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RtI Team 2009

Progress Monitoring with Curriculum-Based Measurement in Reading -DIBELS

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Outcomes for Today

1. Understand the purpose of progress monitoring in an RtI model.

2. Know the procedures to: • Establish the correct level for measuring

student progress

• Set a “realistically ambitious” goal

• Analyze basic graphs for instructional decision-making

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Selecting the Right Assessment

Who needs intervention?Screening

Diagnostic

Progress Monitoring

Outcome

What specific instruction or intervention is needed?

Is the instruction working?

What has the student learned over an extended period of time?

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Are we ready to begin using CBMs to measure progress?

We have already . . . • Screened our students to find which students

need more intense instruction/intervention.• Sorted students into interventions based on

identified instructional need.• Began implementation of our interventions.

Now . . .

We need to know if the instruction is working!

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Is My Instruction Working?

• Progress monitoring with CBM is – A scientifically based practice– Used to assess students’ academic

performance as a means to evaluate the effectiveness of instruction.

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Progress monitoring is designed to:

• Increase student achievement• Identify students who are not demonstrating

adequate progress• Provide timely and ongoing feedback to help

teachers identify when instructional changes are needed

• Design more effective, individualized instruction for students who need it

• Document achievement progress • Support accurate special education decision

making• Improve communication with parents,

teachers, students

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How does it work?• You need to compare the student’s current rate of progress with the expected rate of progress!

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AimlineData PointsActual growth

Actual growth versus expected growth

Expected growth

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You need to measure growth at the student’s:

•Instructional level - Is my instruction working?

•Targeted (Tier II) every three weeks•Intensive (Tier III) weekly

•Grade level - Is the gap closing?

•Every 4-6 weeks (especially for student in the SIT process.

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Steps for Setting Up Progress Monitoring

ORF

Test back to determine the instructional level (5th grader monitored at a 4th grade-level)

Student reads a 4th gradePassage at 84 WPM

The benchmark goal for students reading a 4th grade passage fluently is 118 WPM

1. Select a Tool (Guided by Grade Level)

1. Establish student’s instructional level

2. Obtain a baseline

score

4. Set a goal

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Steps for Setting Up Progress Monitoring

1. Select a Tool

Grade K ISF

Grade 1 NWF Grades 2-5 ORF

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LNF ISF PSF NWF ORF

K Beginning X X

Middle X X X X

Ending X X X

1st Beginning X X X

Middle X X X

Ending X X

2nd Beginning X X

Middle X

Ending X

3rd Beginning X

Middle X

Ending X

4th Beginning X

Middle X

Ending X

5th Beginning X

Middle X

Ending X

DIBELS PM Recommendations

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Steps for Setting Up Progress Monitoring

2. Establish Student’s Instructional Level for Progress Monitoring (With-in Grade Level)

Grade Level Progress Monitoring

Grade K ISF

Grade 1 NWF Grades 2-5 ORF

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Steps for Setting Up Progress Monitoring 2. Establish Student’s Instructional Level for

Out-Of-Grade-Level Progress Monitoring

Grades 2-5 Test back to find student’s instructional level1. Start with grade level probe or can

estimate with DRA2 level.2. Test with successively easier probes until

student scores in the Emerging or Some Risk range.

3. If student is below 20 wcpm on a first grade probe, Test back: NWF, PSF, ISF until child scores in the Emerging or Some Risk range.

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Steps for Setting Up Progress Monitoring

2. Establish student’s instructional level

Example:5th grader: Allen Fall Benchmark Scores • 5th Grade Level ORF score 64 wcpm

• 4th Grade Level ORF score 84 wcpm

Too low

Instructional Range

Let’s look at the progress monitoring worksheets . . .

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Alan 5th October 1

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84

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Steps for Setting Up Progress Monitoring

3. Obtain a Baseline Score

Grades K&1 Administer the recommended subtest and use that score.

Grades 2-5 Use score obtained when

you were testing back for ORF (If you have a student who has to go

back lower than ORF (i.e., NWF), you would use the score obtained during testing back).

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Steps for Setting Up Progress Monitoring

4. Set a Goal

Grades K-5

Set goal by determining End of Year Goal for the identified progress monitoring test (i.e. at first grade NWF = 50 CLS)

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Steps for Setting Up Progress Monitoring

4. Set a Goal

Example:5th grader: Allen Test Back Score • 4th Grade Level ORF score 84 wcpm

End of Year Goal for 4th Grade• 118 wcpm when reading a 4th grade level passage

(Some Risk Range)

Determine # of weeks to get there

118 - 84 = 34 ÷ 1.2 = 28 weeks

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Alan 5th October 1

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•Let’s try another one!

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Setting Up Progress Monitoring for Sara:Use end of year benchmark score for a goal

1. Select a Tool 2. Establish student’s instructional

level

3. Obtain a baseline score

4. Set a goal - Spring NWF Gr 1 benchmark score

5. Determine # of weeks to get there 50 - 22 = 28 ÷ 1.5 = 18 weeks

22

18 wks

50

NWF – 22PSF – 35LNF- 40

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Sara 1st October 1

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Let’s Graph It!We have:

• Baseline: Current level of performance

• Goal : Desired level of performance

• Aimline: Connect the dots

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Baseline, Goal, Aimline

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Aimline

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How do you make an Aimline?

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Data Point Decision-MakingData Point Decision-Making• If 3 weeks of instruction have occurred and

at least 6 data points have been collected, ask:

“Are 4 consecutive data points at or above the Aimline?”

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AimlineData Points

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44 Point RulePoint Rule

• “Are 4 consecutive data points at or above the Aimline?”

If all 4 points are above the line, increase goal.

If all 4 points are below the line, adjust intervention.

If the points are both above and below the Aimline, keep collecting data until a rule can be applied.

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Data Point Decision MakingData Point Decision Making Example 1: Poor Progress So . . .

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Aimline

Data Points

Increase Intensity of Intervention1)Increase Intervention Fidelity2)Increase Time3)Smaller Group Size

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Data Point Decision MakingData Point Decision Making Example 2: Good Progress So . . .

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AimlineData Points

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Data Point Decision MakingData Point Decision Making Example 3: Very Good Progress So . . .

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AimlineData Points

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Progress monitoring at grade level

A Good Response Is:Gap is closing

A Questionable Response Is:Gap stops widening but closure does not occur

A Poor Response Is:Gap continues to widen with no change in rate

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Advantages of Charting Progress

• Small gains are visible.

• Steady growth over time is visible.

• Student is competing against him/herself only.

• Teacher can tell if improvement is occurring and can change something if it is not.

• A clear benchmark is in sight.

p. 35

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Next Steps…• Establish progress monitoring tools and

goals for all students in targeted and intensive intervention

• Create and chart goals

• Monitor progress using district frequency guidelines

• Prepare to share your data at a progress monitoring data team meeting in the near future.