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Progress Monitoring

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Philip Young

on 2 October 2014

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Transcript of Progress Monitoring

Progress Monitoring
Main Ideas
Why progress monitor - 10 min

How to progress monitor behavior - 30 min
What to do with the data - 10 min

Questions/Discussion - 10 min

Why Progress Monitor? (Why collect Data?)
When teachers use progress monitoring
Student learn more.
Teachers design better instructional programs
Teacher decision making improves
Students become more aware of their performance
Safer & Fleishman, 2005

How to Progress Monitor
Using Progress Monitoring Data
Basic Question: Is intervention working? or Is student performance changing?
Application of Learning
Student Needs
80% of students
Intensive Interventions:
Targeted Interventions:
Group Systems
for At-Risk Individuals
Universal Supports
Different Tools for Different Needs
80% of students
Problem Analysis
Measurement Frequency
Measurement Precision
80% of students
Academic Example
Extant Data/Screening:
Summative Assessments
Intensive Assessment
Formative Assessment/Progress monitoring
80% of students
Behavior Example
Extant Data/Screening:
Intensive Assessment
Behavior Rating Scales
Functional Behavior Assessment
Direct Assessment/Progress monitoring
Behavior Trackers
Is this student making progress?
"In God we trust...
All others must have data."
-Dr. Stan Deno
Progress Monitoring Answers the Questions:
Are students making progress at an acceptable rate?
Are students meeting short- and long-term performance goals?
Does the instruction or intervention need to be adjusted or changed?
Estimate Rates of Improvement
Identify Students Not Making Adequate Progress
Just having progress monitoring data is not enough. You need to USE it.
Scheduled graph review dates
Grade level meetings
SIT meetings
What is progress monitoring?
Simple, repeated measures
Tied to important outcomes
Given frequently (e.g., weekly)
Simple, brief, efficient, and cheap
Sensitive to growth over short periods of time
A few words about variables...
The independent variable is the intervention.
It is the variable that you manipulate
The dependent variable is the behavior you are trying to change.
Joe is a 5th grade student who struggles to stay in his seat. His teacher is going to try a self-monitoring program with him to see if it helps.
Decipher the variables:
Things to consider when selecting a PM tool:
What do you want to measure?
(hint: it is usually the dependent variable)
Who is going to observe/rate/monitor?
How frequently do you need the information?
What type of decisions will be made with the information?
Will it also be used as intervention?
What are training needs?
Simple, repeated measures:
Simple, straightforward, quick or easy measures may include:
Frequency counts: How many problems were completed by Joey, number of hand raising occurrences for Jill, frequency of shoving on the playground or cursing in class for John.
Rate, Latency, Duration - How many words read correctly in 1 minute.
Rating Scales - estimating a level of performance as a number or letter grade.
Follow directions - y/n
Prepared in class - a,b,c,d,e,f
Respectful to teachers and classmates (always, sometimes, never)
We need to help teachers clearly define dependent variables. It needs to be measurable and concise.
"Blake is out of control. I don't know what to do with him. He refuses to do his work, he can't stay in his seat. He is disrespectful and defiant. I want him out of my class."
Define the dependent variables:
Rating Scales:
Rating Scales may save time and be more compatible with instruction.
i.e. it is difficult to count pencil tapping while teaching about the civil war.
Scales will have pros and cons associated with their level of sensitivity and their clarity in the construct
Follows directions - y/n
Prepared in class - 1,2,3,4,5
Respectful to teachers (always, sometimes, never)
PM Tools:
Joey is a 8th grade student who struggles to turn in his homework. He also has difficulty following directions.
What type of a PM tool would you choose?
Define the dependent variables:
Turning in homework
Following directions
Turning in homework - y/n or frequency count
Following directions - Scale (1,2,3,4, or a,b,c,d)
Direct Behavior Ratings (DBR)
Combines features of direct observation & rating scales
Definition: DBR is an evaluative rating that is generated at the time and place that behavior occurs (typically) by those persons who are naturally occurring in the context of interest (e.g., teacher) (Christ, Riley-Tilman, & Chafouleas, 2009)
Typically you progress monitor the dependent variable. You select a PM tool that will help you understand if your intervention (independent variable) is working.
What to do with your data once you have it?
Numbers are useful, but pictures are better.
Visual Analysis of Graphical Data
In small groups, act as if you are a SIT. Discuss this student (handout) using the progress monitoring data on the sheet (front & back). (5 minutes)
How effective was the intervention?
What worked for this student?
What would you recommend to this teacher?
Stay in your groups. Now discuss the same student, using the graph.
How did your conversation change?
How did having the graph help?
Now that I have data, what do I do with it?
Your Student Intervention Teams Best Friend
Online tools:
Chart Dog
How to know if intervention is working?
Behavior Intervention Planner
Accommodations Finder
Behavior Report Card Maker
Jackpot Reward Finder
Define the dependent variable(s)
Decide what you will use to progress monitor
Direct Observations
May be part of intervention (Behavior Report card)
Use interventioncentral.org to find an appropriate behavioral intervention.
Generate behavior report card or
Access DBRs (directbehaviorrating.org)
Try out chart dog
Think of a specific student at your school who needs a behavioral intervention.
Compare Efficacy of Interventions
Review: Types of Assessments
Formative Assessments
Purpose: Tell us how well students are responding to instruction
during instruction
Typically administered to all students during benchmarking and some students for progress monitoring.
Mastery Measurement
General Outcome Measures
Common Formative Assessments
Mastery Measurement
Describes mastery of a series of short-term instructional objectives
To implement Mastery Measurement, the teacher:
Determines a sensible instructional sequence for the school year
Designs criterion-referenced testing procedures to match each step in that instructional sequence
General Outcome Measures (GOM)
A GOM is a measure that reflects overall competence in the annual curriculum.
Describes individual student's growth and development over time (both "current status" and "rate of development").
Provides a decision-making model for designing and evaluating interventions.
Is used for individuals and groups of students.
GOM Example: CBM
Curriculum-Based Measure (CBM)
a General Outcome Measure (GOM) of a student's performance in either basic academic skills or content knowledge
CBM tools available in basic skills and core subject areas grades K-8 (e.g. DIBELS, AIMSweb, STAR)
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