Progress Monitoring
projectDATAAssessment Module
www.uoregon.edu/~projdata
Agenda
• Project map • Assessment in an RTI framework
– Summative (not a focus in this session)
– Formative• Screening: check your results• Progress Monitoring: review 1st probe
• Procedural logistics check-in• Closing activities
www.uoregon.edu/~projdata
projectDATA Map
Assessment For Instructional Decision
Making
www.uoregon.edu/~projdata
Essential Components of RTI1. Scientifically Based, Preventative
Instruction– Evidence-based core instruction
2. Early Identification– Utilize universal screening
3. Intervention– Implement and track interventions for students
making insufficient progress
4. Monitor Progress Formatively– Use formative, ongoing assessment to monitor
student progress
5. Data-based Decisions1. Use data to guide instructional decisions
www.uoregon.edu/~projdata
Assessment in an RTI Framework• Multiple forms of assessment needed to
answer specific instructional questions – Summative, formative
• Assessment results can be used to identify the level of instructional intervention needed:
1. Benchmark: Students making adequate progress toward goal; no additional support needed
2. Strategic: Students at risk for difficulties; need immediate intervention to prevent additional difficulty
3. Intensive: Students with significant difficulties; need urgent and intensive support
www.uoregon.edu/~projdata
Three-tier Model
Intensive1-5%
Strategic5-10%
Benchmark80-90%
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Screening Assessment
• Purpose and design of test: – Screening for student difficulty with broad skills– 25 computation items– 25 application items
• Technical adequacy:– Content review by teachers– Statistical analyses
• To access the results of screening :• Website and login information• Time to get on computers…
www.uoregon.edu/~projdata
• http://data.or.easycbm.com/
easyCBM Login
Enter Username
EnterPassword
Student Login:Teacher Username
www.uoregon.edu/~projdata
Home Tab
www.uoregon.edu/~projdata
Reports Tab
Click on test for report; scroll down to see student roster with scores for each test.
Click on Individuals, then select student name to view student progress/score.
www.uoregon.edu/~projdata
Screening Assessment Results• What did you notice about your class
results?• If you assessed more than one class,
how did your classes compare?• How do your classes compare to
district information (if available)?• What does this information tell you
about individual student needs?• How can you use this information for
instructional planning and delivery?
www.uoregon.edu/~projdata
projectDATA Assessment Focus
Screening• Identifies level of risk• Criterion-based• Indicates student skill in
a broad area (e.g., computation, problem-solving)
• Provides data to support teachers in identifying students who may need additional support or assessment
Progress Monitoring• Measures growth• Individually-referenced• Provide a snapshot of
student performance in a focused skill area
• Sensitive to small changes in student performance
• Data frequently graphed to assist decisions
www.uoregon.edu/~projdata
What Screening and CBM are not…
• Curriculum-embedded assessments– Do not look at student skill relative to
objectives in the curriculum
• Representative of all of a student’s knowledge/skill in mathematics– Probes are brief measures of several skills
• Sufficient for measuring mastery of skill– Probes support formative evaluation of
student performance relative to desired outcomes
www.uoregon.edu/~projdata
General Features of Math CBMs
• Content sampled from across the curriculum• Number and proportion of items representing
each subskill is consistent across forms• Items are arranged in random order• Standard probe includes 25 items, 1 page• Administration is timed (average 4 minutes)• Typically group administered • Scores are usually calculated by counting
correct digits• Difficulty of probes are constant across the
year
www.uoregon.edu/~projdata
Progress Monitoring in Mathematics
• Many progress monitoring measures emphasize computational skills, foundational to more advanced skills
• Strong computational skills leads to increased likelihood that students will experience success with more complex math topics
• Fluency measures (e.g, CBM) support the assessment of student automaticity with material
• Automaticity with basic skills is essential to reduce cognitive load while learning complex mathematic concepts
www.uoregon.edu/~projdata
Research Support for Progress Monitoring
• Allows educators to make informed decisions about the effectiveness of instruction (Deno, 1992)
• Use of data leads to more immediate, appropriate program changes (Shinn, Shinn, Hamilton, & Clarke, 2002)
• Need for students to be quick and efficient in basic skills (National Research Council, 2001; Shinn & Bamonto, 1998)
• Research has focused on creating valid, reliable progress monitoring measures (e.g., DIBELS and CBM)
• Academic achievement can be improved by monitoring progress, graphing progress, adding decision rules, and setting ambitious goals (Fuchs & Fuchs, 1986)
www.uoregon.edu/~projdata
Progress Monitoring Results
• What do you notice about student scores?
• What information can you glean from student performance?
• Are there areas where students need support?
• What strategies can you use to address skill deficits?
www.uoregon.edu/~projdata
Scoring Student Responses• Evaluate the response:
– Correct digit or correct representation– Digit is formed correctly and legible – Correct place value
• Calculate the total number of correct digits per minute (CD)
3/3 2/2 3/3 0/5 4/5
Total digits correct: 12/18
www.uoregon.edu/~projdata
Progress Monitoring Procedures1. Identify standards for student performance2. Screen to identify students at-risk for falling
below the standard3. Determine a baseline score and set a goal
or aim for each student (e.g., ambitious or realistic, draw aimline)
4. Implement a progress monitoring schedule based on the frequency of data desired
5. Use the data to inform instruction and implement interventions where needed
6. Update progress monitoring schedule to reflect changes in need for data
www.uoregon.edu/~projdata
www.uoregon.edu/~projdata
Using Data to Determine GoalsSteps:1. Gather baseline & performance
data• October and November
2. Set student performance goals• December
3. Monitor progress toward goals• Ongoing
4. Adjust or modify instruction as needed• Winter focus
www.uoregon.edu/~projdata
Procedural Logistics
Now that you’ve given probes…
• What worked?
• What didn’t work?
• How can process be improved next week?
www.uoregon.edu/~projdata
Closing Activities
• Evaluation• Questions?• Next meeting
– December 2– Continue to collect progress monitoring data– Other tasks?