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Special Education teacher progress monitoring refresher training

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Special Education teacher progress monitoring refresher training Dan Hyson HVED Data Management Coordinator January 21, 2013 Agenda Review agenda What else were you ... – PowerPoint PPT presentation

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Title: Special Education teacher progress monitoring refresher training


1
Special Education teacher progress monitoring
refresher training
  • Dan Hyson
  • HVED Data Management Coordinator
  • January 21, 2013

2
Agenda
  1. Review agenda
  2. What else were you hoping I would address when
    you heard I was presenting?
  3. What is the place of progress monitoring (PM)
    data within a comprehensive assessment system?
  4. How can Special Education (SpEd) teachers use
    technology tools to record and view PM data?
  5. How can SpEd teachers use screening and PM data
    to set goals and monitor student progress toward
    those goals?
  6. How can SpEd teachers use PM data to help
    determine whether students are eligible for SpEd
    and/or identify whether students are meeting SpEd
    goals?

3
2. What else were you hoping I would address when
you heard I was presenting?
4
3. What is the place of progress monitoring
within an assessment system?
Functions of assessment Examples Purpose How often? With whom?
SUMMATIVE ASSESSMENT MCA-II How did we do? (aka autopsy) 1x/year All students
FORMATIVE ASSESSMENT
Benchmark screening NWEA MAP, AIMSweb Are we meeting the needs of most students? Which are at-risk? Up to 3x/year (Fall, Winter, Spring) All students
Progress monitoring AIMSweb Chart Dog How are students responding to interventions? Are they making growth? 1x/month (Strategic Monitoring) 1x/week-2 weeks (Progress Monitoring) Students at-risk based on summative and benchmark screening assessments Students receiving Special Ed
Diagnostic assessment NWEA MAP, AIMSweb, other standardized assessments, common teacher-made assessments What is getting in the way of some students making growth? As needed General and Special Ed students not responding to intervention based on progress monitoring
5
4. How can Special Education (SpEd) teachers use
technology tools to record and view progress
monitoring (PM) data?
  • In reading and math
  • AIMSweb
  • Chart Dog - http//www.jimwrightonline.com/php/cha
    rtdog_2_0/chartdog.php
  • For behavior
  • Chart Dog
  • AIMSweb Behavior

6
Using AIMSweb R-CBM Oral Reading Fluency (ORF)
measure to predict performance on MCA-II Reading
test
  • R-CBM ORF is
  • Nationally-normed, standardized test of how many
    words student can read correctly in 1 minute
  • Moderately correlated with MCA-II Reading test
    scores (correlation .5 to .7)
  • Easy to administer
  • Sensitive to change, even when given as weekly
    progress monitoring tool
  • R-CBM ORF is NOT
  • The only component of reading we should be
    concerned about
  • The only measure of reading you should
    administer, especially if students identified as
    at-risk based on ORF

7
Multi-Year Correlation between MCA and ORF (N
2135)
Happy Surprises
Happy, But No Surprise
1420
Unhappy, But No Surprise
Unhappy Surprises
107
8
Sample screening data from AIMSweb Behavior
9
Sample Action Plans from AIMSweb Behavior
10
Sample PM from AIMSweb Behavior
11
Sample PM from AIMSweb Behavior
12
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
13
Start By Abandoning Old Goals
  • Student will perform spelling skills at a high
    3rd grade level.
  • Student will alphabetize words by the second
    letter with 80 accuracy.
  • Student will read words from the Dolch Word List
    with 80 accuracy.
  • Student will master basic multiplication facts
    with 80 accuracy.
  • Student will increase reading skills by
    progressing through the reading program with 90
    accuracy as determined by teacher-made fluency
    and comprehension probes by October 2013.
  • Student will be a better reader.
  • Student will read aloud with 80 accuracy and 80
    comprehension.
  • Student will make 1 year's gain in general
    reading from K-3.
  • Students will read 1 story per week.

X
14
Individualized Goal Setting Strategies
  1. Determine the Present Level of Performance (PLOP)
    based on Survey-Level Assessment (SLA)
  2. Know the Time Frame for the Goal (typically the
    anniversary date--1 year.
  3. Determine the Level of Curriculum That Defines
    Success and Reduces the Gap
  4. Define the Criterion for Acceptable Performance
    (CAP)

15
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
  • Using norms v. target scores v. growth rates to
    set goals
  • Local v. national norms
  • Setting grade level v. instructional level v.
    goal level goals

16
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
  • If student near grade level, set goal at grade
    level and PM with grade level probes

17
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
  • If student far below grade level, set goal that
    is rigorous, yet reasonable
  • NOT at grade level BUT
  • NOT at instructional level either
  • At level that will significantly close gap to
    same grade peers
  • PM in goal level material
  • Can use Survey Level Assessment (SLA) to
    determine

18
A SLA for Grade 6 Student to Write
Individualized Goals
Median of Grade 6 Benchmark Scores or 3
Individually Administered Grade 6 Passages 24 WRC
19
A Survey Level Assessment to Write
Individualized Goals
20
A Survey Level Assessment to Write
Individualized Goals
21
WORDS GRAPH OF EXPECTED RATE OF PROGRESS
Ginny will read aloud 95 WRC with 3 or fewer
errors when given a randomly selected Grade 4
reading passage by June 1, 2013
22
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
  • 4 point decision rule
  • Establish baseline
  • After establish baseline, collect at least 6
    additional data points
  • If goal is to increase target skill or behavior
  • 4 consecutive data points below students goal or
    aimline -gt adjust intervention
  • May mean adding intervention, adding/changing
    component of intervention, or even taking
    intervention away
  • 4 consecutive data points above students goal or
    aimline -gt adjust goal or adjust/discontinue
    support

23
5. How can SpEd teachers use screening and PM
data to set goals and monitor student progress
toward those goals?
  • If goal is to decrease target skill or behavior
  • 4 consecutive data points above students goal or
    aimline -gt adjust intervention
  • May mean adding intervention, adding/changing
    component of intervention, or even taking
    intervention away
  • 4 consecutive data points below students goal or
    aimline -gt adjust goal or adjust/discontinue
    support

24
Assessing Response to Intervention4 point
decision rule
Student Identified as Needing Intensive Support
Individualized intervention initiated
Modify intervention
Modify intervention
Oral Reading Fluency
Aimline
Determine resources needed to sustain progress
(Gen Ed, SPED, Title, EA assistance, etc.)
(Florence Potter)
25
Cautions when using 4-point decision rule
  • Experts suggest that need to collect at least 10
    data points (maybe as many as 20) before making
    decision
  • Some even suggest collecting 3 data points each
    time PM to minimize error
  • Careful not to pay too much attention to
    individual data points since more likely to be
    affected by sources of error (e.g., student
    motivation, examiner differences, difficulty of
    particular passages)
  • Critical to do regular refresher trainings and
    fidelity checks with examiners to ensure dont
    drift from original training

26
6. How can SpEd teachers use PM data to help
determine whether students are eligible for SpEd
and/or identify whether students are meeting SpEd
goals?
  • Special Education Eligibility Decisions
  • If and when your district gets to point of using
    RtI SLD eligibility criteria
  • Need 12 data points over at least 7 weeks
  • Data must show student not responding to at least
    2 research-based interventions
  • Inadequate growth rate
  • Students achievement level must be below the
    national or state 5th percentile on most recent
    standardized measures related to referral concern

27
Contact information
  • Dan Hyson
  • Hiawatha Valley Education District
  • 507-452-1200, ext. 119
  • dhyson_at_hved.org
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