Assessment

What is Progress Monitoring?

Progress monitoring is a way to evaluate student progress toward a performance target, based on rates of improvement from frequent assessments of specific skills. At MRSD, progress monitoring is conducted at least three times per year in general education (Beginning of Year [BOY], Middle of Year [MOY], and End of Year {EOY}). A variety of tools are used for progress monitoring, with the most common being the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Independent Reading Level Assessment (IRLA), Achieve 3000, and iReady. Below are some common patterns of improvement that most staff should be able to identify at a glance:

Slow Rate of Improvement (DIBELS Reading)

Most academic progress-monitoring graphs will show 1. a student's scores, 2. a goal line indicating typical progress toward proficiency (on track to meet standards), and 3. a trend line indicating a student's expected progress based on their current Rate of Improvement (ROI).

* Note the color of the goal line and trend lines are reversed in the example to the right.

In this graph of Rockstar's reading progress you can see numerous things: 1. Rockstar's reading skills are slowly improving, 2. Rockstar is consistently performing below expectation *note the goal line is based on average English Learner (EL) cohort performance, 3. continuing the current intervention will not result in Rockstar reaching their goal, 4. the current goal may be inappropriate for Rockstar.

*Progress monitoring data can answer many questions instructors have (e.g., Q1: "What would it take for Rockstar to catch up with his cohort during kindergarten?" A1: He would have to gain 124 correct words per minute across the year [that's 3.4 correct words per minute for every week of school]. Q2. Should I change intervention or goal for Rockstar during 4th grade? A2. Yes, Rockstar's current performance is too far below the goal line to expect an increase in dose [e.g., lengthening reading time] to get them on track to proficiency.)

Steady Improvement Example (iReady Math)

In this example, Rockstar exceeded the typical iReady goal, which is based on a realistic rate of improvement for most students. Rockstar also met their stretch goal, which is based on an ambitious rate of improvement and puts them on a path toward proficiency in Math.

To calculate Rate of Improvement (ROI) for Rockstar, subtract their most recent score from their initial (baseline) score and divide the amount obtained by the number of weeks that occurred between the test administrations:

ROI = (Ending Score - Baseline Score) / Number of Weeks) = X. X is the amount of progress Rockstar makes per instructional week.

You likely noticed there was a greater performance bump between Diagnostic 1 and 2 (31 points!) than between Diagnostic 2 and 3 (4 points). You will see this pattern often, as students typically show the biggest performance increases after new interventions are started. Absences are also associated with predictable patterns, and, when we collect enough data points, we can differentiate between chronically absent students who are learning typically from chronically absent students who are not learning typically.

Highly Variable (Behavior Frequency Count)

Progress on behavior goals is often variable, in part because students are unlearning interfering behavior while learning desired behavior at the same time! This notwithstanding, a graph like this tells you several things: 1. Rockstar's problem behaviors are not improving, 2. the progress monitoring tool used may be unreliable or inconsistently administered, 3. other situational or external factors may affect performance (e.g., if sessions occurred on different days of each week and all lower scores were obtained when the student was living with a parent who recently regained custody).

*Frequency counts are only one of many methods that can capture behavior plan progress. You can learn more about tracking behavior progress and get MRSD forms for tracking using multiple data methods: Here

* You can learn about Direct Behavior Rating, an efficient method for tracking behavior progress that has been gaining increased interest due to research support: Here

Frequency counts of problem behavior can help us understand progress. However, it is best practice to also track data on desired (replacement) behavior. This way, you can be strength focused with parents and students ("Rockstar, you were on task for 71% of reading time this week. That's an improvement of more than 10% from last week!).

Where Can I Find a Refresher on Standardized Academic Testing?

A previous standardized testing training can be found here. Your school psychologist would also be more than happy to provide you with additional resources and support.

Where Can I Learn More About Achieve 3000 Scores?

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How do IRLA Levels relate to other Curriculum-Based Leveling Systems?

How do you Interpret i-Ready Diagnostic Scores?

What Evaluation Tools are most Helpful in Identifying Specific Academic Weaknesses?

The following tools are recommended for learning specialists to consider when responding to academic referral questions:

CTOPP-2 (administered by school psychologist) and WIAT-III should be administered if the referral question suggests a reading disability with characteristics of dyslexia.

Basic Reading: For a suspected deficit in basic reading, administer the WIAT-III (Basic Reading), KTEA-III (Letter Word Recognition), or WJ-IV ACH (Basic Reading Cluster)

Reading Comprehension: For a suspected deficit in reading comprehension administer the WIAT-III (Reading Comprehension and Oral Reading Fluency Subtests), KTEA-III (Reading Comprehension), or WJ-IV (Reading Comprehension Cluster).

Reading Fluency: For a suspected deficit in reading fluency, WIAT-III Reading Fluency or similar reading fluency test should be used. The WJ-IV Reading Fluency subtest should not be used to identify SLD in Reading Fluency.

Math Calculation: For a suspected deficit in math calculation, all subtests representing the Operations Cluster from WJ-IV or WIAT-III should be used.

Math Reasoning: For a suspected deficit in math reasoning, all subtests representing the Applications Cluster from WJ-IV, or WIAT-III should be used.

Written Expression: For a suspected deficit in written expression, the WJ-IV, WIAT-III, the OWLS-2 Written Expression or the TOWL-4 should be used.

Listening Comprehension and or Oral Expression): For a suspected deficit in listening comprehension or oral expression the WJ-IV ORL, or WIAT-III should be used.

What Cognitive Abilities are Most Relevant to Academic Performance?

Extended Assessment

Extended assessments are designed for students with the most significant cognitive disabilities, typically characterized by significantly below average general cognitive functioning (intelligence test scores <=70) and commensurate deficits in adaptive behavior.

2018-2019 Recommendations from J. Hall

1) Hold Training Prior to Winter Break

2) Do a full day training instead of a 1/2 day. - Teachers would need laptops and headphone (video proficiencies)

3) In the teachers individual online training there are three sections of video trainings one for each test (ELA, Math and Science). View those videos together for discussion.

4) Allow time for teachers to complete online proficiencies at the end of the training day.

5) Check the Admin side of the Qualified Trainer information frequently to spot anyone that is overwhelmed and has not completed the proficiencies.

6) If possible, assessors should test prior to spring break

Extended Assessment Decision Making Guidance

Extended Assessment Guidance.pdf

Note: starting 9/2015, Oregon Individual Education Plan (IEP) teams will be required to select the Oregon’s Extended Assessment as the only option for all subject areas assessed. Students who participate in Oregon’s Extended Assessment will not participate in Oregon’s general assessments.

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