Introduction to Progress Monitoring

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Introduction to Progress Monitoring
The Role of the Paraeducator
April 1-2, 2005 The Penn Stater Conference Center
Hotel
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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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District, IU, Preschool Agency Policy

• Your local district, IU or preschool agencys
  policies regarding paraeducator job descriptions,
  duties, and responsibilities provide the final
  word!

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Learner Outcomes

• Describe the purpose of progress monitoring
• Describe ways to monitor progress
• Describe the 7 step progress monitoring process
• Describe the paraeducators role in this process

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Definition Progress Monitoring

• Ongoing process of assessment and evaluation that
  involves
• Collecting and analyzing
• data to determine student
• progress (assessment)
• Making instructional decisions based on the
  review and analysis of student data (evaluation)
• Many districts use a 7 step process.

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Reasons for Progress Monitoring

• Determine if instructional methods are working
  
• Determine correct instructional level within the
  curriculum
• Report progress to parents

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Which Students Benefit From Progress Monitoring?
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Ways to Monitor Progress

• General Outcomes Measures
• Specific Skills

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Ways to Monitor Progress

• General Outcomes Measures

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Ways to Monitor Progress

• Specific Skills

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Monitoring Progress

• IEP Goals

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decisions
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decisions
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decisions
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Making Goals Measurable

• Joanne will be able to sit during circle time.
• Does this goal include
• Condition?
• Students name?
• Clearly defined behavior?
• Performance criteria?

• Measurable Example
• During morning circle, Joanne will be able to
  sit, with no physical support, for 15 minutes for
  five consecutive days.

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Step 1. Measurable Annual Goals and Objectives

• Role of the paraeducator
• Goals and objectives are developed by the IEP
  team
• Teacher may ask paraeducator for input

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decisions
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Data Collection Types of Data

• Types of Data Collection
• Permanent Products
• Frequency/Rate Recording
• Percent
• Latency
• Duration

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Data Collection Types of Data

• Frequency/Rate
• Duration

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Data Collection Types of Data

• Frequency/Rate Recording
• Count of a target behavior within a specified
  time
• Method of choice when the objective is to
  increase or decrease the number of times a
  student engages in a target behavior
• Records discrete behaviors those that have a
  distinct beginning and ending.

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Data Collection Types of Data

• Duration
• Measures the length of time a student engages in
  a behavior
• Method of choice for discrete behaviors with an
  obvious beginning and ending that occur over a
  long period of time

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Step 2. Data Collection Decisions

• During morning circle, Joanne will be able to
  sit, with no physical support, for 15 minutes for
  five consecutive days.
• Type of data
• Where
• How often
• Who -

Duration
Classroom
Daily
Paraeducator
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Step 2. Data Collection Decisions

• Role of the paraeducator
• IEP goals and objectives developed by the IEP
  team drive data collection decisions
• Teacher may ask paraeducator for input

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decision
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Data Collection Tool Example

• Example
• Given 2-4 syllable words, Eddie will identify,
  by clapping, the number of syllables in words
  presented orally with 90 accuracy on 3
  consecutive probes.

• Tool used to collect data

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Data Collection Examples

• Curriculum-based Assessments
• Observations

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Data Collection Curriculum-based Assessment (CBA)

• Repeated measures of a students progress within
  the classroom curriculum
• Results analyzed to see if learning environment
  or instructional techniques are working for the
  student
• Results help teachers redesign instruction

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Step 3. Data Collection Curriculum-based
Assessment (CBA)

• Role of the paraeducator
• May administer CBAs
• May score CBAs
• May chart, record, or graph results of CBAs

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Data Collection Examples

• Curriculum-based Assessments
• Observations

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Data Collection Observation
Characteristics

• Measurable
• Observable

• Reliable
• Objective

Which can you see/measure? ____ Is
noncompliant ____ Completes assignments ____
Throws toys ____ Is lazy and unmotivated
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Step 3. Data Collection Observation

• Role of the paraeducator
• May often be called upon to gather information
  through observation under the direction of the
  teacher.

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decision
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Step 4. Representing the Data

• Appropriate representation should be
• Simple
• Stand alone
• Understandable
• Graphs are the best way!

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Step 4. Representing the Data

• Most common types of graphs used include
• Line Graph used to reveal trends over time
• Bar Graph used to compare sets of values

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What Does This List of Data Show ???

• Example
• Given a random selection of 26 words presented
  orally from a pool of 100 words, Jamal will
  produce the initial sound with 100 accuracy on
  three consecutive weekly probes.
• Data collected on correct sounds
• 11/14 14
• 11/20 12
• 11/28 16
• 12/4 14
• 12/11 12
• 12/19 18
• 1/16 - 20
• 1/22 - 18
• 1/28 20

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Jamals Data on a Graph
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Jamals Data With An Aimline
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Step 4. Representing the Data

• Role of the Paraeducator
• If you are asked to represent the data, in graph
  form or some other form, you will be given clear
  directions about how to do this by your
  supervisor.

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decision
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Evaluation of Data Decision Rules

• Decision rules are used to help guide the teacher
  as he/she evaluates a students data
• e.g., 4 consecutive data points above/below the
  aimline
• The data points may indicate that the teacher
  should
• Wait
• Make instructional adjustment
• Raise the goal

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Evaluating the Data Is the Student Making
Expected Progress?
No, but parallel to aimline-- Wait
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Evaluating the Data Is the Student Making
Expected Progress?
No-- Make a change
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Evaluating the Data Is the Student Making
Expected Progress?
Yes --Raise goal
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Step 5. Evaluation of Data

• Role of the paraeducator
• Evaluation of data is a responsibility of the
  teacher
• Teacher may ask paraeducator for input

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decision
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Making Instructional Adjustments

• Classroom climate
• Time of day
• Motivation
• What is taught
• Skill focus
• Amount of practice
• How it is taught
• Materials
• Group size

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Jamals Data
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Step 6. Making Instructional Adjustments

• Role of the paraeducator
• Decisions about changing instruction is a
  responsibility of the teacher
• Teacher may ask paraeducator for input
• paraeducator may be asked to implement some of
  the changes (e.g., use of motivation system for
  completion of probes)

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Progress Monitoring -- 7 Steps

• Measurable Annual Goals and Objectives
• Data Collection Decision
• Data Collection Tools Schedule
• Representing the Data
• Evaluation of Data
• Instructional Adjustments
• Communicating Progress

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Dear Eddies Parents,Look how well Eddie has
done on his IEP goal . He has met his target of
18 correct for the last four weeks. Lets
schedule an IEP meeting to talk about where we
should go from here.Sincerely,Eddies Teacher
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Step 7. Communicating Progress

• Role of the paraeducator
• Communicating progress to parents is a
  responsibility of the teacher
• Teacher may ask paraeducator for input

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Learner Outcomes

• Describe the purpose of progress monitoring
• Describe the 7 step progress monitoring process
• Describe the paraeducators role in this process

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Evaluation Form