PROGRESS MONITORING FOR IEPS SERIES - PC\|MAC

Tina C. Anderson, Ph.D. University of Georgia Grif fin Campus

PROGRESS MONITORING FOR IEPS SERIES

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Effective Progress Monitoring for IEPs

INCREASING WRITING SKILLS

WORD

• Handwriting • Spelling

SENTENCE

• Sentence Construction

• Grammar & Mechanics

PARAGRAPH & ESSAY

• Structure • Writing

Process • Genre

WRITING SUBSKILLS

Choose a Measure

Take Baseline

Data

Establish a Goal

Monitor Progress

Adjust Instruction

Report Progress

¡ Student respond to a writing prompt ¡ 3 Scoring Procedures (TWW, WSC, CWS) ¡ Length of Time (3-7 Minutes) ¡ Type of Passage (Narrative & Expository)

MEASURE: WRITTEN EXPRESSION CBM

SOURCES

www.aimsweb.com www.interventioncentral.com www.studentprogress.org www.progressmonitoring.org

WRITTEN EXPRESSION CBM

RECOMMENDATIONS BASED ON REVIEW OF LITERATURE

*Aimsweb Norms based on 3 minute writing samples with narrative passages at all grades.

Kindergarten or

students who are in the prewriting

stage

¡ Screener for Handwriting Proficiency at

¡ www.hwtears.com

ALTERNATIVE FOR PRE-WRITING STAGE

Narrative Prompts

¡ One night I had a strange dream about . . .

¡ One day when I got home from school . . .

Expository Prompts

¡ Describe a game you like to play and tell why you like it.

¡ Describe your favorite day of the week and tell why you like it.

TAKE BASELINE DATA: SAMPLE WRITING PROMPTS

You are going to write a [story]. First, I will read a sentence, and then you will write a [story] about what happens next. You will have 1 minute to think about what you will write, and 3 minutes to write your [story]. Remember to do your best work. If you don’t know how to spell a word, you should guess. Are there any questions? (Pause) Put your pencils down and listen. For the next minute think about . . . After 30 sec: You should be thinking about . . After 1 min.: Now begin writing . . . After 90 sec.: You should be writing about . . . After 3 min.: Stop. Put your pencils down.

TAKE BASELINE DATA: ADMINISTER PROBES

1.  Count the total words written and score for TWW. Any letter or group of letters separated by a space is counted as a word, even if the word is misspelled or a nonsense word.

SCORING PROBES

RED PEN 2.  Circle misspelled words in red.

3.  Count misspelled words, subtract from TWW

for the WSC (words spelled correct).

SCORING RULES

BLACK PEN 4.  Read the entire passage, then draw a vertical

line where each sentence ends (if ending punctuation) or where it should end (if ending punctuation is left out).

5.  If a sentence is a run-on, you may have to judge where the sentence should end. Place a vertical line at this point. If a run-on sentence is connected by conjunctions, as a general rule, allow only one conjunction per sentence.

SCORING RULES

RED PEN 6.  Underline words that are grammatically

incorrect, used incorrectly, or illegible.

7.  Underline words that should have been capitalized, but were not. Score only “I”, beginning of sentences, and proper nouns.

SCORING RULES

RED PEN 8.  Do not accept and, but, or then as correct

words at the beginning of a sentence. The only exception to this rule is the first sentence in the response since students have been given a partial starter sentence.

9.  Ignore capitalization of words within a sentence (wenT or WENT).

SCORING RULES

RED PEN 10. Score only end punctuation. Ignore all other

punctuation in the middle of the sentence (commas, quotes, etc.). The only exception to this rule is an apostrophe, because a missing apostrophe would make the word incorrectly spelled.

11. Underline and count as incorrect any unusual characters and non-standard abbreviations (@, IDK).

SCORING RULES

RED PEN

12. Ignore obvious letter reversals.

BLUE PEN 13. Place a caret ∧ between pairs of correct

words. Count correct word sequences (carets) and score as CWS.

SCORING RULES

SCORE WRITTEN EXPRESSION CBM

The cave was very dark and . . . I try to close my eyes, so I couldn’t see anything, but that didn’t help. Than I hear some one breathing. I try to stream, but nother came out. The breathing became close and close to me, and the worst Part was that I couldn’t see athing. At first I thought meslef that I an Just emaging stuff.

SCORE WRITTEN EXPRESSION CBM

The cave was very dark and . . . ⌃I try to⌃ close⌃my⌃ eyes, ⌃so⌃ I ⌃couldn’t ⌃see ⌃anything, ⌃but ⌃that ⌃didn’t ⌃ help⌃. ⁄ Than I hear some one breathing⌃. ⁄ ⌃I try to stream, but nother came⌃ out⌃. ⁄ ⌃The⌃ breathing⌃ became close and close to⌃ me, ⌃and ⌃the⌃ worst⌃ Part⌃ was⌃ that⌃ I ⌃couldn’t ⌃see athing. ⁄ ⌃At ⌃first ⌃I ⌃thought meslef that ⌃ I an Just emaging stuff⌃. ⁄

58 TWW 44 WSC 37 CWS

SCORE WRITTEN EXPRESSION CBM

One day we were playing outside the school and … I Shrunk a Person olmost Steped on me But I Ran to fast ten Bjorn Nodest me. I seid Can You help me with Everthing he sied Yes! Ov course I sead Ya!

SCORE WRITTEN EXPRESSION CBM

One day we were playing outside the school and … ⌃I ⌃Shrunk ⁄ a Person olmost Steped on ⌃me⌃ But⌃ I ⌃Ran to fast ⁄ ten Bjorn Nodest me⌃. ⁄⌃ I seid Can ⌃You⌃ help⌃ me⌃ with Everthing ⁄ he sied Yes⌃! ⁄ Ov course ⌃I sead Ya!

33 TWW 22 WSC 14 CWS

1.  Administer 3 Written Expression writing probes in one week. Use the median score as the baseline.

2.  Create a graph for the student.

GRAPH BASELINE DATA

Organization Idea I

¡  Organize enough probes for 36 weeks (e.g. 18).

¡  Use the Written Expression Probe Generator available at http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing.

¡  Compile in a 3-prong folder.

¡  Use a chart in the front pocket http://www.jimwrightonline.com/pdfdocs/cbmresources/cbmgraphs/writing_140_12.pdf

ORGANIZING MATERIALS

Organization Idea 2 ¡  Use a writing journal.

¡ Write prompts on the board or projector.

¡  Students write the date and sentence starter at the top

BEFORE timing begins (or use stick-on labels).

¡  Tape chart in front.

¡  Keep a personalized running list of errors and corrections in back.

ORGANIZING MATERIALS

¡  “Quick Write” during warm-up or closing of lesson. ¡  Relate the prompt to current studies.

§  For example, “Describe the most admirable character in To Kill A Mockingbird, and tell why you think he/she is admirable.”

¡  Be sure to follow the same pattern for prompts. ¡  Begin with a Think-Pair-Share or other technique to activate

background knowledge prior to writing. ¡  In station teaching, the SPED teacher can have a writing

station and incorporate progress monitoring.

INCORPORATING IN GENERAL EDUCATION CLASS

1.  Graph the baseline data using the median score of three probes given in one week as the starting point.

2.  There are no set guidelines for determining the desired rate of growth.

3.  To establish the goal, you might wish to use: a)  Aimsweb norms (50th percentile) b)  Establish an increase from 10th percentile to 25th

percentile; from 25th percentile to 50th percentile. c)  Baseline score + (Weekly Growth Rate x 36) d)  Add 10-14 CWS to Baseline Score for 3-minute

samples

ESTABLISH A GOAL

TWW

K .22 1 .36

CWS

2 .33 3 .33 4 .28 5 .33 6 .44 7 .17 8-12 .19

ESTABLISH A GOAL- AVG WEEKLY GROWTH RATES

Givenawritingprompt,Johnwillwritearesponsewithcompletesentencesusingstandardconventions(grammar/syntax,punctuation,capitalization,andspelling).

___CorrectWritingSequencesin___minutes(CWS)

WrittenExpressionCBM

Johnwillincreasehiswriting0luency(totalwordswritteninresponsetoawritingprompt).

From_____to_____TotalWordsWrittenin3minutes(TWW)

WrittenExpressionCBM

EXAMPLE IEP GOALS

¡ If a student’s writing is so impaired by handwriting or spelling that he cannot write a complete sentence, you may include the use of a word processor, an adapted word processor (e.g. word prediction, audio, text to speech), or scribing in the goal.

EXAMPLE IEP GOALS

Administering Probes---

¡  Important: Be sure write the date of every probe.

¡  Probes can be given to the entire class during journal writing or as a warm-up, even if only some of the student’s samples are scored. They can also be administered during station teaching as one of the teacher-directed stations.

¡  Prompts can relate to instruction as long as background knowledge is adequate.

MONITOR PROGRESS

Scoring/Graphing Results: ¡ Writing samples should be scored ASAP and feedback

provided to the student so that goals can be set and instruction adjusted.

¡  Students can graph their own scores.

¡  You may train a parent, paraprofessional or student assistant to help with scoring as long as you complete the final scores.

MONITOR PROGRESS

1.  Specific Feedback ASAP

“You have improved your verb tenses! That is great! On the last writing sample you made four verb tense errors (is/was, doesn’t/didn’t) and this time you made only one! Why don’t you shoot for 0 errors on the next sample?” “I’d also like to suggest another skill for improvement. How many words did you accidently leave out of your passage? Right, you left out 4. Let’s talk about some ways that can help you, and you can practice. OK?”

ADJUST INSTRUCTION

2.  Alternative Approach (Co-teaching) for providing feedback to one at a time.

ADJUST INSTRUCTION

¡ Daily practice -Target one skill at a time -Use a journal

ADJUST INSTRUCTION

DECISION RULE Examine the last 4 probes and use the 4-point rule or the trend-line rule.

ADJUST INSTRUCTION

¡  Self-monitoring-highlighting ¡  Individualized “cheat

sheets” for grammar and spelling

¡ Word processor ¡  Adapted word processor ¡  iPAD ¡  Apps ¡  Reward for scored at or

above the goal line ¡  Texting without text talk ¡  Email

¡  SRSD (Self-Regulated Strategy Development)

¡  Sentence Writing Strategy (SIMS)

¡  Sentence Combining Strategy

¡  COPS Strategy

ADJUST INSTRUCTION

Each grading period:

1.  Make a copy of the student’s graph.

2.  Optional: Staple a copy of the baseline writing sample and the last writing sample.

REPORT PROGRESS

¡  Write a label “Progress Monitor ing” under the Results of In i t ia l or Most Recent Evaluat ion sect ion.

¡  List the results of the last three probes on the Present Levels of Academic Achievement and Funct ional Per formance.

¡  Frame of reference/Benchmark

¡  Descr ibe growth.

PROGESS MONITORING Writ ten Expression CBM-Correct Writ ing Sequences (CWS) 3r d Grade Benchmark (50th percent i le) = 30 CWS 4/1/2014 12 CWS 10t h -25th percent i le 4/3/2014 14 CWS 10t h -25th percent i le 4/4/2014 15 CWS 10t h -25th percent i le Increased 5 correct word sequences in one year. Use of word processor on al l probes.  

ANNUAL IEP REVIEW

¡  Since Written Expression CBM

is not graded, you may use the median of the last 3 probes as a baseline for the upcoming year.

¡  Describe specific skil ls in the Needs section.

Needs: Writing: Khiara need to improve her written expression skil ls. Currently Khiara writes in complete simple sentences but has dif ficulty staying on topic. She needs to be able to write compound and complex sentences. She doesn’t consistently use correct verb tenses, plurals, and possessives. She misspells common homophones. The median score on her most recent Written Expression CBM probes was 14 correct word sequences.

ANNUAL IEP REVIEW

Impact of the Disability on Involvement and Progress in the General Curriculum: Khiara writes very slowly and gives up easily. She struggles when taking notes and completing writing assignments. She is able to access and make progress in grade-level writing standards with the use of a word processor.

EXAMPLE IEP

MeasurableGoalGivenawordprocessorandawritingprompt,Khiarawillwritearesponsewithcompletesentencesusingstandardconventions(grammar/syntax,punctuation,capitalization,andspelling).

CriteriaforMastery__CorrectWritingSequencesin__minutesonmedianof3probes

MethodofEvaluationWrittenExpressionCBM

EXAMPLE IEP