Progress Monitoring of Progress Monitoring of Special Education Special Education

StudentsStudents

Dr. Deirdre J. OsypukDr. Deirdre J. Osypuk

Director SSSDirector SSS

BloomfieldBloomfield Public Schools Public Schools

Aimsweb AssessmentsAimsweb Assessments

Reading DecodingReading DecodingR-CBM (Oral Reading Fluency), LNF, LSF R-CBM (Oral Reading Fluency), LNF, LSF

Math CalculationMath CalculationOC, NI, QD, MN, MC OC, NI, QD, MN, MC

Instructional Level Progress monitoring of students in special education uses probes that are at the

individual’s instructional level NOT at their grade level.

Instructional levels only need to be determined for students new to progress monitoring.

There is no need to establish an instructional There is no need to establish an instructional level for students who are already in progress level for students who are already in progress

monitoring. Instead, just continue from where monitoring. Instead, just continue from where they left off.they left off.

An instructional level cannot be established for An instructional level cannot be established for students in Grade K b/c there are no probes at students in Grade K b/c there are no probes at the PK level. Instead, you establish a baseline the PK level. Instead, you establish a baseline with Grade K probes. with Grade K probes.

Norms and Instructional and Norms and Instructional and Mastery LevelsMastery Levels

• Norms:Norms:– Fall (Sept-Dec)Fall (Sept-Dec)– Winter (Jan-Mar)Winter (Jan-Mar)– Spring (Apr-June)Spring (Apr-June)

• Instructional Level = Instructional Level = – >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile percentile

• Mastery Level = Mastery Level = >> 75 75thth percentile percentile

Establishing Baseline in Establishing Baseline in Grade KGrade K

• Baseline is established by Baseline is established by administering 1 LNF, OC, NI, *QD, administering 1 LNF, OC, NI, *QD, and *MNand *MN

• *Only administer QD and MN if *Only administer QD and MN if student scores student scores >> 25 25thth percentile percentile

Establishing Instructional Level Establishing Instructional Level Grade 1 Grade 1

1. 1. Administer 3 R-CBM and 1 LNF, LSF, OC, NI, *MN, and *QDAdminister 3 R-CBM and 1 LNF, LSF, OC, NI, *MN, and *QD probes at the grade level you believe the student is currentlyprobes at the grade level you believe the student is currently functioning. *Only administer MN and QD if student scores functioning. *Only administer MN and QD if student scores >> 2525thth percentile. percentile.

2. Using the norms from the current season, if the student’s 2. Using the norms from the current season, if the student’s median (middle) score (R-CBM) or single score (LNF, LSF, OC, median (middle) score (R-CBM) or single score (LNF, LSF, OC,

NI, MN, QD) is:NI, MN, QD) is: a. a. >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile – this is student’s percentile – this is student’s

instructional levelinstructional level b. < 50b. < 50thth percentile, then administer probes at next lowest percentile, then administer probes at next lowest

grade level until you reach the grade level at which student grade level until you reach the grade level at which student scores scores >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile percentile

c. c. >> 75 75thth percentile, then administer probes at the next highest percentile, then administer probes at the next highest

grade level until you reach the grade level at which student grade level until you reach the grade level at which student scores scores >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile percentile 3. Baseline scores = median (middle) scores from R-CBM and 3. Baseline scores = median (middle) scores from R-CBM and single scores from LNF, LSF, OC, NI, MN, QD instructional level single scores from LNF, LSF, OC, NI, MN, QD instructional level probes administeredprobes administered

Establishing Instructional Establishing Instructional Levels Levels

Grades 2-8Grades 2-81. Administer 3 R-CBM and 3 MC probes at the grade level 1. Administer 3 R-CBM and 3 MC probes at the grade level

youyou believe the student is currently functioning.believe the student is currently functioning.

2. Using the norms from the current season, if the student’s 2. Using the norms from the current season, if the student’s median (middle) score is:median (middle) score is:a. a. >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile – this is student’s percentile – this is student’s instructional levelinstructional levelb. < 50b. < 50thth percentile, then administer probes at next lowest percentile, then administer probes at next lowest grade level until you reach the grade level at which student grade level until you reach the grade level at which student scores scores >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile percentilec. c. >> 75 75thth percentile, then administer probes at the next percentile, then administer probes at the next highest grade level until you reach the grade level at which highest grade level until you reach the grade level at which student scores student scores >> 50 50thth percentile, but < 75 percentile, but < 75thth percentile percentile

3. Baseline scores = median (middle) scores from R-CBM 3. Baseline scores = median (middle) scores from R-CBM instructional level probes administeredinstructional level probes administered

Reading Progress Reading Progress Monitoring IEP Monitoring IEP

Goals/ObjectivesGoals/Objectives

Math Progress Monitoring Math Progress Monitoring IEP Goals/ObjectivesIEP Goals/Objectives

Graphing ProgressGraphing Progress

• X axis (horizontal) = Progress Monitoring SessionsX axis (horizontal) = Progress Monitoring Sessions• Y axis (vertical) = ScoresY axis (vertical) = Scores• Plot baseline scores Plot baseline scores • Each graph should represent only 1 grade level and 1 type Each graph should represent only 1 grade level and 1 type

of probeof probe• Plot baseline and initial goal (75Plot baseline and initial goal (75thth percentile; Spring) percentile; Spring)• Once student meets initial goal, start a new graph and plot Once student meets initial goal, start a new graph and plot

11stst score and end goal (50 score and end goal (50thth percentile) in the next grade percentile) in the next grade level probelevel probe

Decision Rules for Progress Decision Rules for Progress Monitoring DataMonitoring Data

Must progress monitor and graph every two Must progress monitor and graph every two weeks.weeks.

Use 5-point rule to analyze effectiveness of Use 5-point rule to analyze effectiveness of instructional intervention:instructional intervention:

A. If 5 most recent consecutive scores are all A. If 5 most recent consecutive scores are all above the goal-line, continue with current above the goal-line, continue with current instructional intervention.instructional intervention.B. If 5 most recent consecutive scores are all B. If 5 most recent consecutive scores are all below the goal-line, change the instructional below the goal-line, change the instructional intervention.intervention.C. If 5 most recent consecutive scores are C. If 5 most recent consecutive scores are neither all above or all below the goal-line, keep neither all above or all below the goal-line, keep the current instructional intervention.the current instructional intervention.

Graphing ExamplesGraphing Examples

• 55thth grader whose instructional level in the grader whose instructional level in the Fall is at 3Fall is at 3rdrd grade in Math Computation grade in Math Computation

• Median (middle) baseline MC score = 16, Median (middle) baseline MC score = 16, which places him at 3which places him at 3rdrd grade, grade, 5050ththpercentile, Fallpercentile, Fall

• Initial Goal = 37, which would place him at Initial Goal = 37, which would place him at 33rdrd grade, 75 grade, 75thth percentile, Spring percentile, Spring

• End Goal = 34, which would place him at End Goal = 34, which would place him at 44thth grade, 50 grade, 50thth percentile, Fall percentile, Fall

Sample Graph Part 1Sample Graph Part 1

Sample Graph Part 2Sample Graph Part 2