Assessment in Special Inclusive

Education 13th Edition Salvia Solutions

Manual
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Instructor’s Manual 10-1
 

CHAPTER 10
Monitoring Student Progress Toward
Instructional Goals

LEARNING OBJECTIVES
10-1 Describe characteristics of effective progress monitoring.

10-2 Identify several existing progress monitoring tools.

10-3 Explain several approaches to setting instructional goals.

10-4 Explain several options for deciding when instructional changes are necessary.

10-5 Identify assessment frameworks that can be used along with progress monitoring to
inform instructional changes.

CHAPTER OUTLINE
10-1 Characteristics of Effective Progress Monitoring Tools
10-2 Example Progress Monitoring Tools
10-2a Curriculum-Based Measurement (CBM) Approaches
10-2b Computer-Adaptive Approaches
10-3 Setting Goals
10-3a Level Versus Growth
10-3b Comparison Approaches
10-3c Moderate Versus Ambitious Goals
10-4 Knowing When to Make an Instructional Change
10-5 Beyond Progress Monitoring

OVERVIEW
It is necessary to know whether students are gaining the skills and knowledge at a rate that allows
them to attain their instructional goals on schedule so instruction can be modified as needed.
Progress monitoring is the collection of data that are used to determine the impact of instruction
and intervention over a certain period of time. Not all progress monitoring is highly systematic
and objective. Although progress monitoring can be used to measure social-emotional goals, there
are currently more tools available to monitor the development of academic skills that meet basic
levels of technical adequacy.

Effective progress monitoring tools do the following: (1) involve direct measurement of basic
skills, (2) include a representative sampling of knowledge and skills expected to be learned across
the selected time period, (3) use a probe that can be administered, score, and interpreted quickly
and frequently, and (4) use tools that are sensitive to change over time. There are two general

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Instructor’s Manual 10-2
 
types of progress monitoring tools: curriculum-based measurement (CBM) and computer-
adaptive approaches. Computer-adaptive approaches are based on student performance. Items are
selected for administration based on the student’s performance on earlier items within the test.

Curriculum-based measurement (CBM) involves a standardized set of procedures that can

provide quick and technically adequate information on student progress. CBMs are useful for
identifying at-risk students quickly and for monitoring progress frequently on a given skill
throughout the school year. However, they do not necessarily provide diagnostic information
about the potential causes of an academic difficulty or the specific difficulties a student may be
having. All CBMs are direct measures of student performance, are a random selection of grade-
level instructional material, have standardized and timed administration, and have pre-set scoring
procedures.

Three different types of CBMs exist and differ in the types of skills assessed and the purposes for
which they are used. (1) General outcomes measures (GOMs) measure important outcomes that
require maintenance and the coordinated use of many skills; the most common is oral reading
fluency. (2) Skill-based measures (SBMs) may require the use of multiple subskills, but are
generally more isolated than GOMs. One example is math computation. (3) Subskill mastery
measures (SMMs) generally measure one skill that is linked to SBMs or GOMs, such as single-
digit subtraction. GOMs and SBMs are useful for tracking progress over an entire year, while
SMMs are useful for measuring progress toward long-term goals.

There are a variety of considerations for setting goals for students. First, school personnel can
focus on performance levels or on rates of improvement (ROI). Second, comparison approaches
often utilize benchmarks. Benchmarks represent levels of performance at which a student is on
pace to meet a long-term goal at the appropriate time. For example, if the long-term goal is fluent
reading by the end of third grade, failing to meet the fall second-grade benchmark means that the
student is not on track to be fluent by the end of third grade. Additional intervention support may
be needed. Benchmarks can be standards-referenced or norm-referenced. Finally, school
personnel must consider moderate versus ambitious goals.

To avoid making mistakes regarding instructional changes, it is important to use specific

guidelines for decision-making. First, when making decisions about which progress monitoring
tools to use, it is important to examine evidence that publishers provide for (a) reliability of the
level scores, and (b) reliability of slope/growth or rate of improvement (ROI) scores. In addition,
collecting more data can improve the reliability of the information that you have.

KEY TERMS AND CONCEPTS

The following key terms and concepts are the most important in Chapter 10. Students should be
able to define and explain each of them.

Term/Concept Primary Points in Definition/Explanation

benchmark Levels of performance on the way toward long-
term proficiency in basic skills that are necessary
for the student to have a high probability of
developing proficiency in the given skill before a
certain time.

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Instructor’s Manual 10-3
 
computer adaptive testing An assessment method whereby items are selected
for administration based on the student’s
performance on earlier items within the test

curriculum-based measurement (CBM) A set of procedures with a standardized set of

procedures that allows one to directly measure
important skills in a short amount of time.

general outcome measure (GOM) A CBM tool that is used to measure progress
toward long-term goals for skills that require
coordination and maintenance of many skills.

growth percentile Determined by comparing the target student’s

growth to the growth of similar peers who scored
at the same initial level as the target student

norm-referenced benchmarks Benchmarks that are connected to information

gathered on the performance and typical growth of
thousands of same-grade peers from across the
nation

probe A special testing format that is well suited to the

assessment of direct performances; probes are brief
(usually three minutes or less), timed, frequently
administered assessments that can be used for any
purpose

progress monitoring The collection of data that is used to determine the

impact of instruction and intervention over a short
period of time

rate of improvement (ROI) Index of growth; slope; growth rate

skill-based measure (SBM) A CBM tool that is used to measure progress

toward long-term goals for skills that may require
coordination of subskills

standards-referenced benchmarks Benchmarks that are connected to state or common

core standards, such that a student’s performance
according to these standards can be evaluated

subskill mastery measure (SMM) A CBM tool that is used to measure progress
toward short-term goals for one subskill that is
linked to SBMs or GOMs.

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Instructor’s Manual 10-4
 

IN-CLASS/ONLINE ACTIVITIES
1. Obtain an off-the-shelf package of CBM materials, such as DIBELS Next (which is free
online). Review the administration materials, scoring and administration procedures, and
any norms and/or benchmarks that are included. Which are general outcome measures?
Which are skill-based measures? Which are subskill mastery measures? Select a few
measures and read more about the administration and scoring procedures. Who do you
think might use these measures in a school? How could they be used in a school?

2. Find the reviews of progress monitoring tools provided on the National Center on
Intensive Intervention website. Which tools are reported to have the best technical
adequacy? Which tools provide rates of improvement?

3. Search the Internet and compare the 6th edition of DIBELS to the latest DIBELS Next
tools. What changes were made in the revision process to these curriculum-based
measurement tools?

4. Use www.interventioncentral.com to make three different CBM measures for

mathematics. What types of skills are being measured? What is the technical adequacy of
these tools? What types of information are provided for interpretation of the measures?

5. Work with a partner to compare and contrast a few computer-adaptive assessment

systems such as those from FastBridge, STAR, and Smarter Balanced.

6. Explore this website: http://rateofimprovement.com/roi/. Discuss with a partner how the

information on this website could be used by teachers in monitoring student progress.

DISCUSSION QUESTIONS
1. What are the defining characteristics of curriculum-based measurement (CBM)?

All CBMs share the following characteristics. They are a direct measurement of student
performance on basic skills. They are a random selection of grade-level instructional
materials. They have common standardized, timed administration procedures. They have
common, pre-set objective scoring procedures.

2. Describe three different types of CBM. For what purposes are each used?

General outcomes measures (GOMs) measure outcomes that require maintenance and
coordination of many skills, and they are typically used to measure progress toward long-
term goals. Skill-based measures (SBMs) measure skills that may require coordination of
multiple sub-skills, but are demonstrated in a more isolated way. They are also used to
measure progress toward long-term goals. Subskill mastery measures (SMMs) measure
one subskill and are used to measure progress toward short-term goals.

3. Describe two ways that computers can support progress monitoring and associated
data analysis efforts.

The current rate of improvement (ROI) can be automatically calculated so the current
ROI can be compared to a desired ROI to know if an instructional change is needed.

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Instructor’s Manual 10-5
 
Some programs automatically prompt the teacher that an instructional change is
necessary based on an internal formula that is applied to the student performance data
that are collected.

4. What are two ways to set goals using CBM? Provide an example of each.

Using benchmarks is one way to set goals. An example of this would be setting a long-
term goal to read fluently by the end of 3rd grade and using benchmarks on the way (e.g.,
fall of second grade) to decide whether the student is on track to meeting the ultimate
goal. Using rate of growth is another way to set goals. For example, a CBM package
might show that 1.1 digits correct per minute per week is a typical growth rate for a third-
grader. If a student started at 22 digits correct per minute, his or her goal would be 33
digits correct after 10 weeks of instruction (1.1 digits correct per minute per week x 10
weeks = 11).

5. What are some potential problems in using progress monitoring tools to inform the
nature of instructional changes one might make?

Progress monitoring tools can provide information to indicate that an instructional change
is needed, but they do not necessarily provide information on what change should be
made. One mistake that we have heard some school professionals make is to focus on
using a progress monitoring tool alone to make decisions about how to change
instruction; for instance, some teachers who use oral reading fluency to monitor progress
begin to focus entirely on interventions to develop reading fluency as opposed to doing a
more careful analysis of other skills that the student might need in order to develop
reading fluency (e.g., phonemic awareness, phonics, etc.). In most cases, additional
assessment is needed

FIELD EXPERIENCES

1. Interview a teacher about how she monitors the progress of her students. What types of
tools does the teacher use? Are they standardized? What are the benefits and drawbacks
to the tools the teacher uses? How does the teacher use the data to make instructional
changes in the classroom?

2. Attend a training or professional development session on administering and scoring CBM

tools. Online trainings are available for aimsweb if you are unable to attend a session in
person (http://www.aimsweb.com/scoring-and-administration-training). How might you
use the tool(s) in your own work? How would knowing how to administer and score the
tool(s) be helpful for teachers?

3. Watch a school psychologist or teacher administer some CBMs to students with

permission from the students’ parents. Talk to the CBM administrator afterwards about
scoring and interpretation. What do the students’ data mean?

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Instructor’s Manual 10-6
 

VIDEO ACTIVITIES

1. Watch this video https://www.youtube.com/watch?v=AziD2cLv7rg. Answer the

following questions: Why use a computer-adaptive assessment? What are the benefits
over other assessment tools?

2. Watch this webinar: http://www.intensiveintervention.org/video-resource/data-rich-

information-poor-making-sense-progress-monitoring-data-guide-intervention. Answer
the following questions: What are some common progress monitoring tools for
academics and behavior? How do you optimize data collection? How do you analyze
graphed progress monitoring data?

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