Progress Monitoring of IEP Goals in Reading 2009-2010 - PowerPoint

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					Progress Monitoring of IEP
    Goals in Reading

     Pittsburgh Public Schools
     Program for Students with
             Workshop Objects
Participants will:

• discuss components of Progress Monitoring

• review the concepts of Progress Monitoring and
  Curriculum Based Measurement for Special
  Education in Reading

• review the administration and scoring procedures
  for the DIBELS Progress Monitoring DORF
  assessment materials
  Workshop Objects (continued)

Participants will:

• review the administration and scoring
  procedures for the AIMSweb MAZE Progress
  Monitoring assessment materials

• review the procedures to administer the DIBELS
  assessment probes for reading to determine
  instructional level and set an individual reading
  goal using the SLA Goal Setting booklet
  Workshop Objects (continued)

Participants will:

• preview AIMSweb graphs

• use a 3-point decision rule to analyze DIBELS
  data for the purpose of instructional planning
    Progress Monitoring/
Special Education Component

 A state initiative that requires
 each school district to develop
 and implement a Preschool –
 Grade 12 progress monitoring
 process for students with IEPs
      Progress Monitoring/
  Special Education Component
The process involves:
 Collecting and analyzing student      Classroom Based

 Making instructional decisions
  based on the review and analysis of
  student data                             Integral Part of

 Communicating the rate and growth
  of student progress to students,
  parents, and staff
 Types of Assessments

Formal Standardized
 Achievement Assessments
Screening Assessments
Diagnostic Assessments
Curriculum Based Assessment
Curriculum Based Measurement
Curriculum Based Measurement

 Brief review of Curriculum-Based
 Measurement (CBM) and General Outcome
 Measurement (GOM)

    • Its Purpose

    • Its Origins
   General Outcome Measures
       from Other Fields
•Medicine measures height, weight,
temperature, and/or blood pressure.

•Federal Reserve Board measures the
Consumer Price Index.

•Wall Street measures the Dow-Jones
Industrial Average.

•Companies report earnings per share.

•McDonald’s measures how many
hamburgers they sell.
   CBM was Designed to Provide
       Educators With …
•The same kind of evaluation technology as other

•Simple, accurate, and reasonably inexpensive in terms of
time and materials.

•Considered so important to doing business well that they
are routine.

•Are collected on an ongoing and frequent basis.

•Shape/inform a variety of important decisions.
 Progress Monitoring Process
**Collect baseline information to
   determine current functioning level(s)
**Set a realistic and measurable goal
**Collect data using periodic assessment
   probes at the goal or instructional
**Provide a graph of the data
**Adjust and inform instruction making
   decisions based on analysis of the
  Progress Monitoring Process
**The focus of this presentation is Progress
    Monitoring of IEP goals in reading.

**Additional Information regarding progress
    monitoring of IEP goals in math
    will be forthcoming.

**IDEIA requires that all IEP goals be progress
    monitored and reported to parents and school
  Using the SLA Goal Setting Booklet
                                   Dynamic Indicators of Basic
                                Early Literacy SkillsTM 6th Edition
 Determine                         Survey Level Assessment
instructional level                   Goal Setting Packet
                             DIBELS Oral Reading Fluency (DORF)
                                            First Grade
                                          Second Grade
                                            Third Grade
                                           Fourth Grade
Set individual reading                      Fifth Grade
goal using the SLA                          Sixth Grade
Goal Setting Booklet                         Includes:
                                  DORF SLA Goal Setting Form
                                   3 probes for each measure
                         (including scoring forms and student materials)
    DIBELS Progress Monitoring Oral Reading Fluency
        Administration and Scoring procedures

•   DIBELS® Oral Reading Fluency
•   Short Form Directions
•   Make sure you have reviewed the long form of the directions in the
•   DIBELS Administration and Scoring Guide and have them
•   Say these specific directions to the student:
•   Please read this (point) out loud. If you get stuck, I will tell
•   you the word so you can keep reading. When I say “Stop,”                Reminder
•   I may ask you to tell me about what you read, so do your
•   best reading. Start here (point to the first word of the passage).
    Begin.                                                                   Discontinue rule—No words read correctly in the
•   Start your stopwatch when the student says the first word of the                              first row.
•   passage.                                                                 Hesitation rule—3 seconds—Tell the student the
•   At the end of 1 minute, place a bracket ( ] ) after the last word
                                                                                                   word. If
•   provided by the student, stop and reset the stopwatch, and say,
•   “Stop.” (remove the passage)                                            necessary, indicate for student to continue with next
•   If the student reads more than 10 words correct, proceed with the                               word.
•   retell part. Say,                                                           Do not give passages #2 and #3 and do not
•   Please tell me all about what you just read. Try to tell me                              administer retell if
•   everything you can. Begin. Start your stopwatch after you say
•   “Begin.”                                                                   student reads fewer than 10 words correctly.
•   The first time the student does not say anything for 3 seconds,
•   “Try to tell me everything you can.” This prompt can be used
•   only once.
•   If the student does not say anything or gets off track for 5 seconds,
•   circle the total number of words in the student’s retell and say,
•   “Stop.”
•   At the end of 1 minute, circle the total number of words in the
•   student’s retell and say, “Stop.”
Things You Need to Do While Testing

     Follow the standardized directions:
       • DORF is a standardized test
       • Administer the assessment with
       • Remember it’s about testing, not
       • Don’t teach or correct
       • Don’t practice reading the passages
       • Remember best, not fastest reading
       • Sit across from, not beside
 Whom Do We Assess?

All elementary, middle, and
high school students who have
IEP goals in reading
        Determining the
Instructional Level & Goal Level
for DORF Through Survey Level
       Assessment (SLA)
 Survey Level Assessment

• SLA is an assessment process where students
  are tested in successive levels of reading
• Begin with their current grade placement, or at
  least one level above their current functioning
• Stop at the level where the student achieves the
  end-of-year benchmark.
         Tracking Errors

We keep track of errors for SLA. When setting
the goal and error rate, we want a low error rate
(5% or lower) or a 95% or higher accuracy rate.
A high error rate suggests that the student is not
actively reading for meaning.
Elementary Guidelines for SLA

Rule of Thumb:

If a student is only able to read 20 or
fewer wcpm, stop administering the probe
on this level and move one level below.

*This rule does not apply at the first grade
    Interpreting a Boxplot

                                           Above Average
                                           Whisker or 4th

Median               The 3rd
                                             50th percentile
                     The 2nd    The second
                     quartile   quartile
                                             25th percentile

    Below Average
    Whisker or 1st
         AIMSweb DORF Boxplots
The benchmarks are listed on the DORF
SLA Goal Setting Form.

              DORF SLA Goal Setting Form
                               DORF Survey Level Assessment Goal Setting Form
                     Student Name: ____________________________ Grade: _______ Date: ________

SLA Data
                      Reading              Passage           Passage           Passage
                    Grade Level               1                 2                 3                Median
                    Assessment          (wcpm / errors)   (wcpm / errors)   (wcpm / errors)     (wcpm / errors)

End of Year            Grade        wcpm end of year
                       Level          benchmark            Gr. Realistic Goals        Ambitious Goals
                       First              40               1   2.0 words per week      3.0 words per week
Benchmarks             Second
                                                               1.5 words per week
                                                               1.0 words per week
                                                                                       2.0 words per week
                                                                                       1.5 words per week
                       Fourth            118               4   .85 words per week      1.1 words per week
                       Fifth             124               5    .5 words per week       .8 words per week
                       Sixth             125               6    .3 words per week      .65 words per week

                     Monitoring Level: _______

Formula              Length of time, in weeks, the progress will be monitored:

                     Fill in one: Realistic Growth Rate              or Ambitious Growth Rate


                  # of weeks            X growth rate      =         + median score             =            wcpm

                     • Keep track of errors. Set the accuracy rate at 95% or higher.
                     • When the student reaches the wcpm end of year benchmark for the level monitored,
                        you must edit the goal and monitor at a higher level.

                    Revised June 2009
     Monitoring Levels in AIMSweb

                                 The 50th percentile for the
                                 last boxplot for each grade
                                 level is the Spring
                      The 3rd
                                     50th percentile
                      The 2nd
Instructional Level   quartile
                                     25th percentile

                                      Below Average
 Goal Level                           Whisker or 1st
   Monitoring Levels in AIMSweb


                   Goal Level
• When a student reaches the IEP
  goal for the level monitored, you
  should edit the goal.
• Goals should not exceed the end-
  of-year benchmark for the level
SLA Practice
   SLA for Helen, 7th Grade
DIBELS – Oral Reading Fluency

               Helen (Grade 7)
        DIBELS – Oral Reading Fluency
SLA for Bob, 10th Grade

           Bob (Grade 10)
    DIBELS – Oral Reading Fluency
SLA for Matt, 4th Grade

            Matt (Grade 4)
    DIBELS – Oral Reading Fluency
      Monitoring at the Goal
      Level Considerations

• Higher student expectation leads to
  increased achievement
• More difficult to attain goal
• Less frequent editing of goal
• Increased parent education to interpret
  student progress
• Student motivation issues
 Monitoring at the Instructional
     Level Considerations

• Lower student expectation may lead to
  decreased achievement
• More likely to attain goal
• More frequent editing of goal
• Decreased need for parent education to
  interpret student progress
• Student motivation issues
Preview of AIMSweb graphs
Data are Entered and
a Graph is Updated
Automatically, with:

Trend Line

Calculation of Rate of

Interpretation of
Successful IEP Revision
and Adequate Progress
MAZE Comprehension
What is MAZE Comprehension?

• MAZE is a multiple-choice cloze task
  that students complete while reading
• The first sentence of a 150-400 word
  passage is left intact.
• Thereafter, every 7th word is replaced
  with three words inside parenthesis.
What is MAZE Comprehension?

• One word in parenthesis is the exact one
  from the passage.
• The other two words are distracters.
• One of the distracters is a word of the same
  “type” (e.g.,noun,verb,adverb) that does not
  make sense.
• The other distracter is a word not of the
  same type that does not make sense or
  preserve meaning.
          Purposes of MAZE
• Provides a corroborative or supplemental
  measure to DORF
• Provides an alternative measure for students
  who demonstrate proficiency in oral reading
• Assists in making program evaluations and
  improves accountability
For Whom Is MAZE Appropriate?

  MAZE monitoring may be used in
  addition to DIBELS Oral Reading
  Fluency (DORF) monitoring for
  students with IEP goals in reading
For Whom Is MAZE Appropriate?

 Upon the recommendation of the IEP
 team, MAZE monitoring may replace
 DORF monitoring for a small number of
          Guidelines for MAZE
    Oral reading fluency may not be an
    appropriate measure of overall reading
    achievement for students with:
•   Oral motor difficulties
•   Severe dysfluencies
•   Deafness
•   Autism and/or mental disability that
    results in severe comprehension
      Guidelines for MAZE
MAZE may replace the DORF
monitoring process for students in
grades K-12 who demonstrate
proficient oral reading skills at the 6th
grade level, but demonstrate a
weakness in comprehension. MAZE
probes are to be administered every
two weeks.
      Guidelines for MAZE

DIBELS Oral Reading Fluency (DORF)
remains the best general measure of
overall reading achievement, including
comprehension, for the vast majority of
Administration & Scoring
          MAZE Comprehension
 • Students read silently for 3 minutes from
   AIMSweb Standard Reading MAZE Passages
 • Determine the number of correct answers
 • Record the total number of correct answers
   followed by the total number of errors (e.g., 35/2,
Measure    Time            Test            What Is
                           Arrangements    Scored
CBM Maze 3 minutes         Individual,     # of Correct
Reading                    Small Group,    Answers
Administering the MAZE Probes

• MAZE is a standardized test.

• Procedures and directions must be

• Once students are familiar with the test
  directions, the shortened “familiar”
  directions may be used.
            Important Points

• Administer a simple practice test to familiarize
  the student with the procedure.
• Attach a cover sheet to the student’s probe so
  that student does not begin the test
• Monitor student to ensure that he/she is
  circling the answers instead of writing them.
• Discard the MAZE passage and administer
  another if there are any interruptions.
           Scoring MAZE
• Score MAZE probes.
• Use the answer key and put a slash(/)
  through incorrect words.
• Determine the number of correct answers.
• Subtract the number of incorrect answers
  from the total number of items attempted.
• Record the total number of correct answers
  and the total number of errors (e.g.,
        Threats to Validity
  Patterns of responses that may suggest the
  student’s performance on a MAZE probe
  may be invalid:
• High number of correct responses with a
  high number of errors
• Correct beginning responses followed by
  many errors
• Suspected cheating
MAZE Goal Setting
   Using SLA
MAZE Survey Level Assessment

Complete a MAZE SLA (3 passages per
level to determine the median) beginning
with their current grade placement, until a
level at which they are successful is
 • For students in grades K- 8 begin with
   their current grade placement.
 • Students in grades 9-12 begin with the 8th
   grade level probes.
 MAZE Survey Level Assessment

• Continue until a level of success is
  determined. (See benchmarks on MAZE
  SLA Goal Setting Form.)

• Keep track of errors.

• Enter and graph the median scores and
  errors on AIMSweb.
    MAZE SLA Goal Setting Form
                                         MAZE Survey Level Assessment Goal Setting Form
                          Student Name: ____________________________ Grade: ________                Date: _______________

SLA Data                                       Grade
                                                           RC = Responses Correct E = Errors
                                                              Passage    Passage     Passage
                                             Assessment          1          2           3           Median
                                              Passages        # RC/E     # RC/E      # RC/E         # RC/E

                                   RC = Responses Correct        E = Errors
End of Year                                AIMSweb MAZE 2009 - 2010 End of Year Benchmarks

Benchmarks                                   Grade Level

                                                                      Responses Correct (RC)
                                                                    25th through 50th percentiles
                                           Second                              10 - 14
                                             Third                             11 - 16
                                            Fourth                             14 - 19
                                             Fifth                             18 - 25
                                             Sixth                             19 - 26
                                           Seventh                             20 - 27
                                            Eighth                             19 - 26

Formula                       Grade Level Text
                                                                               Fuchs et al.
                                                                          Expected Growth Rate
                                All Grades                                .4 words per week

                   Monitoring Level: __________

                   Baseline MAZE Scores:                                             Median =

                   Length of time, in weeks, the progress will be monitored:
                   Formula:                                                                                  Fluency Goal

              # of weeks                     X .4 =              + median score                     =

               Revised 9/08
6th Grade Student with Above Average
MAZE SLA at Current Grade Placement

                                             Gr. 6 23/2
                                             Gr. 5 32/0

Review Need for Specially Designed Instruction (IEP)
6th Grade Student with MAZE SLA in the
  Average Range on Two Grade Levels

                                     Gr. 6   12/3
                                     Gr. 5   15/1

 Monitor in the Green/2nd Quartile
 6th Grade Student with Success
      at the 4th Grade Level

                                    Gr. 6   8/4
                                    Gr. 5   7/3
                                    Gr. 4 10/2

Monitor in the Green/2nd Quartile
      Expected Growth Rate for
           MAZE Fluency
                  All Grades
         Maze Fluency Growth Rate =
     .4 Responses Correct (RC) per week

  # of weeks __ X .4 = __ + median score __ =
  MAZE Goal

( L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993)
              IEP Link
           MAZE Annual Goal
 (Insert Name) will be able to identify
 ( # ) correct responses in a (#) grade
  level cloze passage within 3 minutes
  with an of 80% or higher accuracy rate
  on 2 out of 3 passages.
Data Analysis &
Decision Making
   Data Analysis & Decision

The scored probes can be used
diagnostically to determine whether
patterns of errors are present.

Using the data to make
instructional decisions
 is the most important
         part of
 Progress Monitoring.
       Data Analysis &
     Decision Guidelines
At least three characteristics of
graphed data can be used to
describe and summarize student

1. Level of performance (wcpm)
2. Variability of performance
3. Slope of performance
   Data Analysis &
 Decision Guidelines

Methods for data-based
   decision making:

    3-Point Rule
          Data Analysis &
        Decision Guidelines
3-Point Rule
When at least 6 points have been collected,
examine the 3 most recent data points.

 If all 3 are above Aim Line, increase goal.
 If all 3 are below Aim Line, make an instructional
 If the 3 data points are both above and below the
  Aim Line, continue collecting data.
 Data Analysis &
Decision Guidelines

   3-Point Rule
Data Analysis & Decision

               Next Steps
Progress Monitoring of IEP Goals in Reading

            Progress Monitoring II:
          AIMSweb Lab Applications
• Complete Survey Level Assessments (SLA) for
  three of your students
• Bring SLA data to this session

•   Paulette Colonna
•   Clark Lloyd,Ph.D.
•   Susan Monaco
•   Marianne Trachok