Progress Monitoring Techniques for Students with Multiple Needs

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Progress Monitoring Techniques for Students with
Multiple Needs
Christine MaleckiNorthern Illinois
Universitycmalecki_at_niu.edu Thank you to Al
Gonzalez (NIU alum) And Kelly Lyell, NIUGraduate
Student School Psychology Program
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• http//www.mediafire.com/?sharekey1d2306f97c1c5d7
  e0de4fc1039a01674bbdf5e4fe427aabd0ac99885da44e881
  

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Benefits of Monitoring Progress

• Target the skill(s) you will teach during the
  year.
• Help determine what is realistic but ambitious
  growth for your students.
• Allow the students to have a goal and experience
  success and a purpose throughout the school year.

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Benefits of Monitoring Progress

• Communicate with parents about their childs
  accomplishments.
• Allows the students future teachers to see what
  was accomplished and a potential method of
  progress monitoring.

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Progress Monitoring

• Curriculum-based measures (CBM) are one of the
  best known and used progress monitoring (PM)
  assessments
• These measures capture a wide range of skills
• Standard CBMs are not suitable for some subgroups
  of students
• Students whose skills are below those of the CBM
• Targeting specific, concrete skills beyond those
  of the standard CBM

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Alternative Progress Monitoring

• Alternate progress monitoring assessments can be
  created based on the principles of PM and CBM
• They will monitor the mastery of specific skills
  over time, which provides data that relates to
  student goals (Safer Fleischman, 2005)

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Progress Monitoring

• Define the Behavior (look at IEP goals)
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Progress Monitoring

• Define the Behavior (look at IEP goals)
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Good Measurement Strategies

• Reliable and Valid!!
• Simple and Time-Efficient
• Standardized
• Can be done frequently
• Provides a picture of performance over time
• COMPARES APPLES TO APPLES
• Can focus on long term growth or set a short term
  goal for an achievable skill
• Progress Monitoring is not ideal if it is simply
  short-term, but it is better than nothing!
• Measures are tied to instruction and useful for
  student program evaluation (Siegel Allinder,
  2005)
• (Shapiro, 2004 Howell Nolet, 2000)

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Good Measurement Strategies

• Disadvantages of the alternative assessments
• Validity and reliability of these assessments are
  very hard to determine (Deno, 1997)
• Focusing on specific skills might not generalize
  into learning overarching goals (Shapiro, 2004)
• General Outcome Measures are the most empirically
  supported method for assessing learning over time
  (Deno, 1997 Shapiro, 2004).
• Research on GOM for students with multiple needs
  is being conducted with promising results
  (Wallace, Tichá Gustafson) http//www.progressmo
  nitoring.net/probes/sigcog.html

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Progress Monitoring

• Define the Behavior
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Describing Current Level of Functioning

• A statement of the childs present levels of
  academic achievement and functional performance,
  including

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Current Level of Functioning

• Describes a students baseline level of
  performance on a target behavior (where is he/she
  now?)
• Try out the skill you intend to target. Too
  difficult? Too easy?
• Adjust
• Describe the students baseline.

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Steps for Current Level of Functioning

• Collect baseline data
• Is it stable data and typical? (at least 3 data
  points ideally)
• Summarize the data (pick median score)

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Progress Monitoring

• Define the Behavior
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Goal Statements

• The goals is the expected level of performance at
  the end of an expected goal period.
• Current Level (Currently Annie is reading 2 sight
  words out of 10.)
• Conditions (In 9 weeks, when presented with a
  list of 10 sight words)
• Behavior (Annie will read)
• Criterion (8 out of 10 words per minute on 3
  consecutive probes)
• Draw your goal line on your graph.

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Example CBM Goals
Currently Sally is reading 45 words per minute on
2nd grade reading probes. In 9 weeks, Sally will
read 66 words per minute on 2nd grade CBM reading
probes given once per week (with three 1 minute
probes given and the median words read correctly
recorded) Currently Travis is writing 10 digits
correct per minute on 2nd grade mixed-fact math
probes. In 9 weeks, Travis will write 22 digits
correctly per minute on 2nd grade CBM math probes
given once per week. Currently Dawn is writing
30 correct writing sequences in a three-minute
written expression CBM story. In 9 weeks, Dawn
will write 48 correct writing sequences on a
written expression CBM given once per week.
Sally Travis Dawn
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Keep It Simple

• Figure out a system to organize your materials
  and data. Keep it all in one place.

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Progress Monitoring

• Define the Behavior
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Keeping Track of Data

• Excel works great. Will draw a trend line for
  you.
• Chart Dog on invention central website also
  good
• http//www.jimwrightonline.com/php/chartdog_2_0/ch
  artdog.php

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Progress Monitoring

• Define the Behavior
• Select a Measurement Strategy
• Describe Current Level of Functioning
• Develop a Goal Statement
• Prepare a Chart/Data Collection Tool
• Select a Decision-Making Plan

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Decision-Making Plan

• Decide in advance how you will make decisions
  about the effectiveness of an intervention.
• Teachers were 2.2 times more effective when they
  followed decision rules.
• 94 of 31 teachers found that the decision rules
  saved them time.

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Decision-Making

• How often will data be collected? (ex every 2
  weeks)
• If using CBM, how many probes and how will it be
  summarized for each data point (e.g. median
  score)?
• How many data points? (at least 7 are
  recommended)
• What is your decision rule?
• (i.e. examine data trend compared to the goal)
• (e.g. If Johns data is above the goal line for
  three consecutive data points, a change will be
  made (increase goal)). If below goal line for
  three consecutive data points, change
  intervention.

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References

• Deno, S. L. (1997). Whether thou
  goestPerspectives on progress monitoring. In J.
  W. Lloyd, E. J. Kameenui, and D. Chard (Eds.),
  Issues in educating students with disabilities
  (pp. 77- 99). Mahwah NJ Lawrence Eribaum
  Associates, Inc.
• Howell, K. W., Nolet, V. (2000).
  Curriculum-based evaluation Teaching and
  decision making (3rd Ed.). Belmont, CA Thompson
  Learning.
• Safer, N. Fleischman, S. (2005). Research
  matters How student progress monitoring
  improves instruction. Educational Leadership,
  62(5), 81-83.
• Shapiro, E. S. (2004). Academic skills problems
  Direct assessment and intervention (3rd Ed.).
  New York Guilford Press.
• Siegel, E. Allinder, R.M. (2005). Review of
  assessment procedures for students with moderate
  and severe disabilities. Education and Training
  in Developmental Disabilities, 40(4), 343-351.
• Wallace, T., Tichá, R., Gustafson, K. (in
  press). Technical characteristics of general
  outcome measures for students with significant
  cognitive disabilities, 1-55.

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Lets Write Some Goals!

• Remember, they need to include
• Current Level of Functioning
• Condition
• Behavior
• Criterion

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Writing a Goal

• Describe Current Level of Functioning
• Sally can correctly tell time using an analog
  clock 1 out of 5 times
• Develop a Goal Statement
• Conditions (In 9 weeks, using analog clock
  probes)
• Behavior (Sally will tell time)
• Criterion (4 out of 5 times correctly)

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Measurement Strategy

• Remember, they need to be
• Reliable
• Valid
• Simple and Time-Efficient
• Standardized

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Creating Probes

• Creating the wheel
• Recreating the wheel
• Borrowing and stealing
• Collaborating

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Example Goals

• Bobby can correctly identify 2 out of 10 survival
  words. In 18 weeks, using sight and survival word
  probes, Bobby will correctly identify 9 out of 10
  survival words.

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Money Progress Monitoring

• Jackson
• Currently Jackson is adding coins (pennies,
  nickels, dimes and quarters) to values that sum
  to less than one dollar correctly 2 out of 5
  times. In 18 weeks, Jackson will correctly count
  using all different types of coins 10 out of 10
  times (do the procedure 10 times, with 10
  different sets of up to 7 different coins).
• Jill
• Currently Jill is counting by tens using dimes
  correctly 1 out of 5 times. In 18 weeks, Jill
  will correctly count by tens using dimes 9 out of
  10 times (do the procedure 10 times, with 5
  different sets of up to 7 dimes).

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Time Progress Monitoring

• Jack
• Currently Jack is matching analog and digital
  clock faces correctly 2 out of 10 times. In 18
  weeks, Jack will correctly match 9 out 10
  presented analog and digital clock faces on the
  hour and half hour.

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Simple Addition Progress Monitoring

• Jacob
• Currently Jacob is correctly solving 2 out of 10
  simple addition problems (with sums less than or
  equal to 10). In 9 weeks, Jacob will correctly
  solve 8 of the 10 simple addition problems.
• Jack
• Currently Jack is correctly solving 1 out of 5
  simple addition problems (with sums lass than or
  equal to 10) with touchpoints on the numbers. In
  9 weeks, Jack will correctly solve 4 out of 5
  simple addition problems using the touchpoints.

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Number Identification

• Jim
• Currently Jim is correctly pointing to the number
  given to him orally in random order (numbers 1
  through 5) 2 out of 5 times. In 9 weeks, Jim will
  correctly point to the number given to him orally
  (numbers 1 through 5) when presented to him in
  random order 4 out of 5 (all 5 presented at each
  time).

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Color Identification

• Brian
• Currently Brian is correctly pointing to the
  basic color (red, orange, yellow, green, blue,
  purple, brown, black, white and pink) given to
  him orally in random order 2 out of 10 times. In
  18 weeks, Brian will correctly identify 9 out of
  10 basic colors when given orally given to him in
  random order.
• Brandy
• Currently Brandy is correctly pointing to the
  color given to her orally (only red, white and
  green colors used) in random order 1 out of 5
  times. In 18 weeks, Brandy will correctly
  identify the color given to her from the choices
  of red, white and green presented in random order
  (5 sets of red, white and green circles) in
  random order 5 out of 5 times.

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Selected Letter Identification

• Allen
• Currently Allen is correctly identifying 3 out of
  10 letters presented on a probe (letters A
  through J only used). In 9 weeks, Allen will
  correctly identify 9 of the 10 letters presented
  on the probe orally (A through J only with each
  letter presented in random order).

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Sight/Survival Word Identification

• Jill
• Currently Jill is reading 3 out of 10 sight or
  high-frequency words correctly. In 9 weeks, Jill
  will identify 8 out of 10 sight or high-frequency
  words on three different randomized lists of 10
  words.
• Joel
• Currently Jill is reading 3 out of 10 sight or
  high-frequency words correctly. In 9 weeks, Jill
  will identify 8 out of 10 sight or high-frequency
  words on three different randomized lists of 10
  words.

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Sight/Survival Words Progress Monitoring Sheet
1 Name Date Score / 12
push go stop pull walk dont
walk bus Mens Room Womens
Room danger elevator telephone
0 1 0 1 0 1 0 1 0 1 0
1 0 1 0 1 0 1 0 1 0
1 0 1
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Sight/Survival Words Progress Monitoring Sheet
2 Name Date Score / 12
police fire quiet water open close hot
cold off hot cold on
0 1 0 1 0 1 0 1 0 1 0
1 0 1 0 1 0 1 0 1 0
1 0 1
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Sight/Survival Words Progress Monitoring Sheet
3 Name Date Score / 12
upstairs up stand up downstairs down sit
down exit enter 911 outside inside mail
box
0 1 0 1 0 1 0 1 0 1 0
1 0 1 0 1 0 1 0 1 0
1 0 1
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Design a Statement of Transition Services

• Beginning not later than the first IEP to be in
  effect when the child turns 14 ½, and updated
  annually thereafter, the IEP shall include
• appropriate, measurable, postsecondary goals
  based upon age-appropriate transition assessments
  related to employment, education or training,
  and, as needed independent living
• 23 IAC 226.230(c)

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Vocational and Employment
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Daily Living and Employment Assessments
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Daily Living and Employment Assessments
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Daily Living and Employment Assessments
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Daily Living and Employment Assessments
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Lets Do It!

• Pick a student and a goal.
• Using the principles we discussed, how would you
  create a progress monitoring assessment system
  for that goal?
• (Change the students names)
• Exchange with a partner do they know exactly
  what you mean? By reading it, would they progress
  monitor the exact way you have in mind?

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Thank You!