Progress Monitoring With Deaf And Hard Of Hearing Students
Monitoring Reading Progresswith Students who areDeaf / Hard of HearingSusan Rose, Patricia McAnally &Lauren Barkmeier
Progress Monitoring PROCESS for ongoingdata collection of skillsimportant to studentsuccess. PROCESS whereteachers are able to alterinstructional variables tomeet individual studentneeds.
Progress Monitoring:How is it used?Decision Making Purposes: Instruction- Is instruction effective? Parent Communication – Is my childprogressing? Placement- Does this student ‘look like’ otherstudents ? Accountability- What is special about ateacher of deaf and hard of hearing children?
Ways to Monitor Progress:CBA Informal- specific totime and content– Teacherobservations– Running records– Cumulative folders– Teacher made tests– Other
Reliable & Valid Data Required Set Goals Measure studentgrowth Determine ementTime on task
CBM: Defined A specific approach to measuring studentlearning Repeated measurements ( weekly; monthly) Equivalent forms of the same task Across extended periods of time Using General Outcome Indicators ( the rateof change demonstrated in the performanceof a task of the same difficulty)» (Deno, 1992)
CBM: Characteristics Reliable and ValidEasy to Administer (usable)Time Efficient (frequently used)Effective (functional information)Can be used to communicate Deno (1992) The nature and development ofCurriculum-Based Measurement. PreventingSchool Failure, 36,2, 5-10
RIPM: Deaf/ HH Students N 155 students 3rd through 12thgrades Reading & WrittenExpression School for the Deaf/Public School andItinerant Programs
Monitoring Progress inREADING MAZE Passages ( Comprehension &Fluency) Oral Reading Fluency: Unreliable!!!!! Silent Reading Fluency (TOSCRF;SRFT)– see Technical Report
MAZE PassagesKicking StonesHave you ever had nothing to do?Sometimes when I (say/ have/ run) nothingto do, I take a (walk/ road/ home). That’swhen I kick stones. If I (have/ can’t/went)find any cans to kick, I (little/under/just)kick stones.www.EdCheckup.com
Year 2:CBM Tools Elementary– Form A & B ( BASS) MAZE Passages– Form C1, C2 C3 (Reading Milestones) MAZEPassages*– Form D (Ed Checkup) MAZE Passages Level 1 Middle School High School– Common Passages ( 3 minute) 4th level– Form E (Ed Checkup) Maze Passages 4th level
Year 2: What We Learned Teachers are Terrific! Significant Correlations# Within Reading Passages Forms A & B,# Within Reading Passages Forms D & E# Teacher’s ratings and MAZE Scores# NWEA:MAP Fall scores and Fall Maze Scores# NWEA:MAP Spring scores and Spring MAZEScores
Year 2: What We Learned» TR Elem.NWEA.92.85.93 (A) Middle .82.85.81 (E) Second .83.68.72 (E)
Years 3 & 4 Technical Characteristics Sensitivity to growth Teacher Use Grade Level– Out of Grade Level
Years 3 & 4: ResultsReliability– Alternate form - correlations .90 for elementary/middle grades.78 for high school students– Test-retest - correlations.96 for elementary/middle grades–.85 for high school students Validity– Correlations with the NWEA: MAP RIT reading scores;.80 -.90 for elementary,.74 - .92 for middle,.78 - .85 for high school.– Correlations with teacher ratings LESS THAN .70 Sensitivity– Significant slopes of .50 for elementary, .93 for middle, and .90for high school grades
4th Grade StudentIndividual Growth Rate151209060300Fall 2007Winter 2008Spring 2008
Maze ScoresGrowth across Grade Levels20181614121086420HearingDeaf345Grades678
Maze Growth over 2 Years (Grades 7 to 8)6054484236302418120600Fall 2006Winter2007Spring2007Fall 2007Winter2008Spring2008
10th D/HH10th D/HH (no dis.)10th Hearing (at-risk)10th Hearing (general)Maze Comparisons7060504030201000Fall 2007Winter 2008Spring 2008
Conclusions Preliminary data CBM MAZE indicators appear to bereliable and valid. CBM MAZE appear to capture significantgrowth over time. Need to replicate studies with broaderpopulation of students. Need to determine if the MAZE issensitive enough to inform teachers ofstudent progress.
Instructional Strategies Every strategy is not equally effectivewith every student. Teachers need an extensive repertoireof strategies that can be applied to meetdifferent needs.
Prereading Prequestioning, predicting, and directionsetting Providing technical (text-specific)vocabulary Developing metacognitive awareness oftask demands and strategies necessaryfor effective learning
During ReadingStudents are required toiInteract with textand construct meaning as they read.Students apply metacognitive skills(awareness of and control over theircomprehension).
Postreading Postreading activities provideopportunities for students to:– Synthesize and organize information– Evaluate the author’s perspective– Respond to the text
Other Considerations Does the student receive direct readinginstruction daily? How much time does the studentreceive reading instruction on a dailybasis?
How much time does the studentpractice reading daily? Is an explicit instructional model used toteach the student how to use readingstrategies independently?
Plan of Action The teacher:– identified and listed the reading difficulties ofthe student.– prioritized the reading difficulties.– selected one or two reading difficulties totarget for intervention.
The teacher identified instructionalstrategies that:– addressed each of the targeted readingdifficulties– likely be successful with the student.
Follow-Up During my next visit or via email:– We discussed the instructional changesthe teacher made.– The teacher identified what was successfuland why.– She/He identified what wasn’t successfuland why.
– We discussed adjustments that shouldbe made.– When we received additionalassessment data, we factored these intoour discussion of instruction.
A good example of one of the values ofprogress monitoring
Results: Coaching Teachers
Monitoring Student Progress?– Elementary Level» Progress – 8» No progress – 4– Middle School» Progress – 10» No progress - 19– High School» Progress – 13» No progress - 36
Factors limiting progress New textbooks Time on task Larger classes More diverse reading needs withinclasses
Factors Time on task– Previously, the students had one period ofEnglish language instruction and writingand one period of reading instruction.– This year English, writing, and readingwere included in one period.
Factors Issues with the new textbooks– Training was short and occurred theprevious spring.– The new books did not come until Octoberand teachers didn’t have time to study thebooks and feel confident teaching withthem.– The new books were extremelychallenging—too difficult for many of thestudents.
RIPM: Deaf/ HH StudentsGrades 3-12thToolsIndicatorsOral Reading WordCorrect/1 minMazePassagesReliability/ValidityNOSensitivityto GrowthXXXXXIntervention/CoachingXXXXXXC-I / 1 minC-I/ 3 minYESElementarySecondaryWith supportGrade Level ssMonitoring
More Information www.progressmonitoring.net www.studentprogress.org www.PREPIT.org
–Form C1, C2 C3 (Reading Milestones) MAZE Passages* –Form D (Ed Checkup) MAZE Passages Level 1 Middle School High School –Common Passages ( 3 minute) 4th level –Form E (Ed Checkup) Maze Passages 4th level. Year 2: What We Learned Teachers are Terrific! Significant Correlations
Karen Ann Dooley, Miss Deaf New York . Diane L. Lavallee, Miss Deaf North Carolina Debra A. Krausa, Miss Deaf Pennsylvania Donna Jo. Brandt, . Jane Frances Kelleher Connie Ammerman Sandra Delois Kimball Miss Deaf Iowa Miss Deaf Kentucky Miss Deaf Louisiana . Brenda Kay Dow Alice Marie Sykora Susan Elizabeth Burnes .
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