Quick

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Quick Easy Data Documentation And Progress
Monitoring
Lisa Morch, EdS, NCSP, School Psychologist Yvonne
Michaud, Reading Specialist
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Todays Objectives

• How do I monitor the progress of students goals
  on IEPs?

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Best Practice

• Assessment of students from the curricular
  material that they are being instructed in
  (Curriculum based assessment)
• Measure weekly

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CBA can

• Provide a method for monitoring progress and
  performance of students across time.
• Provide an empirical method for determining when
  an intervention is effective or not.
• Make the assessment relevant to what the child
  has been expected to learn in the curriculum.

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Reading Probes

• To establish baseline reading levels that can
  serve as comparison points for monitoring
  progress through the reading curriculum.

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Reading Target Areas

• Phonemic Awareness
• Phonics
• Reading fluency
• Vocabulary
• Comprehension
• Oral Language Expression

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Why CBMs?

• Tests a global behavior that simultaneously
  requires many skills taught in the annual
  curriculum.
• Look at Passage Reading Fluency
• Reading Maze
• If lower due to low accuracy and low fluency
  consider phoneme or sight word probes

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Steps in the Process..

• How to place a student which CBM task
• Identify the grade level of material for progress
  monitoring- suggestion for use
• Passage Fluency
• Reading Maze
• Administering Scoring
• Graphing Scores
• Setting Goals
• When to revise your intervention

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Sources of Generic Reading Passages

• AIMSweb http//www.aimsweb.com
• Scholastic Fluency http//teacher.scholastic.com
• Childrens Educational Services, Inc
  http//www.readingprogress.com)
• Read Naturally http//readnaturally.com (free
  placement download)
• FREE
• DIBELS http//dibels.uoregon.edu or
  http//sopriswest.com
• Intervention Central www.interventioncentral.org/h
  tmdocs/interventions/cbmwarehouse.shtml
• Florida Center for Reading Research www.fcrr.org
• University of Maryland Curriculum Based
  Measurement for Early Literacy
  http//terpconnect.umd.edu/dlspeece/cbmreading/
• AVAILABLE AT THE IMC
• Heartland Area AEA Probes FCRR High School Mazes
• Quick Phonic Screener
• Dolch Sight Words

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Placement of Students in CBM

• At Kindergarten
• Letter Sound Fluency, Letter Naming, PA
• At Grade 1
• Word Identification Fluency, Passage Fluency
• At Grade 2-3
• Passage Reading Fluency
• At Grades 4-12
• Maze Fluency

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Level of Material Selection

• Generally use material at grade level
• However
• Some students may need to read for a different
  grade level if they are well below grade-level
  expectations

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Some Guidelinesfor where to begin

• Administer 3 Passage Fluency Probes
• 10-50 words correct ( 1 minute) less than85-90
  accuracy-----next lower
• More than 50 correct (1 minute) move to highest
  level student reads 10-50 words until grade level
  is reached
• Less than 10 correct (1 minute) move to Word
  Identification

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Word Identification Fluency

• Generally 1st grade
• Student presented with a list of 50 words
• Student reads for 1 minute
• Teacher marks errors on score sheet
• Dolch sight word list or any IRI Word Fluency
  (Individual Reading Inventory)
• Dibels Nonsense Word Fluency

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Guidelines for WIF

• Words read correctly marked as 1
• Words read incorrectly marked as 0
• Hesitation longer than 2 second move student to
  next word
• Sounding out a word limit 5 second than move
  student to the next word
• Do not correct errors
• At 1 minute circle the last word read
• If student finishes in less than 1 minute note
  the time

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Score adjusting

• of sounds correct
• of seconds A
• A x 60 Adjusted Score

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Passage Reading Fluency

• For students grade1-12

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Passage Reading Fluency

• Student is given passages in grade-level material
  that reflects the end of year goal and reads
  aloud for 1 minute
• Teacher follows along on a copy and marks any
  miscues the student makes. Teacher places a
  bracket after the last word read at the end of 1
  minute
• The teacher tallies the total number of words
  read correctly in 1 minute
• Probably appropriate for grades 2 and higher in
  Special Ed

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Sample directions for conducting Passage Fluency
Probe

• Give the student a passage to read
• Place teachers copy out of sight of the student
• Say to student When I say begin start reading
  aloud at the top of the page. Read across the
  page. Try to read each word. If you come to a
  word you dont know, Ill tell it to you. Be
  sure to do your best reading. Do you have any
  questions? Begin
• Set digital timer for 1 minute

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Scoring Criteria

• Words read correctly are those pronounced
  correctly in accordance to the context of the
  sentence
• Repetitions, insertions or self corrections are
  counted CORRECT
• Word substitutions, omitted words, reversals (not
  read in correct order), or hesitations (over 3
  seconds) are counted as ERRORS
• If a lines are skipped count as 1 error so, every
  word but one is subtracted from the total number
  of words attempted

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Scoring Continued

• Ex 65 words attempted in 1 minute
• Skipped one line of 15 words (14 words omitted)
• 65-14 51
• 1 omission error
• 8 reading errors
• 51-1-8 42
• Passage word fluency 42

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Reading Maze

• For students grade 1-12
• Students read passage and circle correct words
  for each blank
• Test last 2.5 minutes

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Reading Maze Procedure Scoring

• Give student Maze copy
• Directions Circle the best word for each
  sentence You will have 2.5 minutes
• Begin
• Student earns 1 point for each correct answer
• Discontinue after 3 consecutive errors

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How does this work for IEP Goals?

• IEPs have year long goals
• Focusing on a single skill does not prepare a
  student for high stakes testing
• Goal example
• Given passages representing 3rd grade material,
  student will read 72 words correct in 1 minute.

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How was goal determined?

• Baseline data from general education
  interventions or monitoring the general education
  teacher is using
• Could do probes as part of initial evaluation
  with the teacher to obtain a baseline
• Need at least 3 independent measures to determine
  a baseline
• Use median score to set baseline

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Setting Goals with CBM Year- End Benchmarks

• K 40 letter sounds per minute
• 1st 60 words correct per minute
• 1st 50 words correct per minute from texts
• 2 75 words correct per minute from text
• 3 100 words correct per minutes from text
• 4 20 correct answers per 2.5 minutes
• 5 25 correct answers per 2.5 minutes
• 6 30 correct answers per 2.5 minutes

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Setting Goals contd

• Kindergarten .5 letter sound increase per week
• 1st 1.5 words correct increase per week per line
• 2nd 1.0 words correct increase per week from
  text
• 3rd .75 words correct increase per week from
  text
• 4th-6th .5 replacements to text increase per
  week in 2.5 minutes
• These are using Slopes with CBM
• Research 1-2 per week is expected

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Setting Goals contd

• Current Performance 42 (3rd grader)
• Baseline 42 words correct per minute for passage
  read for 1 minute
• Goal for 3rd grade benchmark is 100 words correct
• 100-42 58 / 36 increase per week 1.6 words
  increase a week
• Goal Given passages representing 3rd grade
  material, student will read 100 words correct in
  1 minute.
• Annual Goal using expected slope
• (using .75 increase x 36 weeks)
• 36 weeks x .75 word increase 27 27 42
  69
• Given passages representing 3rd grade material,
  Student will read 69 words correct in 1 minute

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Data Analysis
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Definitions crucial to data analysis

• Baseline Data are data collection PRIOR to an
  intervention being implemented. The baseline data
  should reflect the targeted issue.
• Long Range Goal (LRG) is defined as where the
  team wishes the student to be after the
  intervention is employed and by a certain time
  period. This is the expected level of functioning
  for the student.

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Definitions cont.

• Aimline is defined as the line that connects the
  median baseline data point and the long range
  goal data point. If you are using a data base
  system to enter the data, the program may plot
  this line. If you are hand graphing, then use the
  median baseline data point (use at least 5 to7
  data points for baseline) and then plot the LRG
  point. Connect the two points, and you have
  constructed the aimline.
• Intervention line is defined as the line that is
  drawn perpendicular to the x axis (time) to
  specifically plot the date that the intervention
  began or changed.

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How do I get charts of data?

• EXCEL
• www.chartdog.com
• Create a Graph
• http//nces.ed.gov/nceskids/graphing/
• Commercial programs
• www.aimseb.com
• DIBELS http//dibels.uoregon.edu/
• Graph Paper and Pencil

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Graphing Basics

• Create a template or use one already available
• Vertical axis has range of student scores
• Horizontal axis has number of weeks or date
• Plot student scores on graph and connect your
  data points
• Set a goal or aimline
• End of year benchmark
• District Norms
• National Norms
• Connect your median baseline number to your goal

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• Goal line- 3 point rule
• If 3 successive data points lie above the
  aimline, the instructor adjusts the aimline
  upward
• If 3 successive data point lie around the
  aimline, the instructor make no changes to their
  instruction
• If 3 successive data points are below the
  aimline, the instructor changes the intervention.

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Deciding using trendlines

• The 3 data-point rule provides only a very
  short-range estimate of a childs progress in
  CBM. When at least 7-8 data points have been
  collected, the teacher may use the Tukey method
  to plot a trendline.
• After 7-8 data points
• Tukey Method
• Scores are divided into 3 fairly equal groups
• Two vertical lines are drawn between the groups
• In the first and third group x the median
• Connect the median data points

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Deciding using trendlines contd

• Goal line- 3 point rule
• If the trendline falls below the aimline, a
  change of program is indicated.
• If the trendline is above the aimline the goal
  (aimline) should be increased to reflect an
  accelerated learning rate.
• If the trendline matches the aimline, no changes
  are recommended.

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Definitions

• Insanity Doing the same thing over and over,
  and expecting different results.
• Ignorance Doing nothing, and expecting
  different results.
• Inappropriate doing the same thing over and
  over, and accepting unacceptable results.
• Ideal Continuing to change something to
  increase the probability of desired results.

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Questions?

• Please call or email
• Lisa Morch Yvonne Michaud
• 550-6200 444-2165 ext. 2119
• lmorch_at_sped618.org ymichaud_at_sped618.org