PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online Page 1

Introduction Progress Monitoring for students with disabilities is a set of techniques used to assess student performance on a regular and frequent basis, allowing instructional decisions to be made resulting in improved student outcomes. For the past ten years, NEISD students with disabilities have made remarkable improvements in the academic areas of Reading and Math. This district continues to narrow the achievement gap between the students with disabilities and their non- disabled peers. This continued success is largely attributed to: Inclusive education practices that involve the increased participation of students with disabilities in the general education classroom settings with appropriate in class support The application of standards- based IEP practices, IEP goals and objectives are aligned and directly linked to students enrolled grade level standards. Quality instructional practices in all classrooms such as accommodations, modifications, use of supplemental aides, multilevel instruction activity- based instruction, and other rich differentiated instruction practices. Use of a data- coaching/data management system that begins at the classroom level, implemented at the school level, and further supported at the district level using curriculum base measures and other means to pinpoint student needs. Rich curriculum and instructional supports from the NEISD department of instruction that includes support, tools and resources that are easily accessed by all teachers through the NEISD Intranet. And, most importantly. TEACHERS who genuinely care about the learners, how students learn, and go to extremes to foster the success of each student. Course Overview INTRODUCTION The Basics of Progress Monitoring Foundations of Progress Monitoring Progress Monitoring in Reading Progress Monitoring in Math Each component will provide rich information, direction and practical tools that you will use in implementing progress monitoring practices for your students. They will guide your decisions, which, in turn, will promote student success. Course Overview 2012, Stetson Online Page 2

Component 1: The Basics of Progress Monitoring Define progress monitoring Component 1 objectives List two reasons why progress monitoring is important Describe the progress monitoring process Describe and categorize progress monitoring measurements Describe a method of charting progress Describe three progress monitoring strategies Progress monitoring is: Regular and frequent assessment of student performance InstrucYonal decisions Improved student outcomes Progress Monitoring in an Inclusive Standardsbased Assessment and Accountability System Progress Monitoring is: Ü Ü Download Article here: http://www.osepideasthatwork.org/toolkit/pdf/progress Monitoring_InclusiveStandards.pdf An expected and routine practice for all teachers A required practice for teachers of students with disabilities Progress Monitoring in an Inclusive Standardsbased Assessment and Accountability System NCEO Synthesis Report 53 Published by the National Center on Educational Outcomes Prepared by: Rachel Quenemoen Martha Thurlow Ross Moen Sandra Thompson Amanda Blount Morse February 2004 Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Quenemoen, R., Thurlow, M., Moen, R., Thompson, S. & Morse, A. B. (2003). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/nceo/onlinepubs/synthesis53.html Executive Summary This report describes how progress monitoring a set of techniques for assessing student performance on a regular and frequent basis can be an essential and integral part of an inclusive standards-based assessment and accountability system. In order to meet the higher expectations of current standards-based systems, educators need information that can be used to project how students are doing against the grade-level standards throughout the course of the year so they can determine what needs to be done to accelerate student progress toward the proficiency standards. Progress monitoring techniques can provide that information. While progress monitoring holds much promise for improved outcomes and higher expectations, there are contextual challenges that must be addressed. The challenges that are tied to the progress of students with disabilities that affect the implementation of effective progress monitoring include historical limited access to challenging curriculum, instruction, and assessment; concerns about the target of measurement, that is, whether only basic skills or a full range of rich and challenging content should be measured; and 2012, Stetson Online Page 3

The IEP Team determines: What will be monitored Who will monitor When and Where the monitoring will be conducted How the data will be reported Process for Determining the Frequency of PROGRESS MONITORING for Students with Disabilities Special education teachers sort students into 3 groups based on how students are expected to perform on the state assessment. For students anticipated to safely pass the state assessment, monitor their progress on the same schedule as students who do not have disabilities. This includes benchmark, formative and summative assessments. For students whom we are unsure of, monitor their progress bimonthly at a minimum. For students whom we have a GREAT concern, monitor progress and collect data on a weekly basis. Reasons Progress Monitoring is Important: Reason 1: Reason 2: Reason 3: Reason 4: Enrolled grade level content and achievement standards Use of data to improve outcomes during the year Use of data to improve outcomes at the end of the year Progress monitoring approach or formative data sources Summative data sources 2012, Stetson Online Page 4

Examples of Formative Data Summative Data Sources Teacher Knowledge and Skills required are: ð Knowledge of the curricular standards ð Knowledge of the multiple types of measurement ð Understanding learner expectations relative to progress in the curriculum ð Skill in the use of data collection, including recording, plotting and interpreting the data Direct Measures Direct measures include assessments that are objective, observable, scoreable and reference the knowledge, skill or behavior desired. Examples: Indirect Measures Indirect measures involve the use of testing methods that support or supplement the objective measures. Examples: Authentic Measures Authentic measures involve the use of assessment techniques that further support the student progress and enhance the progress monitoring process. Examples: Download the tools from your course! Portfolio Assessment Rubrics Interactive Notebook Frequency Counting Anecdotal Records 2012, Stetson Online Page 5

The steps to be followed by the teacher for progress monitoring are: 1. 3. 2. 4. Step 1 l l l A monitoring plan my be simple or complex, but it must include the following elements: l Name of student l Teacher(s) responsible for the monitoring l Enrolled grade level l Area(s) to be monitored l Measurements to be used for monitoring l Frequency of assessing l Type of data collecting and recording of data Method of reporting results to family Explanation of adjustments resulting from progress monitoring, including date Description of the results of the adjustments made from progress monitoring Step 2 Direct Measures: Indirect Measures: Student Self- Monitoring: 2012, Stetson Online Page 6

Example: Think Aloud 1. Student reads a passage of text 2. Student periodically pauses and asks: Does this make sense 3. If answer is yes, conhnue reading, if NO 6. Use an appropriate strategy for your problem. 5. Isolate cause of difficulty. 4. Ask: When did I lose track? When did it start to go wrong? Authentic Measures: Portfolio Assessment: Step 3 Step 4 2012, Stetson Online Page 7

Progress Monitoring for Students with Disabilities Course Participant Materials Component 2: Foundations of Progress Monitoring TEKS: Texas Essential Knowledge and Skills (http://www.tea.state.tx.us/index2.aspx?id=6148) TEKS identify what students should know and be able to do at every grade level in the core content areas, as well as: ê ê ê ê Access the TEKS now! Strands in ELA TEKS: Strands in Math TEKS: What IS different from level-to-level with regard to the TEKS Learner Expectations? NEISD Resources: ê Login in to the Home Intranet Portal by going to http://www.neisd.net/ ê Click on the Home Intranet Portal under the green Intranet link ê Type in your username and password ê Realm should state zathena ê Use the pull- down arrow if needed and click sign in 2012, Stetson Online Page 8

Progress Monitoring for Students with Disabilities Course Participant Materials List some useful resources! ELA Math It is highly recommended that you investigate each component that relates to the content and grade level you are responsible for, as some of the resources are not easily identified by the titles in the menu. Tip! Links and helpful documents include: ê ê ê ê Lesson Plan Resources Reading Strategies Scholastic Reading Inventory Reading Workshop materials As you previewed the TEA and NEISD websites, did you make notations, download resources, or save to your favorites for later use? 2012, Stetson Online Page 9

Component 3: Progress Monitoring in Reading Purpose Multiple Measures Adjustments 3 types of Multiple Measures Direct Measures Observable, objective, clearly scoreable and can provide a visual indicator of when a change needs to be made Indirect Measures Support objective measures and include student self- monitoring, rubrics and accuracy ratings Authentic Measures Those that further support student progress, approximate real world tasks and include portfolios, performance assessments, anecdotal records, work samples and conferencing Benefits of Progress Monitoring ü Instructional decisions are informed, more efficient and appropriately targeted; instructional goals and teaching techniques are provided to struggling students ü Teachers have higher expectations of students ü Documentation of student progress is obtained regularly ü Students are more aware of their performance ü Students achieve more 2012, Stetson Online Page 10

1. To read efficiently, students must: 2. The necessary reading components that must be taught and monitored are: 3. How are these components defined separately? How are they interconnected? 4. What is an example of different reading components or elements that are emphasized at different times or in different grade levels? How are reading elements emphasized differently at different grade level? 2012, Stetson Online Page 11

Phonemic Awareness/ Phonics Fluency Vocabulary Comprehension Leler- sound Fluency Phoneme SegmentaYon Fluency Word IdenYficaYon Fluency Word IdenYficaYon Fluency Passage Reading Fluency Maze Fluency Vocabular Matching MulYple Choice MulYple choice format for quesyoning QuesYoning/ Responses to idenyfy the important elements. Graphic OrganizaYons Download sample form! Download sample form! Letter- Sound Fluency It is individually administered The student is given a page with 26 letters displayed in random order The student is directed to read or say the letter sounds within a 1- minute time period. The student s score is the number of correct letter sounds Phoneme Segmentation Fluency Examiner says a word Student identifies the sounds that constitute the word Timed for one minute Additional skills to monitor: inidtial sounds fluency, blending, segmenting, rhyming, letter dictation Word Identification/Passage Reading/Maze Fluency Administered individually Involves the teacher providing a list of high frequency words the student reads aloud for one minute Score is the number of words read correctly 2012, Stetson Online Page 12

Download sample form! Progress Monitoring for Students with Disabilities Passage Reading Student provided with a copy of a reading passage Student reads aloud for one minute Score is the number of words read correctly: subtract errors from total number of words read Individually administered Tips for passage reading: Download sample form! Maze Fluency Used in grades 1-8 Group administered for 2 ½ minutes Student reads a passage of the difficulty expected for year- end competence Every seventh word has been deleted and replaced with three possible answer choices Score is the number of correct replacements Vocabulary Matching Multiple Choice 2012, Stetson Online Page 13

drawing conclusions recognizing and fixing the strategy acyvayng prior knowledge making connecyons between new and unknown using graphic organizers quesyoning the text Comprehension summarizing idenyfying the main idea drawing inferences synthesizing informayon creayng mental pictures Comprehension can be accomplished by: What does the Lexile Measure mean? 2012, Stetson Online Page 14

Resources available to you for the ELEMENTARY student with special education needs: Resources for Identifying a Baseline Previous or current TPRI Fountas & Pinnell Rigby SRI BRI ELAR vertical alignment document Resources & Strategies for Progress Monitoring Fluency checks (letter/sound, phoneme, word identification, passage, maze) Grade level materials (Rigby PM, Fountas & Pinnell) Reading levels from Rigby and F&P BRI SRI Anecdotal records Work samples Resources available to you for the SECONDARY student with special education needs: Resources for Identifying a Baseline Previous year s state testing results Benchmarks SRI Common assessments ELAR vertical alignment document Guidelines for Progress Monitoring 1. Progress monitor on a monthly basis for students who are struggling. Resources & Strategies for Progress Monitoring Monthly administration of SRI Vocabulary: Matching or multiple choice utilizing target words and meanings Comprehension: Multiple choice format, think sheets, graphic organizers 2. Progress monitor on a weekly basis if the students are high risk or significantly below grade level. 3. Collect, record, chart and analyze data pertaining to the progress of the student. 4. Utilize data to make instructional decisions and actions. 5. What does the data indicate about the student s performance? What does the data indicate about the instructional effectiveness? What is the required response to the data? What is required? Setting Goals for Reading Progress Monitoring 2012, Stetson Online Page 15

Progress Monitoring Elementary Case Study Toby is an 8- year- old third grader whose reading frustration level is 3 rd grade and his instructional level is 2 nd grade. During oral reading fluency assessments he makes many errors; his word correct scores are 30, 28, 35, 32, 35 and 40. When reading passages, he tends to omit the periods at the end of sentences, fails to pause for the appropriate punctuation and lacks expression. During oral reading of passages he omits, substitutes and reverses letters in words. His miscues include problems decoding word endings. His reading comprehension was 57% and he missed 80% of the vocabulary questions, as he would give up. What would you progress monitor? Suggest? Secondary Case Study Michael is an eighth grader who experiences difficulty with decoding, phrasing, expression and reading comprehension at the sixth to eighth- grade reading levels. It has been determined that his instructional reading level is at the fifth grade. His WCPM (Words Correct Per Minute) was 131. The 5 th grade passage was read with 94% accuracy and he correctly answered six of the eight comprehension questions. Reading comprehension was somewhat improved when Michael read silently. What would you progress monitor? Suggest? 2012, Stetson Online Page 16

Progress Monitoring Component 4: Progress Monitoring in Math!"#$"%&&'(#)*+#"*)$'*)'(,+-' Review *#+,#-%!"#$%&%!"#$%'%!"#$%(%!"#$%)%!"#$"%&%'()( Access the NEISD Intranet: 1. Access http://www.neisd.net/ 2. Click Intranet 3. On the Intranet page, locate tabs highlighted in blue 4. Click the CURRICULUM tab and, depending on what grade you teach, click on Elementary Curriculum Framework or Secondary Math SKILL Development Core Values Relative to Mathematics l l l l Depth of Knowledge Reasoning Purpose Communication Skills Use Effectively 2012, Stetson Online Page 17

Progress Monitoring Mathematical Process Standards Numbers and Operations Geometry and Measurement Algebraic Reasoning Data Analysis Math Components and Focal Points K-5 th Components 6 th -8 th Components Personal/Financial Literacy Focal Points Mathematical Process Standards Numbers and Operations Proportionality Expressions, Equations & Relationships Measurement and Data Personal/Financial Literacy Identify key mathematical ideas or topics Lend coherence to the lengthy lists of standards teachers were expected to address each year Assist the teacher to identify the highest priority knowledge, skills and strategies taught at each grade level This chart from the National Council of Teachers of Mathematics illustrates how the 6 national math content standards should receive different emphasis across the different grade levels. It does not include Personal/Financial Literacy, which is not included in the TEKS. Component4 objectives Identify direct, indirect and authentic progress monitoring resources available on the NEISD Intranet Portal Create a document for recording progress Determine the frequency of measurement Apply the process to a student profile 2012, Stetson Online Page 18

Progress Monitoring 1. Mathema9cal Process Standards 2. Numbers and Opera9ons 3. Geometry and Measurement/Propor9onality 4. Algebraic Reasoning/ Expressions & Equa9ons 5. Data Analysis/Measurement & Data 6. Personal/Financial Literacy Direct Measures: 1. Determining the grade appropriate standard for mathematics in the general education classroom. For example, you may prepare an assessment that covers the areas of basic math computation covered at the student s enrolled grade level using 25 computational problems. 2. Administer the assessment for a specified period of time. (i.e. 4 th grade 3 minutes). Review the table for suggestions. 3. Score by giving the student 1 point for each problem answered correctly or 1 point for each digit answered correctly. 4. Graph the scores using computer generated graphing programs or by creating a graph. For example the Vertical axis of the graph would indicate the number of correct responses in 3 minutes and the horizontal axis would represent the number of weeks. 5. After a few scores have been graphed then determine a year-end goal for the student. Year-end goals can be determined using year-end benchmarking (for typically developing students). 2012, Stetson Online Page 19

Progress Monitoring Task Specific Rubric/Benchmark Descriptors Novice Apprentice Practitioner Expert Shows little or no engagement with the task. An attempt may be made to find the solution but it will be incomplete or incorrect. Engages in the task but has an incorrect solution due to a computation or reasoning error. Has an adequate argument with correct reasoning present. Work will be shown and organized. Will analyze the situation in mathematical terms, achieving a correct solution that is well communicated. Computation CBM Concepts and Applications CBM Access the CBM page now! Five-Day Problem Solving Day 1 Day 2 Day 3 Day 4 Day 5 2012, Stetson Online Page 20

Progress Monitoring Math Interactive Notebook The regular use of a math notebook or journal that guides reluctant students to clarify knowledge and skills, and provides a means of assessing the progress of students who have difficulty explaining orally, or participating in class. Math Portfolio Assessment A differentiated assessment strategy where individual student work samples are gathered over time for the purpose of demonstrating: Once the struggling students are assessed, the teacher will then sort them into 3 groups and monitor as follows: 1. If the student is anticipated to be able to pass the state exam, then the student should be monitored and scheduled in the same manner as students who do not have disabilities. This pertains to benchmarks and formative and summative assessments. 2. If you are unsure of the student s potential for passing the state exam, then plan to monitor the student s progress bi- monthly. 3. If you have great concern regarding the students potential for passing the state exam, then plan to monitor the student s progress with a weekly data check. Setting Goals for Math Progress Monitoring 1. 2. 3. 4. 5. 2012, Stetson Online Page 21