Progress MonitoringProgress Monitoringfor students in Strategic or Intensive intervention levelsfor students in Strategic or Intensive intervention levels

Based on the work of Roland Good and Ruth Kaminski

“Even if you’re on the right track, you’ll get run over if you just sit there”

Will Rogers

“Even if you’re on the right track, you’ll get run over if you just sit there”

Will Rogers

"If we keep doing what we're doing, we're going to keep getting what we're getting."

Steven Covey

"If we keep doing what we're doing, we're going to keep getting what we're getting."

Steven Covey

“Never discourage anyone who continually makes progress, no matter how slow”

Plato

“Never discourage anyone who continually makes progress, no matter how slow”

Plato

Steps for Implementing Progress MonitoringSteps for Implementing Progress Monitoring

Identify Students who are experiencing reading difficulties

Conduct frequent progress monitoring probes (1-2x per week)

Chart student progress on chart with aimline and goal

Review progress frequently

Make instructional decisions based on student performance data

Identify Students who are experiencing reading difficulties

Conduct frequent progress monitoring probes (1-2x per week)

Chart student progress on chart with aimline and goal

Review progress frequently

Make instructional decisions based on student performance data

Outcomes Driven ModelOutcomes Driven Model

Validate Needfor Support

ReviewOutcomes

EvaluateSupport

ImplementInstructional

Support

PlanInstructional

Support

Provide Instructional SupportBased on IntegratedAssessment - InterventionFeedback Loop

Identify Needfor Support

Model of Big Ideas, Indicators, and Timeline for Achieving

Model of Big Ideas, Indicators, and Timeline for Achieving

Fall Winter Spring

Third Grade

Big Ideas inBeginningReading

DynamicIndicators ofBig Ideas inBeginningReading

Benchmark GoalTimeline forAssessing BigIdeas K-3

PhonologicalAwareness

AlphabeticPrinciple

Accuracy &Fluency with

Connected Text

High-StakesReadingOutcome

OnRF PSF ORFNWF ORF ORF OSA

Fall Winter Spring

Second Grade

Fall Winter Spring

First Grade

Fall Winter Spring

Kindergarten

DIBELS Progress Monitoring Directions

DIBELS Progress Monitoring Directions

DIBELS Progress Monitoring Examiner Copy

DIBELS Progress Monitoring Examiner Copy

DIBELS Progress Monitoring Student Copy

DIBELS Progress Monitoring Student Copy

Progress MonitoringProgress Monitoring

Evaluating Support – Modify Instruction?

Evaluating Support – Modify Instruction?

Whoops! Time to make a change!Whoops! Time to make a change!

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Evaluating Support - Is Instructional Support Sufficient Now?

Evaluating Support - Is Instructional Support Sufficient Now?

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DIBELS are the GPS for educatorsDIBELS are the GPS for educators

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Evaluate the Data Evaluate the Data

Assumptions to consider before evaluating the data

Teacher is implementing instructional strategies

Student is actively engaged in instruction

Aim line has been correctly identified based on present levels of educational performance

Appropriate identification of annual goals and objectives

Assumptions to consider before evaluating the data

Teacher is implementing instructional strategies

Student is actively engaged in instruction

Aim line has been correctly identified based on present levels of educational performance

Appropriate identification of annual goals and objectives

Goal-Oriented Decision Making Goal-Oriented Decision Making

A consistent rule is to make program changes when performance falls below the aimline for 3 consecutive data points.

Using aimlines and decision rules takes much of the guess work out of data analysis.

A consistent rule is to make program changes when performance falls below the aimline for 3 consecutive data points.

Using aimlines and decision rules takes much of the guess work out of data analysis.

Example Decision Rules. . . Example Decision Rules. . .

If a student’s performance is below the aimline on 3 consecutive days, but is parallel to the aimline, one may decide to “wait” to see if student performance accelerates in level to reach the original aimline.

If the student performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line of the graph that symbolizes a change in the program.

If the student’s performance is above the aimline after 3-days (or wait another 3-days), it may be appropriate to raise the aimline.

If a student’s performance is below the aimline on 3 consecutive days, but is parallel to the aimline, one may decide to “wait” to see if student performance accelerates in level to reach the original aimline.

If the student performance continues below the original aimline, implement a different teaching strategy. Draw a vertical line of the graph that symbolizes a change in the program.

If the student’s performance is above the aimline after 3-days (or wait another 3-days), it may be appropriate to raise the aimline.

Display Current Performance and Goal on a Progress Monitoring

Graph

Display Current Performance and Goal on a Progress Monitoring

Graph

Goal includes both a target level of skill and a specific time during the school year to attain that skill.

The aimline provides a roadmap showing where you are, where you want to get to, and the rate at which you must progress in order to get there on time.mm

Goal includes both a target level of skill and a specific time during the school year to attain that skill.

The aimline provides a roadmap showing where you are, where you want to get to, and the rate at which you must progress in order to get there on time.mm

Progress Monitoring Data

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Letters per Identified Minute Aimline for Desired Performance

Aimline

Baseline Mastery learning

Trendline

Types of student performance difficultiesSource: academic and behavior problems, Witt, Daly, & Noell (2000)

Types of student performance difficultiesSource: academic and behavior problems, Witt, Daly, & Noell (2000)

Motivation problems (can do the work but won’t do it)

Skill deficit problems (can’t do work) Not enough time spent doing

work(guided/independent practice)

Not had enough help to do work (prompt/feedback)

Activity is not teaching the student what the teacher wants the student to learn

The work is too difficult for the student

Motivation problems (can do the work but won’t do it)

Skill deficit problems (can’t do work) Not enough time spent doing

work(guided/independent practice)

Not had enough help to do work (prompt/feedback)

Activity is not teaching the student what the teacher wants the student to learn

The work is too difficult for the student

Support process for students experiencing academic difficulty

Support process for students experiencing academic difficulty

Universal Interventions

Use current supports as much as possible (student assistant team, child study team etc.)

Student referred to team for support

Conduct academic functional assessment

Develop intervention linked to results of assessment

Frequently monitor, review, and modify student’s progress

Universal Interventions

Use current supports as much as possible (student assistant team, child study team etc.)

Student referred to team for support

Conduct academic functional assessment

Develop intervention linked to results of assessment

Frequently monitor, review, and modify student’s progress

Planning Instructional SupportPlanning Instructional SupportKey Decisions: What are the Goals of instruction?

Where are we? Where do we want to be? By when? What course do we need to follow to get there?

What skills should we teach? Focus on the Big Ideas: Phonological Awareness, Alphabetic

Principle, Accuracy and Fluency with Connected Text Level of skills based on error analysis.

How much instructional support may be needed? Intensive Instructional Support Strategic Instructional Support Benchmark Instruction

Key Decisions: What are the Goals of instruction?

Where are we? Where do we want to be? By when? What course do we need to follow to get there?

What skills should we teach? Focus on the Big Ideas: Phonological Awareness, Alphabetic

Principle, Accuracy and Fluency with Connected Text Level of skills based on error analysis.

How much instructional support may be needed? Intensive Instructional Support Strategic Instructional Support Benchmark Instruction

ThemesThemes Don’t loose track of the bottom line. Are we getting

closer to important and meaningful outcomes? Monitor Progress on -- and teach -- what is important:

Phonemic Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text

Oral Reading Fluency is an important instructional goal and target of progress monitoring.

Use progress monitoring to make decisions that change outcomes for children.

Progress monitoring should be efficient and purposeful. Start early! Trajectories of reading progress are very

difficult to change.

Don’t loose track of the bottom line. Are we getting closer to important and meaningful outcomes?

Monitor Progress on -- and teach -- what is important: Phonemic Awareness, Alphabetic Principle, Accuracy and Fluency with Connected Text

Oral Reading Fluency is an important instructional goal and target of progress monitoring.

Use progress monitoring to make decisions that change outcomes for children.

Progress monitoring should be efficient and purposeful. Start early! Trajectories of reading progress are very

difficult to change.