Progress Monitoring

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Progress Monitoring

• Cohort 4
• Evelyn Probert Erin Chaplin
• Reading First Regional Coordinators
• November 2008

2
Welcome!

• District Representatives
• Principals
• Reading Coaches
• Teachers
• Others

3
Objectives

• Understand current scientifically based research
  on progress monitoring
• Understand the importance and role of progress
  monitoring within the reading system
• develop a plan to implement progress monitoring
  if not currently in place

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Current understandings

• Turn to the person sitting next to you and tell
  them everything you know about progress
  monitoring and what is currently in place in your
  building for progress monitoring in reading.

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Progress Monitoring

• Progress monitoring is a scientific-based
  practice that is used to assess students
  academic performance and evaluate the
  effectiveness of instruction.
• (National Center on Student Progress
  Monitoring, American Institute for Research)

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Progress Monitoring

• Progress Monitoring (PM) is conducted frequently
  and is designed to
• Estimate rates of student improvement
• Identify students who are not demonstrating
  adequate progress
• Compare the efficacy of different forms of
  instruction and design more effective,
  individualized instructional programs for
  students not currently on target

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What is the Difference Between Traditional
(outcome) Assessments and PM?

• Traditional assessments
• Lengthy tests
• Not administered on a regular basis
• Teachers do not receive immediate feedback
• Student scores are based on state/national scores
  and averages and a teachers classroom may differ
  tremendously from the national student sample

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What is the Difference Between Traditional
Assessments and PM?

• Curriculum-Based Measurement (CBM) is one type of
  PM
• CBM provides an easy and quick method to gather
  student progress
• Teachers can analyze student scores and adjust
  student goals and instructional programs
• Student data can be compared to teachers
  classroom or school district data

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Curriculum-Based Assessment

• Curriculum-Based Assessment
• Measurement materials aligned with school
  curriculum
• Measurement is frequent
• Assessment information is used to formulate
  instructional decisions
• CBM is one type of curriculum-based assessment

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Curriculum-Based Assessment

• CBM is distinctive
• Each CBM test is of equivalent difficulty
• Samples the year-long curriculum
• CBM is highly prescriptive and standardized
• Reliable and valid scores

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So far we have learned.

• Tell the person sitting next to you 3 key
  features of progress monitoring.

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The Basics of Progress Monitoring

• PM monitors student progress throughout the
  school year
• Students are given reading probes at regular
  intervals
• Weekly, bi-weekly, monthly
• Teachers use student data to quantify short- and
  long-term goals that will meet end-of-year goals

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The Basics of PM

• PM tests are brief and easy to administer
• All tests are different, but assess the same
  skills and the same difficulty level
• PM scores are graphed for teachers to use to make
  decisions about instructional programs and
  teaching methods for each student

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PM Research

• PM research has been conducted over the past 30
  years
• Research has demonstrated that when teachers use
  PM for instructional decision making
• Students learn more
• Teacher decision making improves
• Students are more aware of their performance
• (Deno, 1985 Germann Tindal, 1985 Marsten,
  1988 Shinn, 1989)

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Progress Monitoring

• PM is not about making kids work faster
• PM is an overall indicator of student growth and
  competency in a skill
• Students who are on track according to PM are
• Stronger decoders
• Have a larger sight vocabulary
• Better comprehenders
• Can highly correlate with high-stakes tests

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Table Talk

• Tell the person sitting next to you 3 advantages
  of progress monitoring.

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Progress Monitoring

• Can be a difficult step
• Will require leadership and
• established expectations
• Will yield you the highest results of any data
  driven structure

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Shining the light

• DIBELS Progress Monitoring
• Benchmark students 1x/ month
• Strategic Intensive 2x/month
• All students are closely watched every few weeks

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Progress Monitoring

• Our Goal
• Full Implementation of progress monitoring at
  every school

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Washington K-12 Reading Model
WA K-12 Reading Model, page 42
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(No Transcript)
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Washington K-12 Reading ModelEALR-Aligned
Progress Monitoring for K-6
WA K-12 Reading Model, page 43
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Many ways to the same end

• Leadership (principal and coach, or RLT) needs to
  select the approach that your building will take
• Collect baseline data on current implementation
  of progress monitoring
• Provide monthly update on where you stand with
  implementation of PM

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State level of continuous improvement

• We used the same approach with progress
  monitoring at the state level
• A year long process
• Depends heavily on expectations and inspecting
  what you expect

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• End of Year 1 of Reading First implementation
• 5 administering DIBELS Progress Monitoring
  assessments K-3

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Questions this raised How do we increase that
percentage? What is preventing schools from
fully implementing progress monitoring?
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What was preventing full implementation?

• Possible causes
• Expectation not established
• Coaches unsure how to organize
• Teachers not aware of benefit
• All staff unaware of how to interpret the data

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What did we do?

• Principal and Coach Training
• Why progress monitoring is important
• How data can be used to increase student
  achievement
• How data can be used to measure effectiveness of
  intervention

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Following up

• Follow up site visits with Regional Coordinators
• How can I help you establish the progress
  monitoring system?
• Please be ready to share progress monitoring
  results on my next visit

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After 4 months of focus What progress had we
made?

• 65 administering DIBELS Progress Monitoring
  assessments K-3
• 10 using the data to adjust instruction or
  measure effectiveness of intervention

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What did we do?

• Site visit conversations with the principal and
  coach
• Reviewed expectations
• Regional Coordinators helped administer
  assessments
• Regional Coordinators modeled grade level
  meetings for the coach

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After a year of focus.

• 99 of K-3 grade levels fully implementing
  progress monitoring

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Strategies to assist you in your implementation

• Select 1-2 teachers per grade level to try it for
  a month and share the results with their peers
• Ask all teachers in a grade level to progress
  monitor 6 children a month (e.g., 2 Benchmark, 2
  Strategic and 2 Intensive)

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Strategies to assist you in your implementation.

• Give teachers a baseline of grade level
  implementing progress monitoring
• Collect books each month and calculate of
  growth in implementation
• Ask those who are not implementing how the coach
  or para-educators could be of help

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Strategies to assist you in your implementation

• At a grade level meeting, explain the purpose of
  show the teachers how to draw the aim line
• Teach them the purpose of watching a student
  every couple of weeks
• Progress monitor one sub-skill, not whole battery
  of sub-skills

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Discuss

• Which implementation strategy would be most
  effective in your building?

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Current status

• 75 of schools are using PM results to measure
  effectiveness of intervention/action plans

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Progress Monitoring and Intervention

• Both go hand in hand
• Without intervention, your
• progress monitoring results
• will not change
• Without progress monitoring, you do not know if
  your intervention is effective or not

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Weighing the pig..

• Progress monitoring is weighing the pig.
• Intervention is feeding the pig
• Weighing the pig serves no means if you do not
  feed it differently based on the data

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What do you need to get started?

• Sub-skill booklets for each child
• Small basket to hold each classrooms booklets
• Timers
• Other items?

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Grade Level Team Meeting

• Purpose to monitor student growth and efficacy
  of instruction
• Principal needs to attend and be a part of these
  meetings
• Inspect what you expect

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Grade Level Meetings

• Getting started.
• Ask teachers to bring the progress monitoring
  booklets to the meeting
• Make sure all booklets have an aim line
• Ask them to select 2 children who are on
  trajectory or who have crossed the aim line and
  talk about them
• Ask them to select 2 children who are not making
  trajectory growth and discuss what can be done to
  support this child

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Data points
Aim line
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Grade Level Meetings

• All students monitored
• Teach how to sort booklets into progress
  categories according to the aim line
• Looking at the last 3 data points sort booklets
  into the following categories
• On target 3 of 3 above the aim line
• Progressing 2 of 3 above the aim line
• Inconsistent 1 of 3 above the aim line
• No progress or flat-lining 0 of 3 above the aim
  line

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Lets try it!

• Make 4 piles
• 3/3 data points above the aim line
• 2/3 data points above the aim line
• 1/3 data points above the aim line
• 0/3 data points above the aim line
• Record your data on your recording sheet

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What did you find out?

• Data check
• How many students are on target?
• Who is ready to move with a small amount of
  in-class support?
• Who are you most concerned about? Why?
• Discuss Why is it critical to have the principal
  at these GLT meetings?

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• Once teachers know how to sort the booklets, they
  can come to the GLT meeting with booklets sorted
  ready to discuss students of concern.
• Each month the GLT should be looking at
• How many benchmark students have maintained
  growth above the aim line?
• Increasing the total number of students with 3 of
  3 data points above the aim line
• How many strategic and intensive have crossed the
  aim line, specifically
• Hot list students
• Intervention students

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Next Steps

• Reflect on your current level of implementation
  for progress monitoring
• What are your next 3 areas of focus?
• How will you implement?
• Please share at your table.

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• for your continued support of your staff and
  students!

Evelyn Probert Reading First Regional
Coordinator eprobert_at_psesd.org [phone]
Erin Chaplin Reading First Regional
Coordinator erinc_at_esd105.wednet.edu [phone]