1. Progress Monitoring Cadre 8 Training February 6 th, 2012

2. We’ve talked about how to select interventions and place students appropriately. We’ve also talked about how to create a schedule to allow for core and intervention implementation. Where We’ve Been

3. Now we’re going to talk about what makes an effective progress monitoring measure and some things to consider developing your progress monitoring system. Where We’re Going

4. Implementation Plan

5. Start with the Why Why How What Simon Sinek

6. Why does this matter for you? As district leaders, you must understand why: Certain assessments are used The progress monitoring system looks the way it does Fidelity of the assessments is important Student goals are set in a certain way So you can communicate that to staff and understand when staff communicates to you

7. Targets Create a conceptual understanding of progress monitoring measures as indicators of student achievement Identify logistics and questions to consider when developing your progress monitoring system

8. Progress Monitoring as an “Indicator”

9. Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”? Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago Wall Street Journal, 2011 Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc

10. Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”? Detroit Cleveland Chicago Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc

11. What are some commonly used progress monitoring tools? Reading AIMSWEBReading CBM, Maze DIBELS NEXTFSF, PSF, NWF, ORF, Daze easyCBMPSF, LSF, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEBM – Computation, M – Concepts & Applications, CBM – Early Numeracy easyCBMNumbers & Operations, Measurement, Geometry, Algebra Written Language Writing – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

12. What are NOT good progress monitoring tools? Reading Phonic Screeners Report Cards OAKS DRA Running Records Reading curriculum weekly or monthly tests or fluency passages Math Curriculum weekly tests Teacher created math probes* OAKS Written Language Writing rubrics*OAKS * when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

13. Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) Fluent & accurate reading is not the end goal… but a child who cannot read fluently AND accurately cannot fully comprehend written text. Do we have the right “indicators”?

14. Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

15. Progress Monitoring Level: Things to consider Accuracy is more important than fluency and typically develops first If a student is accurate (>95%) on grade level, consider monitoring at grade level If a student is not accurate consider monitoring accuracy in addition to fluency Can monitor at both grade level AND instructional level More frequently at instructional level

16. Out of Grade-Level Progress Monitoring General Recommendations (ORF): Use the highest level material where the student meets the following criteria: Grade Level Accuracy Correct Words Per Minute 1 st > 90%> 20 2 nd > 90%> 40 3 rd – 6 th > 90%> 50 Dynamic Measurement Group, 2012

17. Logistics Who? How Often? Where? When? How? Who administers progress monitoring? Interventionist? Literacy specialist or coach? Classroom teacher? Instructional assistants (IA)?

18. Logistics Who? How Often? Where? When? How? intensive Students with intensive needs – 1x/week targeted Students with targeted needs – at least 1x/month

19. Logistics Who? How Often? Where? When? How? Where will progress monitoring occur? Where will the materials be kept?

20. Logistics Who? How Often? Where? When? How? All students on one day? 1-2 students each day of the week? Note: Avoid direct instructional time being used for progress monitoring

21. Logistics Who? How Often? Where? When? How? How is data stored/entered into central database? Person doing progress monitoring enters their data Reading specialist or IA enters all student data How is the data graphed?

22. Logistics Who? How Often? Where? When? How? How do you ensure fidelity of data collection? Initial training Refresher trainings Fidelity checks

23. Setting Appropriate Goals Is Important Benchmark 36 WCPM 18 WCPM Oral Reading Fluency (Words Correct Per Minute)

24. Goal Setting & Progress Monitoring Handout

25. We talked about what makes an effective progress monitoring measure and some things to consider when setting goals for students in interventions. Where We’ve Been

26. Now we’re going to talk about how you use your progress monitoring data to determine the effectiveness of your interventions for individual students. Where We’re Going

27. Please complete the evaluation for this presentation Please write down some things you really want to remember on the “Tools and Take Away” Sheet Evaluation

28. Talk Time