Title: Choosing a Progress Monitoring Tool That Works for You
1Choosing a Progress Monitoring Tool That Works
for You
- Whitney Donaldson
- Kellie Kim
- Sarah Short
2Goals
- To describe who we are and what we do as a Center
- To describe the technical review process
- To review our website and learn how to maximize
the use of the Tools Chart - To review the decision making process
3What is the National Center on Student Progress
Monitoring?
- Funded by the U.S. Department of Education,
Office of Special Education Programs - National technical assistance and dissemination
center - Housed at the American Institutes for Research,
in conjunction with researchers at Vanderbilt
University
4Our Mission
- To provide technical assistance to states and
districts and disseminate information about
progress monitoring practices proven to work in
different academic content areas (Gr. K-5).
5Goals
- Raise Knowledge and Awareness
- Provide Implementation Support
- Provide for National Dissemination
6Raise Knowledge and Awareness
- Forming partnerships
- States,
- Districts,
- Associations,
- Technical assistance providers,
- Institutions of higher education,
- Other interested groups
7Provide implementation support
- Technical Review Committee
- Regional Trainers
- Web Services www.studentprogress.org
8National Dissemination
- Developing resources
- Supporting on-going information sharing
- Summer Institute
- advanced web services
- regional meetings
9Technical Review Committee and Review Process
10Technical Review Committee
- Dr. Chris Espin, University of Minnesota
- Dr. John Hintze, University of Massachusetts
- Dr. Robert Linn, University of Colorado
- Dr. Chris Schatschneider, Florida State
University - Dr. Ed Shapiro, Lehigh University
- Dr. Mark Shinn, National-Louis University
11Procedural Integrity
- Disclose all contractual obligations or
affiliations - Independent review by two reviewers for each tool
- Discrepancies in preliminary review were
discussed by conference call to reach consensus - Vendors were offered opportunities to respond to
the initial review results -
-
- Re-review of new/additional evidence
12Seven Core Standards of Technical Adequacy
- Foundational Psychometric Standards
- Reliability
- Validity
13Seven Core Standards of Technical Adequacy
(Continued)
- Progress Monitoring Standards
- Sufficient number of alternate forms
- Sensitivity to learning
- Evidence of instructional utility
- Specification of adequate growth
- Description of benchmarks for adequate
end-of-year performance or goal setting process
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15Implementation Information
16Decision Rule
- Each standard is comprised of two or three
essential components - Each and every component MUST demonstrate
sufficient evidence to be rated as sufficient
standard
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20Next Steps
- 2006 Review of SPM Tools in based on General
Outcomes Measures, Mastery Measurement, or both
is in progress
21National Center on Student Progress Monitoring
Website and Tools Chart
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28Which Tool Should I Choose? A Look at Possible
Decision Making Scenarios
29- Im interested in monitoring student progress in
mathematics in my district for grades 1-3. Which
tools would be appropriate?
- AIMSWeb
- Monitoring Basic Skills Progress (MBSP)
- Yearly Progress Pro
- STAR
-
30- Which tools have probes that can be
administered to students using paper-and-pencil?
- AIMSWeb
- Dynamic Indicators of Basic Early Literacy Skills
(DIBELS) - EdCheckup
- Test of Word Reading Efficiency (TOWRE)
- Test of Silent Word Reading Fluency (TOSWRF)
- Please note In order to use the full
features of each tool, such as graphing and
generating reports, many tools require internet
access.
31- Which tools offer accommodations for students
with special needs ( e.g. English Language
Learners, hearing impaired)?
- Dynamic Indicators of Early Basic Literary Skills
(DIBELS) - EdCheckup
- STAR
32- I am a teacher with 25 students in my classroom
and cannot afford to set aside blocks of time to
administer progress monitoring probes to selected
students. Are there tools that can be
administered by the paraprofessional in my
classroom?
- AIMSWeb
- Dynamic Indicators of Early Basic Literary Skills
(DIBELS) - EdCheckup
- Monitoring Basic Skills Progress (MBSP)
- Yearly Progress Pro
- STAR
- Test of Word Reading Efficiency (TOWRE)
- Test of Silent Word Reading Fluency (TOSWRF)
33- I am interested in finding a tool that I can use
to monitor my students progress weekly or even
more frequently. Are there tools that have at
least 20 alternate forms?
- AIMSWeb
- Dynamic Indicators of Early Basic Literary Skills
(DIBELS) - EdCheckup
- Monitoring Basic Skills Progress (MBSP)
- Yearly Progress Pro
- STAR
34Decisions Related to Developing Early Intervening
/ Response to Intervention Models
- Are we even asking the
- right questions?
35Some questions to consider
- What is our purpose?
- What is our scope?
- How will we define and monitor students at risk?
- What is our EI/RTI model?
- How does our EI/RTI model relate to special
education eligibility? - What hardware/software/internet configuration is
available/works best for us?
36What is our purpose?
- To reduce inappropriate referrals to special
education or over-identification of students as
students with disabilities - To identify students with reading or learning
disabilities earlier - To move away from the IQ-Achievement discrepancy
approach to LD identification - To determine whether students are responding to
an intervention within an RTI model
37What is our purpose? (continued)
- To maximize performance on end of year tests
- To assist in establishing annual goals
- To assist in reporting to parents
- To monitor the progress of at risk students
towards adequate yearly progress
38What is our scope?
- Academic or academic plus behavior?
- Which academic subjects?
- What grades?
- What schools?
- What districts?
39How will we define and monitor students at risk?
- Relates to your purpose.
- What tools will we use for screening?
- What progress monitoring tools will we use?
40What is our Early Intervening/Response to
Intervention model?
- How many tiers will we have?
- Do we have a sound, research-based curriculum in
place that meets the needs of students in the
particular school? - Who will deliver services for each tier and what
will they be? - How long is the intervention at each tier?
- Can students repeat in a tier? How many times?
41How does our EI/RTI model relate to special
education eligibility?
- How will EI/RTI information be used in referral?
- What other information will be gathered?
- Does failure to achieve at the most intensive
level of RTI equate to learning disability? - What are issues related to procedural safeguards
42What technology is available/works best for us?
- MacIntosh compatibility
- A dedicated, high-speed server
- Secure access to the internet
- Easy access to computers for teachers and
students?
43For More Information, please visitwww.studentpr
ogress.org
Email us at studentprogress_at_air.org Or call
toll-free 1-866-770-6111