1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Progress Monitoring Are students benefitting from core instruction + interventions?

2. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

3. Oregon Response to Intervention www.oregonrti.org Purpose for the Session Develop/Refine Standards of Practice for Progress Monitoring. –Create/refine decision rule for which assessment to use, how often, and by whom. –Develop professional development & fidelity processes for Progress Monitoring.

4. Oregon Response to Intervention www.oregonrti.org Implementation Matrix

5. Oregon Response to Intervention www.oregonrti.org Progress Monitoring What: Progress monitoring is the practice of testing students who are receiving interventions briefly but frequently on general outcome measures. Purpose: –Provide feedback about effectiveness of instruction –Determine students’ progress toward important goals –Make timely decisions about changes to instruction so students will meet those goals.

6. Oregon Response to Intervention www.oregonrti.org Talk Time As the district leadership team, many of you will not be administering, entering, or interpreting progress monitoring measures. Why is it important for you to have an understanding of them?

7. Oregon Response to Intervention www.oregonrti.org 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

8. Oregon Response to Intervention www.oregonrti.org Characteristics of EFFECTIVE Progress Monitoring Measures Are quick to administer with equivalent forms Can be given frequently Are well correlated to the ultimate goal Are sensitive to growth

9. Characteristics of EFFECTIVE Progress Monitoring Measures S F requently given C orrelated highly with ultimate goal S ensitive to growth

10. Characteristics of EFFECTIVE Progress Monitoring Measures Q F requently given C orrelated highly with ultimate goal S ensitive to growth

11. Oregon Response to Intervention www.oregonrti.org Progress Monitoring as an “Indicator”

12. Do we have the right “indicators”? Most Miserable U.S. Cities Least Miserable U.S. Cities 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

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

14. What are some commonly used progress monitoring tools? Reading AIMSWEBReading CBM, Maze DIBELS Next FSF, PSF, NWF, DORF, Daze easyCBMPS, LS, WRF, PRF, MC Reading Comp, Vocab Math AIMSWEBM – Computation, M – Concepts & Applications, CBM – Early Numeracy DIBELS Next Early Numeracy, Computation, Concepts & Applications easyCBMNCTM (National Council of Teachers of Mathematics) or CCSS Written Language AIMSWEBWriting – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

15. Oregon Response to Intervention www.oregonrti.org Reading “Indicators” K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R)

16. 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

17. Oregon Response to Intervention www.oregonrti.org What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

18. Oregon Response to Intervention www.oregonrti.org What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

19. Oregon Response to Intervention www.oregonrti.org What information does it give you? Reading Curriculum Fluency Passages/Weekly Tests Progress Monitoring Tools (CBM) VS.

20. Characteristics of EFFECTIVE Progress Monitoring Measures S F requently given C orrelated highly with ultimate goal S ensitive to growth Q F C S

21. Oregon Response to Intervention www.oregonrti.org Talk Time What does progress monitoring look like you your district? –What measures do you use? –How frequently does it happen? Who does it? How is it working? How do you know?

22. Oregon Response to Intervention www.oregonrti.org District Standardizes…… Which Progress Monitoring assessment How often PM occurs At what point teams should meet to review PM data How staff will be trained and retrained on administration of PM assessment School customizes…… Who does the Progress Monitoring When PM occurs Where it occurs District work/School work

23. Oregon Response to Intervention www.oregonrti.org Logistics Who? How Often? Where? When? How? Who administers progress monitoring? Interventionist? Literacy specialist or coach? Classroom teacher? Instructional assistants (IA)?

24. Oregon Response to Intervention www.oregonrti.org Logistics Who? How Often? Where? When? How?

25. Oregon Response to Intervention www.oregonrti.org Logistics Who? How Often? Where? When? How? Where will progress monitoring occur? Where will the materials be kept?

26. Oregon Response to Intervention www.oregonrti.org 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

27. Oregon Response to Intervention www.oregonrti.org 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?

28. Oregon Response to Intervention www.oregonrti.org Progress Monitoring Level How do we determine appropriate materials for progress monitoring? Do we monitor at grade level or instructional level?

29. Oregon Response to Intervention www.oregonrti.org Progress Monitoring Out of Grade Level Sample Decision Rule: For students whose reading skills are well below grade level, the EBIS team may choose to monitor progress at the student’s instructional level as well as at their grade level. –Only grade level data should be used in making high-stakes decisions (such as referral to special education) –For students already in special education, the team may determine that it is appropriate to monitor less frequently in grade level material (i.e., monthly or 3 times per year). –For monitoring progress at a student’s instructional level, the team will select the measure that best matches the instructional content and goals, allows the student to demonstrate success with skill acquisition, and at the same time provides room for growth over time. http://dibels.org/papers/ProgressMonitoringGuidelines.pdf

30. Oregon Response to Intervention www.oregonrti.org District Work

31. Oregon Response to Intervention www.oregonrti.org Team Time Determine what progress monitoring assessments are given in your district, and how often they are administered What is your district’s rule for monitoring a student out of grade level?

32. Oregon Response to Intervention www.oregonrti.org District Work

33. Oregon Response to Intervention www.oregonrti.org Questions Is staff trained and provided refreshers on how to administer Progress Monitoring Assessments? How do you know staff is proficient? Possible Solutions On-site or on-line trainings by Dynamic Measurement Group. On-line or on-site trainings or manuals on easyCBM Website. Schedule refresher training at least once each year Develop on-site coach to do trainings and walkthroughs Professional Learning/Development

34. Oregon Response to Intervention www.oregonrti.org District Work

35. Oregon Response to Intervention www.oregonrti.org Logistics Who? How Often? Where? When? How? How do you ensure fidelity of data collection? Initial training Refresher trainings Fidelity checks

36. Oregon Response to Intervention www.oregonrti.org Questions What fidelity tools will be used? Who will monitor fidelity? How often will fidelity be monitored? How will the information be used? Possible Solutions Literacy Reading/Specialist monitors Instructional Assistants Staff take self assessment Principal monitors staff Once a month? Meetings three times a year to review fidelity data? Fidelity/Monitoring

37. Oregon Response to Intervention www.oregonrti.org District Work

38. Oregon Response to Intervention www.oregonrti.org District Work

39. Characteristics of EFFECTIVE Progress Monitoring Measures Q F requently given C orrelated highly with ultimate goal S ensitive to growth