Graphing Made Easy for Graphing Made Easy for the School Psychologist!the School Psychologist!

Amy BarretteAmy Barrette

Lindsay KingLindsay King

NASP 2009NASP 2009

Why graph?Why graph?Graphing CBM scores helps teachers plan more Graphing CBM scores helps teachers plan more effective programseffective programs

Helps teachers to determine whether and when Helps teachers to determine whether and when instructional adjustments are necessary instructional adjustments are necessary

Fuchs, Deno, & Mirkin, 1984Fuchs, Deno, & Mirkin, 1984– New York City Public Schools New York City Public Schools – Teachers used CBM progress monitoring to develop Teachers used CBM progress monitoring to develop

reading programs with an experimental group while a reading programs with an experimental group while a control group was not monitoredcontrol group was not monitored

– The students in the experimental group outperformed the The students in the experimental group outperformed the control on fluency, decoding, and comprehension control on fluency, decoding, and comprehension measuresmeasures

Creating slopesCreating slopes

Use slopes in order to set realistic and Use slopes in order to set realistic and ambitions goals for the student ambitions goals for the student Fuchs, Fuchs, & Hamlett, 1989a Fuchs, Fuchs, & Hamlett, 1989a – Looked at the use of CBM in mathematics Looked at the use of CBM in mathematics – Three different groups: No CBM, CBM without a Three different groups: No CBM, CBM without a

goal raising rule, and CBM with a goal raising goal raising rule, and CBM with a goal raising rulerule

– Study found that using CBM to monitor Study found that using CBM to monitor instruction significantly improved student instruction significantly improved student achievement in math, especially when the goal achievement in math, especially when the goal was raised after being metwas raised after being met

Altering Programming and Altering Programming and InterventionsInterventions

CBM monitoring can be used to make CBM monitoring can be used to make changes to a student’s instructional program changes to a student’s instructional program when his progress is not meeting his when his progress is not meeting his expected goalsexpected goalsFuchs, Fuchs, and Hamlett 1989bFuchs, Fuchs, and Hamlett 1989b– This study found that practitioners should not This study found that practitioners should not

only monitor student results, but should utilize only monitor student results, but should utilize results collected in order to build student-specific results collected in order to build student-specific instructional strategies, especially with students instructional strategies, especially with students who are not responding to traditional instructionwho are not responding to traditional instruction

Our SurveyOur Survey

Online survey of Online survey of 100 New York 100 New York State School State School PsychologistsPsychologists

Who uses graphing? Who uses graphing?

10 item survey sent via email to members of 10 item survey sent via email to members of NYASPNYASP

100 respondents- 99% completed the survey100 respondents- 99% completed the survey

DemographicsDemographics

- 39% of respondents had been working in 39% of respondents had been working in the field 10 or more years, 20% 7-10 years the field 10 or more years, 20% 7-10 years 10 % 3-5 years, 31% 0-2 years10 % 3-5 years, 31% 0-2 years

- 77% work at the elementary level, 50% 77% work at the elementary level, 50% middle school, 44% high schoolmiddle school, 44% high school

- 46.5% from Suburban districts, 36.4% 46.5% from Suburban districts, 36.4% Rural, 13.1% Urban, 4% otherRural, 13.1% Urban, 4% other

- 22.7 % Western NY, 22.7% Central, 9.3% 22.7 % Western NY, 22.7% Central, 9.3% Northern, 9.3% Southern, 19.6% Eastern, Northern, 9.3% Southern, 19.6% Eastern, 16.5% Downstate16.5% Downstate

To what extent does your district To what extent does your district implement RTI, BIPs, or ISTs? implement RTI, BIPs, or ISTs?

(1) No implementation- 2%(1) No implementation- 2%

(2) -18.2%(2) -18.2%

(3) Some information is collected-45.5%(3) Some information is collected-45.5%

(4) 25.3%(4) 25.3%

(5) Full implementation- 9.1%(5) Full implementation- 9.1%

To what extent do you collect To what extent do you collect student monitoring data of student monitoring data of

academic or behavioral progress?academic or behavioral progress?(1)(1) No data- 7.1%No data- 7.1%

(2)- 18.4%(2)- 18.4%

(3) Collect some data- 42.9%(3) Collect some data- 42.9%

(4)-19.4%(4)-19.4%

(5) Data is collected on every student-12.2%(5) Data is collected on every student-12.2%

To what extent do you graph the To what extent do you graph the student progress data that you student progress data that you

collect?collect?(1)(1) Not at all- 26.6%Not at all- 26.6%

(2)- 20.4%(2)- 20.4%

(3) Some information is graphed- 34.7%(3) Some information is graphed- 34.7%

(4)- 6.1%(4)- 6.1%

(5) All data collected is graphed- 10.2%(5) All data collected is graphed- 10.2%

Barriers to graphing student Barriers to graphing student progress data (in order):progress data (in order):

Time Time

Training Training

Easy computer resources to make graphs Easy computer resources to make graphs

Access to Computer Access to Computer

If educator friendly graphing If educator friendly graphing tools were available online…tools were available online…

How useful would these be to you?How useful would these be to you?– 55% said very useful, 95% said at least 55% said very useful, 95% said at least

somewhat usefulsomewhat useful

How likely would you be to use them?How likely would you be to use them?– 48% would be very likely, 94% said they 48% would be very likely, 94% said they

would be at least somewhat likelywould be at least somewhat likely

Graphing Made Graphing Made Easy!Easy!

Step by Step Directions to Step by Step Directions to Make Your Own GraphMake Your Own Graph

Step 1: Data EntryStep 1: Data Entry

Enter dates in column A, starting with row 2, Enter dates in column A, starting with row 2, and put “date” as the heading in row 1and put “date” as the heading in row 1

Highlight all of your dates, right click and Highlight all of your dates, right click and choose “format cells”choose “format cells”– Choose date (03/14/2001)Choose date (03/14/2001)

List all of your students across each column List all of your students across each column in row 1in row 1

Enter data for each child as appropriateEnter data for each child as appropriate

Step 2: Making the GraphStep 2: Making the Graph

Highlight all data, including the headingsHighlight all data, including the headings

Choose “Insert” along the top of the screenChoose “Insert” along the top of the screen– Choose “Chart”Choose “Chart”

You can also click on the graph icon along You can also click on the graph icon along the top of the pagethe top of the page

Step 2: Making the GraphStep 2: Making the Graph

Chart Wizard will come upChart Wizard will come up– Step 1: Select line graph as chart typeStep 1: Select line graph as chart type– Step 2: If you only want to graph one student’s Step 2: If you only want to graph one student’s

progress click on “series” and remove the other progress click on “series” and remove the other students’ namesstudents’ names

– Step 3: “Titles” tab- label the graph and axes, Step 3: “Titles” tab- label the graph and axes, “Axes” tab- choose time scale“Axes” tab- choose time scale

– Step 4: Open chart as new sheetStep 4: Open chart as new sheet

Step 3: Calculating the SlopeStep 3: Calculating the Slope

Click on the line, then go to the chart drop box and Click on the line, then go to the chart drop box and select “add trendline” (you can also right click and select “add trendline” (you can also right click and select “add trendline”)select “add trendline”)

Go to options and select “display equation”Go to options and select “display equation”

An equation like this will appear on the graph: An equation like this will appear on the graph: y=0.8399x + 34y=0.8399x + 34

The number before the x is your slope, so you can The number before the x is your slope, so you can delete the rest of the infodelete the rest of the info

This number is the slope This number is the slope PER DAYPER DAY, if you want a , if you want a WEEKLYWEEKLY slope you must multiply this number by 7 slope you must multiply this number by 7

Step 4: Personalizing Your GraphStep 4: Personalizing Your Graph

Right click on the graph and choose “chart options”. Right click on the graph and choose “chart options”. This will allow you to change all of the labels on This will allow you to change all of the labels on your graph (ie. Title, axis, legend, etc) and to your graph (ie. Title, axis, legend, etc) and to change the look of your graph (ie., gridlines) change the look of your graph (ie., gridlines) – If you right click on the graph and select “clear” this will If you right click on the graph and select “clear” this will

get rid of the background making the graph easier to get rid of the background making the graph easier to read. If you double click on this line, this will allow you to read. If you double click on this line, this will allow you to change the look of the line and the data pointschange the look of the line and the data points

– Double clicking on any word on your graph allows you to Double clicking on any word on your graph allows you to change itchange it

– Using the drawing toolbar allows you to add lines, shapes, Using the drawing toolbar allows you to add lines, shapes, arrows, etc to your grapharrows, etc to your graph

Now You Are Now You Are a Graphing a Graphing

Expert!Expert!

References References Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (l984). The effects of frequent Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (l984). The effects of frequent

curriculum-based measurement and evaluation on student curriculum-based measurement and evaluation on student achievement, pedagogy, and student awareness of learning. achievement, pedagogy, and student awareness of learning. American Educational Research Journal, 21American Educational Research Journal, 21, 449-460., 449-460.

Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989a). Effects of alternative Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989a). Effects of alternative goal structures within curriculum-based measurement. goal structures within curriculum-based measurement. Exceptional Exceptional Children, 55Children, 55, 429-438., 429-438.

Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989b). Effects of instrumental Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (l989b). Effects of instrumental use of curriculum-based measurement to enhance instructional use of curriculum-based measurement to enhance instructional programs. programs. Remedial and Special Education, 10Remedial and Special Education, 10(2), 43-52.(2), 43-52.

Fuchs, L.S. and Fuchs, D. (2003). What is scientifically-based research Fuchs, L.S. and Fuchs, D. (2003). What is scientifically-based research on progress monitoring?on progress monitoring? National Center on Student Progress National Center on Student Progress MonitoringMonitoring: Washington DC: Washington DC. . Retrieved June 10, 2008 from Reading Retrieved June 10, 2008 from Reading Rockets Web site: http://www.readingrockets.org/article/14598Rockets Web site: http://www.readingrockets.org/article/14598