March 29, 2015
It looks different for each kid. I look at the progress monitoring data and the classroom data. I ask myself, “What does one expect for a typical student and can they do that?” For example take MAPS testing-we don’t really use it for anything but I do like the act that all students take it and I can get the average class score, the average gap, the student’s gap and compare numbers. I do the same with iReady. We don’t use much in the way of progress monitoring like DIBELs or AIMSweb.
Elements of Effective Progress-Monitoring MeasuresTo be effective, progress-monitoring measures must be available in alternate forms, comparable in difficulty and conceptualization, and representative of the performance desired at the end of the year. Measures that vary in difficulty and conceptualization over time could possibly produce inconsistent results that may be difficult to quantify and interpret. Likewise, using the same measure for each administration may produce a testing effect, wherein performance on a subsequent administration is influenced by student familiarity with the content.
By using measures that have alternate forms and are comparable in difficulty and conceptualization, a teacher can use slope (e.g., academic performance across time) to quantify rate of learning. Slope can also be used to measure a student’s response to a specific instructional program, signaling a need for program adjustment when responsiveness is inadequate. Excel spreadsheets are great to add trend lines and other data points to create a plug and play graph.
Effective progress-monitoring measures should also be short and easily administered by a classroom teacher or special education teacher.
Common Progress-Monitoring MeasuresProgress can be monitored by a variety of methods. From a norm-referenced standpoint, it is possible to use widely available assessments such as the Test of Word Reading Efficiency (TOWRE; Torgesen et al., 1999) or the Woodcock-Johnson Achievement Battery (Woodcock, McGrew, & Mather, 2001). With such tests, alternate forms are available to demonstrate student improvement over time, but usually there is at least three months between administrations (Fletcher et al., 2007). Other measures, such as the Dynamic Indicators of Basic Literacy Skills (DIBELS; Good, Simmons, & Kame'enui, 2001), have been reviewed by the National Center for Student Progress Monitoring and vary considerably in reliability, validity, and other key progress-monitoring standards.
CBM is a form of classroom assessment that 1) describes academic competence in reading, spelling, and mathematics; 2) tracks academic development; and 3) improves student achievement. It can be used to determine the effectiveness of the instruction for all students and to enhance educational programs for students who are struggling.
I hope these ideas help you out as we move into Spring. Be sure to pick up a freebie too.
Welcome to my all thing special education blog. I'm Ms. Whiteley. I teach in the beautiful Mile High state--Colorado. This is my 13th year teaching in an rural K-6 Elementary school as a Exceptional Needs Teachers. As Exceptional Needs National Board Certified Teacher, I believe that ALL students can learn and be successful. When I'm not in school, I love to take my two Italian Greyhounds hiking 14ers and reaching for the stars. Thanks for Hopping By.
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