, But No Surprise
1420
Unhappy, But No Surprise
Unhappy Surprises
107

8. Sample screening data from AIMSweb Behavior

9. Sample Action Plans from AIMSweb Behavior

10. Sample PM from AIMSweb Behavior

11. Sample PM from AIMSweb Behavior

12. 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?

13. Start By Abandoning Old Goals
Student will perform spelling skills at a high 3rd grade level.
Student will alphabetize words by the second letter with 80% accuracy.
Student will read words from the Dolch Word List with 80% accuracy.
Student will master basic multiplication facts with 80% accuracy.
Student will increase reading skills by progressing through the reading program with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2013.
Student will be a better reader.
Student will read aloud with 80% accuracy and 80% comprehension.
Student will make 1 year's gain in general reading from K-3.
Students will read 1 story per week. X

14. Individualized Goal Setting Strategies
Determine the Present Level of Performance (PLOP) based on Survey-Level Assessment (SLA)
Know the Time Frame for the Goal (typically the “anniversary date”--1 year.
Determine the Level of Curriculum That Defines Success and Reduces the Gap
Define the Criterion for Acceptable Performance (CAP)

15. Using norms v. target scores v. growth rates to set goals
5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
Using norms v. target scores v. growth rates to set goals
Local v. national norms
Setting grade level v. instructional level v. goal level goals

16. 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
If student near grade level, set goal at grade level and PM with grade level probes

17. Can use Survey Level Assessment (SLA) to determine
5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
If student far below grade level, set goal that is rigorous, yet reasonable
NOT at grade level BUT
NOT at instructional level either
At level that will significantly close gap to same grade peers
PM in goal level material
Can use Survey Level Assessment (SLA) to determine

18. A SLA for Grade 6 Student to Write Individualized Goals
Median of Grade 6 Benchmark Scores or
3 Individually Administered Grade 6 Passages
24 WRC
Present Level of Performance (PLOP)
Achievement Level of Average Students in Fall
PLOP in Grade 6
Expected Level of Performance

19. A Survey Level Assessment to Write Individualized Goals
Potential Goal (and PM) Material
PLOP
Expected Level of Performance

20. A Survey Level Assessment to Write Individualized Goals
Goal Material and CAP of 90 WRC

21. WORDS = GRAPH OF EXPECTED RATE OF PROGRESS
Ginny will read aloud 95 WRC with 3 or fewer errors when given a randomly selected Grade 4 reading passage by June 1, 2013
AIM LINE Expected Rate of Progress to Significantly Reduce the Gap

22. 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
“4 point decision rule”
Establish baseline
After establish baseline, collect at least 6 additional data points
If goal is to increase target skill or behavior
4 consecutive data points below student’s goal or aimline -> adjust intervention
May mean adding intervention, adding/changing component of intervention, or even taking intervention away
4 consecutive data points above student’s goal or aimline -> adjust goal or adjust/discontinue support

23. 5. How can SpEd teachers use screening and PM data to set goals and monitor student progress toward those goals?
If goal is to decrease target skill or behavior
4 consecutive data points above student’s goal or aimline -> adjust intervention
May mean adding intervention, adding/changing component of intervention, or even taking intervention away
4 consecutive data points below student’s goal or aimline -> adjust goal or adjust/discontinue support

24. Assessing Response to Intervention 4 point decision rule
Individualized intervention initiated
Student Identified as Needing Intensive Support
Modify intervention
Modify intervention
Oral Reading Fluency
Aimline
Determine resources needed to sustain progress (Gen Ed, SPED, Title, EA assistance, etc.)
(Florence & Potter)

25. Cautions when using 4-point decision rule
Experts suggest that need to collect at least 10 data points (maybe as many as 20) before making decision
Some even suggest collecting 3 data points each time PM to minimize error
Careful not to pay too much attention to individual data points since more likely to be affected by sources of error (e.g., student motivation, examiner differences, difficulty of particular passages)
Critical to do regular refresher trainings and fidelity checks with examiners to ensure don’t drift from original training

26. Special Education Eligibility Decisions
6. How can SpEd teachers use PM data to help determine whether students are eligible for SpEd and/or identify whether students are meeting SpEd goals?
Special Education Eligibility Decisions
If and when your district gets to point of using RtI SLD eligibility criteria
Need 12 data points over at least 7 weeks
Data must show student not responding to at least 2 research-based interventions
Inadequate growth rate
Student’s achievement level must be below the national or state 5th percentile on most recent standardized measures related to referral concern

27. Contact information
Dan Hyson
Hiawatha Valley Education District
, ext. 119