Progress Monitoring and the Academic Facilitator

Cotrane Penn, Ph.D.Intervention Team SpecialistEast Zone

NC Requirements for Intervention

“…a personal education plan for academic improvement with focused intervention and performance benchmarks shall be developed…for any student at risk of academic failure who is not performing at least at grade level.”

G.S. 115C-105.41

RtI is…Response to intervention integrates assessment

and intervention within a multi-level prevention system to maximize student achievement and  reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities.

RTI4success.org

What is Progress Monitoring?• Frequent brief assessments* to measure growth in areas of

need

• Conducted at pre-planned intervals of time (ex. Every Friday)

• Helps to determine intervention effectiveness

• Predicts student growth rate in targeted area(s)

• Allows teams to tailor interventions based on responsiveness to instruction

Progress Monitoring is not an intervention

Frequent brief assessments* to measure growth in areas of need

Conducted at pre-planned intervals of time (ex. Every Friday)

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Helps to determine intervention effectiveness

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Time on Task Progress Monitoring

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Predicts student growth rate in targeted area(s); Allows teams to tailor interventions based on responsiveness to instruction

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Qualities of a Good Progress Monitoring Tool

•It consistently measures the targeted skill of interest

•Sufficient number of alternate forms and of equal difficulty

•Provides numerical scores

•Sensitive to slow growth

•Brief

Why don’t we use classroom assessments for progress monitoring

How is this student doing?

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Unit 1 Unit 2

Hypothetical Fourth-Grade Math Computation Curriculum

1. Multidigit addition with regrouping2. Multidigit subtraction with regrouping3. Multiplication facts, factors to nine4. Multiply two-digit numbers by a one-digit

number5. Multiply two-digit numbers by a two-digit number6. Division facts, divisors to nine7. Divide two-digit numbers by a one-digit number8. Divide three-digit numbers by a one-digit number9. Add/subtract simple fractions, like denominators10. Add/subtract whole numbers and mixed numbers

Tools Designed for Progress MonitoringProxies for student achievement

Progress Monitoring Tools as a Proxy for General Achievement

Broad Measure of Achievement

Progress Monitoring

Measure

Correlation

Test of Written Language-•1-on-1 admin.•60-90 minute administration•IDs students who write poorly and require special help

Written Expression Curriculum Based Measurement Story Starters•Indiv or group admin•5-7 administration time•assesses growth in writing skills

.63-.81

(Moderate to high)

Performance on Student Basal Readers

Oral Reading Fluency Passages derived from a variety of sources

Generally high moderate to high range

Progress Monitoring Math

•Curricular Sampling▫www.aimsweb.com▫www.easycbm.com

•Single-Skills Assessment▫www.interventioncentral.org

Progress Monitoring Writing

•Story Starter Writing Prompts▫Aimsweb

▫Intervention Central

Three Methods for Scoring Written Expression Progress Monitoring

•Total Words Written

•Words Spelled Correctly

•Correct Word Sequences

Total Words Written

Words Spelled Correctly

Correct Word Sequences

Progress Monitoring Literacy

•Oral Reading Fluency CBM has the highest correlations with measures of reading comprehension, decoding, word identification, and vocabulary (Fuchs, 2004)▫Easycbm.com▫Interventioncentral.org▫Dibels.uorgegon.edu

Progress Monitoring Literacy cont.•Maze Fluency

▫Combined measure of fluency and comprehension Typically used for comprehension problems Not as robust as ORF

▫Growth in scores occurs more slowly than on ORF, but scores are comparable (Shin et. Al, 2000).

▫Aimsweb▫Intervention Central

Progress Monitoring Literacy cont.• Early Literacy

▫Letter Naming Fluency - identified frequently as the best single indicator of risk for reading failure

▫Letter Sound Fluency - with equal or better predictive ability to later general reading skills than the DIBELS Phonemic Segmentation measure

▫Phoneme Segmentation Fluency - the ability to hear critical sounds in the spoken word

▫Nonsense Word Fluency - the ability to link the written code with the most common sounds

Resources: DIBELS, Aimsweb, EasyCBM

Questions/Comments/Concerns?Contact Information:

Cotrane.penn@cms.k12.nc.us980-344-0414