Progress Monitoring: Data to Instructional DecisionMaking

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Progress Monitoring Data to Instructional
Decision-Making

• Ministry of Education
• Trinidad and Tobago
• January, 2007

Frank Worrell Marley Watkins Tracey Hall
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Progress Monitoring Defined

•  What is Progress Monitoring?
• Progress monitoring is a scientifically based
  practice that is used to assess students
  academic performance and evaluate the
  effectiveness of instruction. Progress monitoring
  can be implemented with individual students or an
  entire class.
• National Center on Student Progress Monitoring
  http//www.studentprogress.org/

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Use of Progress Monitoring

• Identify the students current levels of
  performance
• Establish educational goals for learning that
  will take place over time.
• Measure students academic performance on a
  regular basis
• (weekly or monthly).

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Measurement Systems

• Alternative assessment procedures appearing in
  educational literature in the last 20 years are
  Curriculum-Based Measurement (CBM).
• Whereas standardized commercial achievement tests
  measure broad curriculum areas and/or skills,
• CBM measures specific skills that are presently
  being taught in the classroom, usually in basic
  skills. Several approaches to CBM have been
  developed.

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Curriculum-Based Measurement

• result of nearly 30 years of research
• used in schools across the country
• demonstrates strong reliability and validity
• used with all children to determine whether they
  are profiting from instruction
• used with children who are failing- for the
  purpose of enhancing instructional programs

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Research Indicates

• CBM produces accurate, meaningful information
  about students academic levels and growth
• CBM is sensitive to student improvement
• When teachers use CBM to inform their
  instructional decisions, students achieve better.

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Curriculum-Based Measurement

• 4 Common Characteristics
• 1. The measurement procedures assess students
  directly using the materials in which they are
  being instructed. This involves sampling items
  from the curriculum.
• 2. Administration of each measure is generally
  brief in duration (typically 1-5 minutes.)
• .

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Common Characteristics of CBM

• 3. The design is structured such that frequent
  and repeated measurement is possible and measures
  are sensitive to change.
• 4. Data are usually displayed graphically to
  allow monitoring of student performance.

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Multiple Referencing Capabilities

• Norm Referencing
• Criterion Referencing
• Individual Referencing

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• Progress toward meeting the students goals is
  measured by comparing expected and actual rates
  of learning.
• Analyze and adjust/intervene instruction as
  needed.
• Thus, the students progression of achievement is
  monitored and instructional techniques are
  adjusted to meet the individual student learning
  needs.

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Benefits of Progress Monitoring

• Accelerated learning because students are
  receiving more appropriate instruction
• More informed instructional decisions
• Documentation of student progress for
  accountability purposes
• More efficient communication with families and
  other professionals about students progress
• Higher expectations for students by teachers
  and
• fewer Special Education referrals.

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CBM in Reading

• Oral Reading Fluency
• one minute timing
• individually administered
• words read correctly
• also measure errors
• high correlation with reading comprehension
• (students dont read faster than they can
  understand what they are reading)

• Maze and cloze procedures
• passage reading
• words missing systematically
• fill in or selection of correct word
• may be fluency
• Letter or sound identification
• Word Recognition

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CBM Mathematics

• Computation
• fluency
• correct digits
• (versus correct problem)
• 468
• x 16
• 2808
• 468
• 7488 11 correct digits

• Problem solving
• may incorporate fluency
• accuracy of components of work
• problem set up
• operation
• computation

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CBM in Writing

• Written Expression is a measure student writing
  skills.
• Students are given the starting sentence, or part
  of a story. They are given a lined sheet of
  paper with a story starter at the top. Students
  are then asked to continue to write a story about
  what happened.
• Scoring is related to writing conventions