Ongoing Progress Monitoring and Determining Instructional Level

1
Ongoing Progress Monitoring and Determining
Instructional Level

• Coaches Academy
• August 2005
• Randee Winterbottom

2
What is Ongoing Progress Monitoring (OPM)?

• OPM allows more frequent monitoring of students
  progress towards the benchmarks
• OPM allows monitoring to occur using off-grade
  level measures
• OPM is best practice for students receiving iii
• OPM enables the teacher to adapt instruction
  based on the needs of the child

3
Overview Determining Instructional Level and
Conducting Ongoing Progress Monitoring Notebook

• 11 Sections
• One for each grade level
• One for each measure that includes scoring
  booklets and probes
• Appendix with directions for downloading
  materials from DIBELS website

4
Determining Instructional Level

• In order to conduct OPM a teacher needs to
  determine a students instructional level
• The Determining Instructional Level and
  Conducting Ongoing Progress Monitoring notebook
  provides Steps to Conduct OPM and Steps and
  Decision Rules Tables for each grade level

5
Steps to Conduct Ongoing Progress Monitoring

• The steps to conduct OPM are located in each
  grade level section of the notebook.
• Pages 4, 10, 17, 21

6
Steps to Conduct OPM

• Determine the measures to be monitored
• Duplicate booklets
• Select probes to be administered
• Conduct assessment
• Score
• Record score in PMRN, Excel file or in DIBELS
  Scoring booklets
• Review data to determine progress toward goal and
  adjust instruction

7
Off Grade Level Assessing

• PSF from official DIBELS website is listed as a
  kindergarten measure
• NWF from official DIBELS website is listed as a
  first grade measure
• Scoring booklets will reflect those grade levels
  even if assessment is for a 2nd or 3rd graders
• Scores for all measures, whether on or off grade
  level, can be entered into the Progress
  Monitoring and Reporting Network 32 times a year,
  per measure

8
How Often Should OPM be Conducted?

• More severe problems require more frequent
  monitoring
• Options
• 2X/week with one probe
• 1X/week using one probe
• 1X/2 weeks using one probe
• 1X/month using the median of 3 passages for ORF

9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
Second Grade Example of Steps and Decision Rules
for a High Risk Student

• If Student scored high risk on 2nd grade ORF
• Then 1st grade ORF is administered
• If Student scored high risk on 1st grade ORF
• Then NWF and PSF are administered
• 3. If Student scored high risk on both
  measures
• Then conduct OPM on 1st grade ORF and NWF and
  PSF

13
2nd Grade Example Instructional Plan

• What reading components should be emphasized for
  instruction?
• What type of program should he/she be in?
• For how much time should this student be
  receiving reading instruction?
• Who will provide the instruction?
• When will he/she receive the instruction?
• Are there other assessments that should be
  administered?

14
2nd Grade Example Instructional Plan

• What reading components should be emphasized for
  instruction?
• Phonological Awareness, Phonics, Fluency
• What type of program should he/she be in?
• Intensive Intervention w/ focus on PA and Phonics
• For how much time should this student be
  receiving reading instruction?
• 90 minutes

15
2nd Grade Example Instructional Plan cont.

• Who will provide the instruction?
• Highly qualified teacher
• When will he/she receive the instruction?
• In and outside the 90 min. reading block
• Are there other assessments that should be
  administered?
• If the student does not respond to iii, a
  diagnostic assessment may be in order.

16
Case Study 1 Susie Cue 3rd Grade Assessment 2
17
Instructional Implications for Susie Cue

• On which measures should ongoing progress
  monitoring be
• conducted?
• 1st grade ORF, NWF, and PSF
• What reading components need to be emphasized?
• Fluency, phonics and some PA
• What are some possible programs/strategies that
  should be
• considered in her instructional plan?

18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
Instructional Implications for Susie Cue

• On which measures should ongoing progress
  monitoring be
• conducted?
• 1st grade ORF, NWF, and PSF
• What reading components need to be emphasized?
• Fluency, phonics and some PA
• What are some possible programs/strategies that
  should be
• considered in her instructional plan?
• Wilson Fundations, Earobics, Kaleidoscope, Read
  Naturally,
• Spell Read PAT, etc.

26
Case Study 2 John Kidd 1st grade Assessment 2
27
Instructional Implications for Johnny Kidd

• On which measures should ongoing progress
  monitoring be
• conducted?
• 1st grade ORF, NWF
• What reading components need to be emphasized?
• Fluency, phonics
• What are some possible programs/strategies that
  should be
• considered in her instructional plan?
• Great Leaps, Wilson Phonics, Read
  Naturally/Choral reading,
• rereading, partner reading, etc.

28
Using the PMRN for OPMhttp//www.fcrr.org/pmrn
click on Users Guide
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
Using the PMRN for OPM
33
OPM Frequently Asked Questions

• Why use OPM?
• How does OPM differ from the progress monitoring
  done during the regular assessment schedule?
• How does one access the OPM materials
• What are the steps for accessing the OPM
  materials from the U of O website?
• If teachers have access to these materials, isnt
  it a concern that they will use them to teach the
  test?

34
OPM Frequently Asked Questions, cont.

• As with the regular progress monitoring, wont
  teachers more likely think they should teach
  non-words and rapid letter naming since they are
  assessed?
• If some of the measures are for the regularly
  scheduled progress monitoring that are used for
  OPM wont test/retest impact the scores?
• What measures can be used for OPM in
  kindergarten? 3rd grade?

35
OPM Frequently Asked Questions, cont.

• How can a teacher get trained on the OPM
  assessments?
• When should OPM assessments be administered?
• Where should OPM take place?
• Can OPM data be entered into PMRN?
• What should be done if a score seems very
  unreasonable for a student

36
Summary Information

• The front matter of the notebook can be
  downloaded from FCRR www.fcrr.org/assessment
• Notebooks were sent to all RF district contacts
  and can be downloaded from FCRR
• Off- and on- grade level OPM data can be entered
  into PMRN
• OPM is for students needing the most support
  (iii)
• Teachers are the primary assessors for OPM since
  they are the ones who will be using the data to
  inform their instructional practices
• Teachers will need to be trained on the measures
  they will be using for OPM

37
Questions / Comments
38
My Contact Information

• rwinterbottom_at_fcrr.org
• 850-645-1735