progress monitoring collecting and graphing data for instructional decision-making

Progress Monitoring

Collecting and Graphing Data for Instructional Decision-Making

Agenda

Topics to be covered:• Selecting skills to assess and progress

monitoring tools• Collecting data• Graphically displaying data• Establishing decision rules

December 18, 2012 2Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

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Problem-Solving Model

DO YOU HAVE A CONCERN?• Observe/record the student’s performance

IS IT SIGNIFICANT?• Compare the student to peers and grade/class expectations

WHAT SHOULD WE DO?• Explore solutions and develop an intervention plan for the student

IS IT WORKING?• Implement and monitor the student’s progress on important

outcomes

IS THE CONCERN RESOLVED?• Compare the student to peers and grade/class expectations

December 18, 2012

Essential Componentsof an RtI System

1. High-quality, differentiated classroom instruction aligned with State standards and grade-level expectations

2. Universal screening of academics and behavior using general outcomes measures (e.g., curriculum-based measurement) to identify students at-risk

3. Parental engagement in intervention process4. Continuum of research- or evidence-based interventions of increasing

intensity across the tiers5. Implementation of supplemental instruction or intensive interventions

with treatment integrity/fidelity6. Continuous progress monitoring using skill-specific and general

outcome measures to determine response to intervention and/or improvement in outcomes

7. Data Team to collect and analyze data and to determine appropriate changes in instruction or intervention


5Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

Steps for Progress Monitoring

1. Determine instructional level and target behaviors.

2. Select skills to assess.

3. Select measures to use.

4. Collect baseline data.

5. Set short- and long-term (end criteria) goals.

6. Select and deliver instruction/intervention.

7. Administer measures and graph data.

8. Review data regularly and change instruction/ interventions or goals based on results.

9. Continue to monitor progress.December 18, 2012

Determine Instructional Level and Target Behaviors

• Administer universal screener.• Analyze the results.

• TABE results will be used to determine the student’s instructional level.

• BASC-2 BESS results will be used to identify the student’s behavioral concerns.

• Identify any red flag items to follow-up!


Select Skills to Assess

• Not all standards are created equal!• Select the most powerful standards to

address, such as those that will:• Target foundational skills;• Target high leverage skills; and • Move the student closer to long-term goals.


Select Skills to Assess

• Direct measures of academic skills will provide the most accurate data for planning instruction.

• However, testing older students specifically on phonological awareness measures does not add power to the identification of reading and spelling difficulties (Hogan, Catts & Little, 2005).


MS LA Frameworks vs. Common Core ELA Standards

GRADE 3: READING STANDARDS FOR LITERATURE K–5 – KEY IDEAS AND DETAILS

CCSS for ELA 2006 MS LA Framework, Revised3. Describe characters in a story

(e.g., their traits, motivations; or feelings) and explain how their actions contribute to the sequence of events.

2b. The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 3)3) Answer literal and inferential questions

about characters’ actions, motives, traits, and emotions.

5) Arrange in sequential order a listing of events found in narrative and/or informational text.



GRADE 5: READING STANDARDS FOR LITERATURE K–5 – KEY IDEAS AND DETAILS

CCSS for ELA 2006 MS LA Framework, Revised3. Compare and contrast two or

more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

2d. The student will respond to or interpret increasingly complex literary text, literary nonfiction, and informational text to compare and contrast information, citing text-based evidence. (DOK 3)1) Story elements (e.g., setting, characters,

character traits, plot, resolution, point of view).



GRADE 8: READING: LITERATURE– KEY IDEAS AND DETAILS

CCSS for ELA 2006 MS LA Framework, Revised3. Analyze how particular lines

of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

2d. The student will respond to, interpret, compare, contrast, critique, or evaluate increasingly complex literary text, literary nonfiction, and informational text citing text-based evidence. (DOK 3)1) Story elements (e.g., setting, characters,

character traits, plot, resolution, point of view).


Common Core Math Standards

GEOMETRYGrade 3: Reason with shapes and their attributes.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)

may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Grade 5: Classify two-dimensional figures into categories based on their properties.3. Understand that attributes belonging to a category of two-dimensional figures also

belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Grade 8: Understand congruence and similarity using physical models, transparencies, or geometry software.4. Understand that a two-dimensional figure is similar to another if the second can be

obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.


Select Measures to Use:CBM Procedures and Scoring

Area Timing Procedures Scoring Unit

Early Literacy:• Letter Naming Fluency• Letter Sound Fluency• Phoneme Segmentation• Nonsense Word Fluency

• 1 minute• 1 minute• 1 minute• 1 minute

IndividualIndividualIndividualIndividual

Correct:• Letter Names• Letter Sounds• Phonemes• CVC Words

Reading:• Oral Reading Fluency • 1 minute Individual

Words Read CorrectlyErrors

Reading:• MAZE / CLOZE • 3 minutes

Group or Individual

Answers Correct Errors

Spelling:• Grade 1-2 Words• Grade 3-8 Words

Total 2 minutes• (every 10 sec) • (every 7 sec)

Group or Individual

Correct Letter SequencesWords Correct


Select Measures to Use:CBM Procedures and Scoring

Area Timing Procedures Scoring Unit

Written Expression:• Grade 1-3 Writing• Grade 4-6 Writing• Grade 7-12 Writing

• 3 minutes• 5 minutes• 7 minutes

Group or Individual

Total Words WrittenWords Spelled CorrectlyCorrect Writing SequencesWriting Elements

Early Numeracy:• Oral Counting• Number Identification• Quantity Discrimination• Missing Number

• 1 minute• 1 minute• 1 minute• 1 minute

IndividualIndividualIndividualIndividual

Correct:• Oral Counts• Numbers Identified• Phonemes• CVC Words

Math Calculation:• Grade 1-3 Skills• Grade 4-8 Skills

• 2 minutes• 4 minutes

Group or Individual

• Digits Correct • Digits Correct

Content Areas:• Area-specific vocabulary • 5 minutes

Group or Individual • Correctly Matched Terms


Collect Baseline Data

Reading:• Select probes that correspond to instructional

levels at and above those indicated by the TABE (e.g., if reading is 2.2 select probes from 2-5+).

• Administer the probes increasing the levels.• If the student has more than 50 WRC with 10% or

fewer errors, move to a higher level probe.• Stop once the student has between 10-50 WRC with

no more than 10% errors. Administer 2 more probes at this level and use this level to monitor progress.

• Record WRC and errors.



Writing:• Select probes with writing prompts.

• Be sure to select appropriate prompts that reflect the experiences of a wide range of students. Eliminate topics that will be challenging for students or that are not part of their experiences.

• Administer probe increasing to best time.• Read the prompt aloud, provide 30 seconds to think about

writing, and reread the prompt.• Collect a 3-minute writing sample. Increase to 5-minute and

7-minute samples as tolerated by the students. • Examine student performance rates to determine best time

for administration.

• Record the number of CWS, WSC, and TWW.December 18, 2012 16Copyright © 2012 Mississippi Department of Education Office of

Instructional Programs/Office of Special Education


Math:• Select probes that include items at and above

instructional level indicated by the TABE.• Identify skills expected to be mastered by the end

of the year and include on mixed-skill probes.

• Administer 3 probes.• If the student is working on grade 1-3 level skills,

provide 2 minutes for each probe.• If the student is working on grade 4 or above level

skills, provide 4 minutes for each probe.

• Record DC and errors.December 18, 2012 17Copyright © 2012 Mississippi Department of Education Office of

Instructional Programs/Office of Special Education


Content Areas (Science/Social Studies):• Create probes that reflect content-specific

vocabulary to be covered over the year. • Each probe should contain vocabulary listed in alphabetic

order on the left side with blanks and definitions listed on the right side with numbers indicating each item.

• Administer 3 probes. • Read the names of each vocabulary term aloud.• Give students 5 minutes to match definitions and

vocabulary terms.

• Record CMT (and time, if completed in less than 5 minutes).



Target Behaviors:• Select one or more behavior(s) to address for

each student. Be sure to select pro-social behaviors and, if any, behaviors to decrease.

• Create a method for measuring behavior(s) that are appropriate.

• Depending upon the behavior selected, measure frequency, duration, intensity, or latency.

• Collect baseline data in the time/setting in which the behavior will be monitored.


Set Long-Term Goals

Set long-term goals (end criteria) for the year based on reasonable/ambitious goals given the difference between the student’s current performance and appropriate expectations.

• Goals should use the following general format: • In (number of weeks until the end of annual review), when

given a randomly selected (description of probe with time element), the student will (behavior expected) at (the expected level of performance).

• In 30 weeks, when given a randomly selected sixth-grade level reading passage, Thomas will read aloud at 120 WRC with 6 or fewer errors.


Set Short-Term Goals

Short-term goals are based on reasonable to ambitious rates of progress and/or rate needed to achieve long-term goal over the time period.

• Ensure that the student has a good chance to be successful.• Base expected rate of growth on research or data collected on

student’s progress.• Reading – begin with 2 WRC per week• Math – begin with 1 DC per week (range: 0.5-1.5)• Writing – determine rate of growth of CWS per week (range: 0.2-0.5)

or consider WSC/TWW if CWS is low• Content areas – determine rate of growth needed to achieve 90%

CMT• Behavior – determine rate of improvement or decrease as needed to

be successful


Select and Deliver Instruction/Interventions

• Conduct error analysis to determine targets for instruction/intervention.• If student does not demonstrate skill, focus on skill

acquisition.• If student can demonstrate skill but with a high error

rate, focus on improving accuracy.• If student can demonstrate skill with accuracy but has

a slow rate, focus on improving fluency.

• Select approaches that address deficits.• Focus on skill development for skill deficits.• Increase motivation for performance deficits.


Administer Measuresand Graph Data

Set up the progress monitoring graph.• Indicate units on axes (y=units and x=time).• Record student name and measure given.• Record baseline data (median of 3 samples).• Draw a goal line.• Record progress (median of 3 samples) and

review at weekly to bi-weekly intervals.• Draw a vertical line to indicate changes in

instruction/interventions or goals.


Reading Progress Monitoring

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240

20

40

60

80

100

120

Weeks

ORF

: Wor

ds R

ead

Corr

ect

December 18, 2012 Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education 24

Incentive Incentive + PDEC

Chan

ge In

terv

entio

n

Incr

ease

Goa

l

Incr

ease

Goa

l

Behavior Progress Monitoring

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 240

10

20

30

40

Weeks

Off-

Task

Beh

avio

r


Token Token + Self Monitor

Chan

ge

Inte

rven

tion

Dec

reas

e G

oal

Dec

reas

e G

oal

Review Data and Make Changes as Indicated by the Data

Review data every four data points.• If the data points are below the line, change

the frequency, duration, or intensity of the instruction/intervention provided.

• If the data points are above the line, change the goal to reflect the increased performance and/or new rate of improvement.

• If the data points are below and above (or follow) the goal line, continue the intervention until the long-term goal is achieved.


Identification of Nonresponders

Determine the criteria for referral to special education.

• If the data shows little or no progress after changes of intensity, frequency, and/or duration to intervention, you may refer the student for a comprehensive evaluation for special education.

• If the data shows little or no progress after 18 weeks, you must refer to special education.

• Continue providing interventions to attempt to improve the student’s performance even when being evaluated for special education.


28Copyright © 2012 Mississippi Department of Education Office of Instructional Programs/Office of Special Education

References and Resources

• References• Brown-Chidsey R. & Steege, M.W. (2010). Response to Intervention:

Principles and strategies for effective practice (2nd Ed.) New York: Guilford Press

• Burns, M.K., Riley-Tillman, T.C., & VanDerHeyden, A.M. (2012). RTI Applications, Volume 1: Academic and Behavioral Interventions. New York: Guilford Press

• Information Centers• National Center for Progress Monitoring: www.studentprogress.org • National Center for RTI: www.rti4success.org • National Research Center on Learning Disabilities: www.nrcld.org • Pennsylvania Training/Technical Assistance Network: www.pattan.net • Vanderbilt University’s IRIS Center:

iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

December 18, 2012

http://www.studentprogress.org/

http://www.rti4success.org/

http://www.nrcld.org/

http://www.pattan.net/

http://iris.peabody.vanderbilt.edu/rti02_assessment/cresource.htm

OSE Technical Assistance Staff:Stacy Callender, Prog. [email protected]

Desma McElveen, Division [email protected]

Tanya Bradley, Bureau Director [email protected]

MS Dept. of Education

Office of Special Education

359 N. West Street

P. O. Box 771

Jackson, MS 39205

(601) 359-3498

Contact Information


mailto:[email protected]



progress monitoring collecting and graphing data for instructional decision-making

Documents

students instructional

students progress

graphing data

accurate data

data team

review data

graph data

baseline data