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The	
  ABCs	
  of	
  
Progress	
  Monitoring	
  	
  
with	
  Technology

NAEYC	
  Annual	
  Conference	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Nov.	
  2013-­‐Washington,	
  DC	
  
Lilla	
  Dale	
  McManis,	
  M.Ed.,	
  Ph.D.
	
  
	
  Research	
  Director-­‐Hatch	
  Early	
  Learning	
  
dmcmanis@hatchearlylearning.com 	
  	
  
	
  LillaDaleMcManis@DrLDMcManis	
  
	
  
	
  
	
  
	
  	
  
	
  
Copyright	
  2013.	
  
Purpose	
  

•  This	
  presentaJon	
  will	
  address	
  how	
  technology	
  can	
  be	
  
used	
  for	
  progress	
  monitoring	
  in	
  ways	
  that	
  are	
  
authen'c,	
  behavior-­‐based,	
  and	
  capitalize	
  on	
  what	
  
educators	
  already	
  have	
  in	
  place	
  in	
  their	
  classrooms.	
  	
  
•  Learn	
  how	
  technology-­‐based	
  progress	
  monitoring	
  can	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
facilitate	
  providing	
  the	
  instrucJon	
  children	
  most	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
need	
  to	
  achieve	
  posi've	
  outcomes.	
  
Learning	
  Objec2ves	
  
•  Why	
  it	
  is	
  important	
  to	
  systemaJcally	
  monitor	
  the	
  
progress	
  of	
  young	
  children.	
  
	
  
•  How	
  technology	
  can	
  help	
  you	
  conduct	
  progress	
  
monitoring	
  in	
  ways	
  that	
  are	
  appropriate	
  and	
  feasible.	
  
	
  
•  How	
  what	
  you	
  are	
  currently	
  doing	
  with	
  technology	
  
can	
  be	
  uJlized	
  as	
  progress	
  monitoring	
  to	
  assess	
  and	
  
guide	
  instrucJon.	
  
Overview	
  
Why	
  do	
  progress	
  monitoring	
  (PM)?	
  
What	
  is	
  PM	
  really?	
  
Why	
  should	
  we	
  use	
  technology-­‐based	
  PM?	
  
How	
  do	
  we	
  know	
  technology-­‐based	
  PM	
  works	
  
with	
  children?	
  
•  How	
  can	
  we	
  effecJvely	
  use	
  technology-­‐based	
  
PM	
  in	
  early	
  childhood	
  seSngs?	
  
	
  
• 
• 
• 
• 

*Disclaimer:	
  Photos	
  do	
  not	
  imply	
  endorsement.	
  
 	
  	
  	
  If	
  you	
  don’t	
  
know	
  where	
  
you’re	
  going,	
  
any	
  road	
  will	
  
get	
  you	
  
there.	
  
-­‐-­‐-­‐-­‐Lewis	
  Carroll	
  
 
Why	
  do	
  progress	
  monitoring	
  (PM)?	
  
	
  	
  	
  “Progress	
  monitoring	
  is	
  when	
  teachers	
  assess	
  students’	
  
	
  

academic	
  performance	
  on	
  a	
  regular	
  basis	
  (weekly	
  or	
  
monthly)	
  for	
  two	
  purposes:	
  to	
  determine	
  whether	
  
children	
  are	
  profiJng	
  appropriately	
  from	
  the	
  typical	
  
instrucJonal	
  program	
  and	
  to	
  build	
  more	
  effecJve	
  
programs	
  for	
  the	
  children	
  who	
  benefit.”	
  (Fuchs	
  &	
  Fuchs	
  
2002)	
  

	
  
	
  
Social-­‐emo'onal	
  and	
  even	
  
physical	
  skills	
  progress	
  
monitoring	
  is	
  very	
  
appropriate	
  as	
  well….	
  
What	
  is	
  Progress	
  Monitoring?	
  
•  ScienJfically-­‐based	
  pracJce	
  for	
  assessing	
  
children‘s	
  performance	
  and	
  evaluaJng	
  the	
  
effecJveness	
  of	
  instrucJon	
  
–  Cyclical	
  
–  Targeted	
  
–  Standardized	
  
–  Individualized	
  
	
  
*Shares	
  components	
  with	
  Response	
  to	
  IntervenJon	
  	
  

	
  	
  (RTI)	
  Models	
  and	
  Curriculum-­‐Based	
  Measurement	
  (CBM)	
  
What	
  are	
  the	
  steps	
  in	
  the	
  PM	
  Cycle?	
  
•  Current	
  levels	
  of	
  performance	
  are	
  determined	
  
•  Goals	
  idenJfied	
  for	
  learning	
  that	
  will	
  take	
  
place	
  over	
  Jme	
  
•  Performance	
  measured	
  on	
  a	
  regular	
  basis	
  
•  Progress	
  toward	
  meeJng	
  the	
  goals	
  is	
  
measured	
  by	
  comparing	
  expected	
  	
  
	
  	
  	
  	
  and	
  actual	
  rates	
  of	
  learning	
  
•  InstrucJon	
  is	
  adjusted	
  
What	
  are	
  the	
  benefits	
  of	
  PM?	
  
•  The	
  children	
  learn	
  more,	
  the	
  decision	
  making	
  
of	
  the	
  teacher	
  improves,	
  and	
  children	
  become	
  
more	
  aware	
  and	
  reflecJve	
  of	
  their	
  own	
  
performance…	
  
•  When	
  progress	
  monitoring	
  is	
  well	
  implemented	
  
the	
  benefits	
  seen	
  can	
  include:	
  	
  
–  Appropriate	
  child	
  expectaJons	
  	
  
–  Accelerated	
  child	
  learning	
  	
  
–  DocumentaJon	
  of	
  child	
  progress	
  
–  More	
  efficient	
  communicaJon	
  with	
  others	
  

	
  
Why	
  use	
  technology	
  for	
  PM?	
  	
  
Technology-­‐systems	
  	
  
•  strengthen	
  the	
  pracJce	
  of	
  making	
  
instrucJonal	
  decisions	
  based	
  on	
  data	
  and	
  
•  allow	
  teachers	
  to	
  befer	
  meet	
  the	
  diverse	
  
needs	
  of	
  children	
  
	
  
	
  
Before	
  Progress	
  Monitoring:	
  The	
  Need	
  
	
  
•  Matched	
  groups	
  
	
  
•  No	
  significant	
  
differences	
  
between	
  groups	
  
at	
  beginning	
  OR	
  
end	
  
	
  
The	
  University	
  of	
  Oklahoma,	
  
Sooner	
  T.A.L.K.	
  (Teachers	
  
AdvocaJng	
  Literacy	
  to	
  Kids),	
  
2002	
  Early	
  Reading	
  First	
  
Cohort	
  

	
  

Upper Case Alphabet
(Maximum 26)
16
14.1
14

14.0

12
10
8

7.4

Early Reading First

7.2

Comparison

6
4
2
0
Pre Test

Post Test
11	
  
ANer	
  Progress	
  Monitoring:	
  The	
  Gains	
  
•  No	
  sta's'cally	
  significant	
  	
  difference	
  at	
  pretest	
  for	
  ERF	
  and	
  
Comparison	
  but	
  significant	
  differences	
  at	
  posBest	
  between	
  the	
  two	
  
	
  
Concepts About Print
Upper Case Alphabet
(Maximum Score 24)
10

(Maximum 26)
25

9.1

9

20.1

8

20

7

6.1

6
Early Reading First
3.9

Early Reading First

Comparison

5
4

13.7

15

Comparison
10

3.2

3
2

8.3

6.7

5

1
0

0
Pre Test

Post Test

Pre Test

Post Test
12	
  
How	
  do	
  we	
  know	
  it	
  works?	
  
•  PM	
  children	
  staJsJcally	
  significantly	
  befer	
  	
  
	
  	
  	
  	
  	
  than	
  control	
  group	
  on	
  decoding,	
  fluency,	
  and	
  
comprehension	
  (Fuchs,	
  Deno	
  &	
  Mirkin	
  1984)	
  
•  PM	
  children	
  showed	
  significant	
  change	
  in	
  contextual	
  
convenJons	
  and	
  contextual	
  language	
  (McMaster,	
  Wayman,	
  
Deno,	
  Espin	
  &	
  Yeo	
  2010)	
  
•  PM	
  children’s	
  scores	
  improved	
  significantly	
  for	
  quanJty	
  
discriminaJon	
  and	
  mixed	
  numeracy	
  (Olson	
  &	
  Foegen	
  2009)	
  
•  PM	
  children	
  had	
  average	
  gain	
  of	
  5.75	
  normal	
  curve	
  
equivalent	
  units	
  on	
  math	
  assessment-­‐six	
  Jmes	
  the	
  rate	
  of	
  
growth	
  over	
  prior	
  school	
  year	
  (Spicuzza	
  &	
  Ysseldyke	
  1999)	
  
iStartSmart	
  
•  18	
  classrooms	
  of	
  low-­‐
income	
  childcare	
  (9	
  target,	
  9	
  
control)	
  
•  30	
  mins	
  per	
  week	
  iSS	
  
•  20	
  instrucJonal	
  weeks	
  
•  Built-­‐in	
  progress	
  monitoring	
  
•  Focus	
  on	
  literacy	
  and	
  math	
  
•  Outcome	
  measures:	
  Test	
  of	
  
Preschool	
  Early	
  Literacy	
  and	
  
Bracken	
  School	
  Readiness	
  
 

How	
  can	
  we	
  do	
  tech-­‐based	
  PM?	
  	
  
From	
  the	
  outside	
  in…	
  

By	
  helping	
  teachers	
  	
  
	
  
•  store	
  
•  organize	
  
•  interpret	
  
•  share	
  progress	
  monitoring	
  informaJon	
  	
  
Gathered	
  in	
  tradiJonal	
  and	
  technology-­‐based	
  ways	
  such	
  
as	
  	
  
•  screeners	
  
•  observaJons	
  	
  
•  porpolios	
  
•  computer	
  generated	
  reports.	
  
	
  
Let’s	
  look	
  at	
  some	
  examples…	
  
Checklists	
  
The ABCs of Progress Monitoring with Technology
Group	
  	
  
Individual	
  
Various	
  Ac2vi2es	
  on	
  a	
  Theme	
  
Performance/Live	
  
Process	
  
Finished	
  Product	
  
Social-­‐Emo2onal	
  
 
How	
  can	
  we	
  do	
  tech-­‐based	
  PM?	
  
From	
  the	
  inside	
  out…	
  
	
  
	
  Through	
  features	
  within	
  educaJonal	
  

technology	
  programs…	
  	
  
•  that	
  monitor	
  children’s	
  progress	
  toward	
  goals	
  
and	
  outcomes	
  	
  
•  provide	
  remediaJon/targeted	
  	
  
	
  	
  	
  	
  instrucJon	
  for	
  the	
  child	
  
Capturing	
  Real	
  Time	
  	
  
Cut	
  Scores	
  
 

	
   	
  Change	
  over	
  Time	
  
Assessments	
  
Tracking	
  SoNware	
  
Built-­‐In	
  Progress	
  Monitoring	
  
Built-­‐In	
  
Built-­‐In	
  
Built-­‐In	
  
Built-­‐In	
  
Built-­‐In	
  	
  
Internal-­‐System	
  
Internal-­‐Teacher	
  
The	
  
Cloud…..	
  
Key	
  considera2ons	
  
•  Now	
  that	
  we	
  have	
  seen	
  the	
  why	
  and	
  the	
  way…
let’s	
  look	
  at	
  the	
  how!	
  
•  Following	
  are	
  a	
  set	
  of	
  steps	
  you	
  can	
  follow	
  to	
  
guide	
  progress	
  monitoring	
  with	
  children	
  
	
  
…and	
  to	
  help	
  you	
  not	
  
end	
  up	
  like	
  Coop!	
  
1)	
  Get	
  clear	
  
•  Decide	
  on	
  the	
  goals/outcomes	
  for	
  the	
  children	
  
and	
  how	
  you	
  will	
  know	
  if	
  they	
  have	
  been	
  met…	
  	
  
•  You	
  might	
  use:	
  
–  rubrics	
  	
  
–  percents	
  
–  yes/no	
  mastery	
  	
  
–  what	
  do	
  you	
  use?	
  
2)	
  Take	
  an	
  inventory	
  
•  Think	
  about	
  the	
  technology	
  you	
  have	
  to	
  use	
  
for	
  taking	
  performance-­‐based	
  indicators…	
  
•  Examples	
  might	
  be:	
  
–  computer	
  sosware	
  with	
  progress	
  monitoring	
  
–  digital	
  porpolios	
  	
  
–  on-­‐line	
  or	
  computer	
  assisted	
  assessment	
  	
  
–  teacher	
  created	
  spreadsheets	
  	
  
–  what	
  do	
  you	
  use?	
  
3)	
  Be	
  focused	
  and	
  systema2c	
  
•  Think	
  about	
  the	
  data	
  you	
  need	
  and	
  want	
  for	
  each	
  
child	
  and	
  how	
  you	
  will	
  gather	
  it…	
  
•  For	
  example,	
  will	
  you	
  use	
  the	
  embedded	
  progress	
  
monitoring	
  tools	
  and	
  informaJon	
  within	
  
technology-­‐based	
  educaJonal	
  programs	
  for	
  the	
  
children?	
  	
  
•  Will	
  you	
  take	
  a	
  photo	
  or	
  a	
  scan	
  of	
  a	
  sample	
  	
  
	
  	
  	
  	
  of	
  every	
  child	
  wriJng	
  his/her	
  name	
  	
  
	
  	
  	
  	
  when	
  they	
  entered	
  your	
  program	
  	
  
	
  	
  	
  	
  and	
  then	
  throughout	
  the	
  year?	
  	
  
	
  
•  Will	
  you	
  design	
  a	
  short	
  form	
  and	
  observe	
  how	
  
each	
  child	
  is	
  performing	
  on	
  your	
  math	
  
sosware	
  or	
  lessons	
  over	
  Jme?	
  
•  Will	
  you	
  have	
  each	
  child	
  complete	
  a	
  screener	
  
on	
  a	
  regular	
  basis	
  such	
  as	
  the	
  on-­‐line	
  Get	
  
Ready	
  to	
  Read!	
  Screener	
  (
hfp://www.getreadytoread.org/)?	
  	
  
4)	
  Set	
  up	
  a	
  calendar	
  
•  Determine	
  when	
  the	
  measurements	
  toward	
  
learning	
  goals	
  will	
  be	
  monitored.	
  	
  
•  Monthly	
  or	
  quarterly	
  is	
  standard.	
  	
  
•  However,	
  if	
  a	
  child	
  is	
  struggling	
  you	
  will	
  want	
  
to	
  consider	
  doing	
  the	
  monitoring	
  more	
  osen.	
  	
  
5)	
  Put	
  info	
  in	
  easy-­‐to-­‐use	
  format	
  
•  You	
  might	
  make	
  a	
  digital	
  porpolio	
  for	
  each	
  
child	
  on	
  a	
  computer	
  and	
  have	
  an	
  
accompanying	
  spreadsheet	
  	
  
	
  	
  	
  	
  where	
  you	
  can	
  indicate:	
  	
  
–  what	
  measures	
  taken	
  	
  
–  when	
  	
  
–  the	
  performance	
  levels	
  	
  
–  how	
  instrucJon	
  changed	
  
–  where	
  the	
  original	
  data	
  is/are	
  located	
  
6)	
  Analyze	
  the	
  informa2on	
  
•  Best	
  pracJce	
  recommends	
  establishing	
  a	
  level	
  
of	
  progress	
  and	
  then	
  comparing	
  how	
  a	
  child	
  is	
  
matching	
  with	
  that	
  
•  Are	
  they	
  performing	
  	
  
–  above	
  	
  
–  at	
  or	
  
–  below	
  expectaJon?	
  	
  
Wild	
  Horse	
  Pass	
  AZ	
  ERF	
  
7)	
  Let	
  data	
  inform	
  instruc2on	
  
•  Use	
  the	
  informaJon	
  to	
  conJnually	
  inform	
  
instrucJon.	
  	
  
•  It	
  will	
  allow	
  you	
  to	
  	
  
	
  	
  	
  	
  reflect	
  on	
  the	
  strengths	
  	
  
	
  	
  	
  	
  and	
  needs	
  of	
  individual	
  	
  
	
  	
  	
  	
  children	
  as	
  well	
  as	
  	
  
	
  	
  	
  	
  forming	
  small	
  groups	
  	
  
	
  	
  	
  	
  of	
  children	
  for	
  focused	
  	
  
	
  	
  	
  	
  instrucJon.	
  
	
  
The	
  3	
  Data-­‐Point	
  Decision	
  Rule	
  

J.	
  Wright	
  
The ABCs of Progress Monitoring with Technology
The ABCs of Progress Monitoring with Technology
What	
  tools	
  do	
  I	
  need?	
  
•  Something	
  like	
  Microsos	
  Office	
  
–  Word	
  
–  Excel	
  
–  Picture	
  Manager	
  
–  PowerPoint	
  
–  Outlook	
  

•  Digital	
  camera	
  
•  Video	
  recorder	
  
•  Scanner	
  
Example:	
  Social-­‐Emo2onal	
  Domain	
  
Date	
  

Takes	
  turns	
  &	
  shares	
  

Uses	
  appropriate	
   Stays	
  with	
  the	
  
words	
  &	
  gestures	
   group	
  acJvity	
  

Follows	
  teacher	
  
direcJons	
  

	
  	
  	
  	
  	
  	
  	
  	
  KEY:	
  	
  	
  	
  I-­‐	
  Independent	
  	
  G/V-­‐	
  Gestural/Verbal	
  Prompt	
  	
  	
  	
  PP-­‐ParJal	
  Physical	
  Prompt	
  	
  	
  	
  	
  FP-­‐Full	
  Physical	
  Prompt	
  	
  	
  	
  	
  R-­‐Resistance/Refusal	
  

Social	
  Group	
  Skills	
  
Determine	
  	
  
current	
  levels	
  
Analyze	
  Findings	
  	
  
9	
  

Number	
  of	
  Children	
  per	
  Level	
  

8	
  
7	
  
6	
  
5	
  
4	
  
3	
  
2	
  
1	
  
0	
  
I	
  

G/V	
  

PP	
  

FP	
  

R	
  

Tim	
  

We	
  see	
  a	
  distribuJon	
  but	
  most	
  children	
  are	
  exhibiJng	
  excellent	
  to	
  
good	
  social	
  group	
  skills,	
  with	
  the	
  excepJon	
  of	
  Tim.	
  Mrs.	
  Brown	
  has	
  
observed	
  Tim	
  has	
  the	
  most	
  difficulty	
  during	
  open	
  free	
  play,	
  
especially	
  outdoors.	
  Tim	
  will	
  be	
  the	
  child	
  we	
  use	
  for	
  this	
  example.	
  	
  
Set	
  Goal	
  &	
  Determine	
  Interven2on	
  
By	
  5/1	
  Tim	
  will	
  be	
  at	
  the	
  independent	
  level	
  on	
  the	
  social	
  
group	
  skills	
  80%	
  of	
  the	
  Fme.	
  	
  
IntervenJon	
  
• 	
  Mrs.	
  Brown	
  has	
  designed	
  a	
  chart	
  for	
  Tim	
  with	
  the	
  categories	
  in	
  child-­‐appropriate	
  
language	
  and	
  with	
  symbols.	
  Each	
  Jme	
  before	
  going	
  outside,	
  Mrs.	
  Brown	
  takes	
  a	
  
moment	
  and	
  shows	
  and	
  talks	
  with	
  Tim	
  about	
  expectaJons.	
  She	
  makes	
  sure	
  that	
  
throughout	
  the	
  play	
  period	
  she	
  shares	
  with	
  him	
  how	
  he	
  is	
  doing.	
  She	
  will	
  reduce	
  
the	
  number	
  of	
  Jmes	
  she	
  must	
  do	
  this	
  as	
  he	
  improves.	
  
• 	
  She	
  has	
  asked	
  Tim’s	
  parents	
  to	
  play	
  games	
  at	
  home	
  with	
  him	
  that	
  encourage	
  
afenJon	
  and	
  controlling	
  impulsivity	
  and	
  write	
  notes	
  back	
  to	
  her	
  weekly,	
  such	
  as	
  
Simon	
  Says,	
  statues,	
  jumping	
  rope,	
  charades,	
  and	
  treasure	
  map.	
  
• 	
  Mrs.	
  Brown	
  uses	
  her	
  video	
  camera	
  to	
  capture	
  posiJve	
  interacJons	
  between	
  Tim	
  
and	
  the	
  other	
  children	
  and	
  then	
  once	
  a	
  week	
  spends	
  a	
  few	
  minutes	
  with	
  him	
  
showing	
  him	
  the	
  video	
  and	
  discussing	
  the	
  elements	
  that	
  she	
  wants	
  to	
  encourage.	
  	
  
Measure	
  Over	
  Time	
  &	
  Adjust	
  Instruc2on	
  	
  
•  Determine	
  how	
  frequently	
  you	
  will	
  measure	
  
–  Tim’s	
  performance	
  will	
  be	
  measured	
  monthly	
  
10	
  
9	
  
8	
  
7	
  
6	
  
5	
  

Aimline	
  

4	
  

Tim's	
  Performance	
  

3	
  
2	
  
1	
  
0	
  
Baseline	
  

1-­‐Oct	
  

1-­‐Nov	
  

1-­‐Dec	
  

1-­‐Jan	
  

1-­‐Feb	
  

1-­‐Mar	
  

1-­‐Apr	
  

1-­‐May	
  

Tim	
  was	
  not	
  making	
  progress,	
  so	
  Mrs.	
  Brown	
  1)	
  readjusted	
  the	
  expectaJon	
  for	
  
awhile	
  2)	
  had	
  her	
  assistant	
  take	
  video	
  of	
  Jmes	
  Tim	
  needed	
  full	
  physical	
  prompts	
  
and	
  was	
  resistant	
  (so	
  that	
  she	
  could	
  be	
  free	
  to	
  deal	
  with	
  these)	
  and	
  analyzed	
  these	
  
with	
  him	
  as	
  well	
  as	
  in	
  contrast	
  to	
  the	
  posiJve,	
  and	
  3)	
  paired	
  Tim	
  with	
  a	
  friend	
  who	
  
had	
  strong	
  social	
  group	
  skills	
  to	
  do	
  a	
  number	
  of	
  structured	
  acJviJes	
  outdoors.	
  Tim	
  
began	
  to	
  make	
  good	
  progress	
  and	
  she	
  set	
  the	
  aimline	
  back	
  at	
  80%.	
  
	
  
Special	
  Call	
  Out	
  to	
  Administrators	
  
Teachers	
  May	
  Need	
  Assistance	
  with:	
  
•  Finding	
  and/or	
  designing	
  measures	
  
•  SeSng	
  goals	
  &	
  developing	
  intervenJons	
  
•  Time	
  to	
  both	
  measure	
  and	
  	
  
	
  	
  	
  	
  implement	
  
•  Feedback	
  on	
  the	
  process	
  	
  
	
  	
  	
  	
  and	
  progress	
  
Staying	
  DAP:	
  	
  
NAEYC/FRC	
  Technology	
  Posi2on	
  Statement	
  
EffecJve	
  uses	
  of	
  technology	
  and	
  media	
  are:	
  
•  acJve	
  
•  hands-­‐on	
  
•  engaging	
  
•  empowering	
  	
  
•  give	
  the	
  child	
  control	
  
•  provide	
  adapJve	
  scaffolds	
  to	
  ease	
  task	
  
accomplishment	
  
•  one	
  of	
  many	
  opJons	
  to	
  support	
  children’s	
  learning	
  
Challenges?	
  
	
  	
  	
  “There	
  is	
  so	
  much	
  focus	
  on	
  documentaJon	
  these	
  days.	
  
Many	
  early	
  learner	
  classroom	
  teachers	
  in	
  ece	
  feel	
  
overwhelmed.	
  I	
  think	
  much	
  of	
  this	
  feeling	
  stems	
  from	
  
lack	
  or	
  improper	
  training	
  in	
  using	
  tools	
  put	
  in	
  place	
  to	
  
gauge	
  progress	
  or	
  areas	
  of	
  support	
  for	
  both	
  teachers	
  
and	
  their	
  students.	
  With	
  all	
  of	
  the	
  new	
  research	
  how	
  
can	
  we	
  ensure	
  the	
  classroom	
  teacher	
  is	
  effecJvely	
  
equipped	
  to	
  take	
  the	
  new	
  challenges?”	
  Pamela	
  
Courtney	
  commen'ng	
  on	
  Early	
  Childhood	
  Technology	
  
Network	
  LinkedIn	
  Group….	
  
Summary…Mee2ng	
  the	
  Challenge	
  
•  Progress	
  monitoring	
  is	
  vital	
  to	
  effecJve	
  
instrucJon	
  
•  The	
  children	
  benefit	
  from	
  well-­‐executed	
  
progress	
  monitoring	
  
•  Technology	
  can	
  greatly	
  enhance	
  progress	
  
monitoring	
  efforts	
  
•  Being	
  thoughpul,	
  intenJonal,	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
and	
  focused	
  is	
  key	
  to	
  success	
  
•  PracJce	
  makes	
  perfect	
  
Q	
  &	
  A	
  
Ac2on	
  Plan	
  
To	
  help	
  you	
  incorporate	
  the	
  informaJon	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
from	
  this	
  session,	
  consider	
  this	
  Ac2on	
  Plan:	
  	
  
•  As	
  a	
  result	
  of	
  what	
  you	
  have	
  learned	
  in	
  this	
  session,	
  
what	
  are	
  the	
  things	
  you	
  will	
  want	
  to	
  do	
  differently?	
  	
  
•  When	
  you	
  succeed	
  incorporaJng	
  this	
  new	
  
informaJon,	
  how	
  will	
  it	
  impact	
  your	
  work?	
  	
  
•  What	
  kind	
  of	
  help	
  do	
  you	
  need,	
  and	
  from	
  whom,	
  to	
  
implement	
  your	
  new	
  informaJon?	
  
•  How	
  might	
  you	
  share	
  what	
  you	
  have	
  learned	
  and	
  your	
  
successes	
  with	
  parents	
  and	
  with	
  colleagues?	
  
To	
  Say	
  Thank	
  You….	
  
•  eBook	
  
	
  
	
  

hfp://hatchearlylearning.com/resources/ebooks/	
  
	
  
Good	
  places	
  for	
  social	
  connec2ons	
  
•  LinkedIn:	
  Early	
  Childhood	
  Technology	
  Network	
  
•  Twifer:	
  #ecetechchat	
  

•  NAEYC	
  Technology	
  and	
  Young	
  Children	
  Interest	
  Forum.	
  
hfp://www.naeyc.org/yc/files/yc/file/201211/
OnOurMinds1112.pdf	
  
•  MeeJng	
  of	
  The	
  Technology	
  and	
  Young	
  Children	
  Interest	
  
Forum	
  welcomes	
  new	
  and	
  returning	
  members	
  to	
  our	
  
annual	
  meeJng.	
  Join	
  us	
  as	
  we	
  explore	
  technology	
  
innovaJons,	
  share	
  research,	
  collaborate	
  on	
  new	
  project	
  
ideas,	
  and	
  plan	
  technology	
  and	
  young	
  children	
  Annual	
  
Conference	
  sessions	
  for	
  next	
  year.	
  For	
  more	
  informaJon,	
  
contact	
  Lynn	
  Hartle	
  at	
  lhartle@hotmail.com.	
  
Thursday	
  6:00-­‐7:30	
  p.m.	
  
Washington	
  Conven2on	
  Center,	
  Room	
  153	
  
	
  
 

Slides	
  will	
  be	
  posted	
  via	
  our	
  blog	
  @	
  hfp://hatchearlylearning.com/resources/blog/	
  

Where	
  we	
  will	
  be	
  next…..	
  

We’d	
  like	
  to	
  
stay	
  in	
  
touch…..	
  

•  NaJonal	
  Head	
  Start	
  AssociaJon	
  Conference	
  April	
  
18	
  in	
  Nashville	
  
–  Using	
  Technology	
  to	
  Support	
  Social-­‐EmoJonal	
  
Development	
  in	
  Young	
  Children	
  

Dale	
   C Twifer:	
  	
  
•  McCormick	
  Center	
  for	
  Early	
  on	
  hildhood	
  Leadership	
  
Lilla	
  Dale	
  McManis@DrLDMcManis	
  	
  
ConnecJons	
  Conference	
  May	
  10-­‐12	
  in	
  Chicago	
  

–  EvaluaJng	
  EducaJonal	
  Technology	
  in	
  Early	
  Childhood	
  

•  InternaJonal	
  Society	
  for	
  Technology	
  in	
  EducaJon	
  
(ISTE)	
  Conference	
  June	
  25	
  in	
  San	
  Diego	
  
–  School	
  Readiness:	
  Outcomes	
  and	
  Approaches	
  

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The ABCs of Progress Monitoring with Technology

  • 1. The  ABCs  of   Progress  Monitoring     with  Technology NAEYC  Annual  Conference                                                                                Nov.  2013-­‐Washington,  DC   Lilla  Dale  McManis,  M.Ed.,  Ph.D.    Research  Director-­‐Hatch  Early  Learning   dmcmanis@hatchearlylearning.com      LillaDaleMcManis@DrLDMcManis               Copyright  2013.  
  • 2. Purpose   •  This  presentaJon  will  address  how  technology  can  be   used  for  progress  monitoring  in  ways  that  are   authen'c,  behavior-­‐based,  and  capitalize  on  what   educators  already  have  in  place  in  their  classrooms.     •  Learn  how  technology-­‐based  progress  monitoring  can                     facilitate  providing  the  instrucJon  children  most                                         need  to  achieve  posi've  outcomes.  
  • 3. Learning  Objec2ves   •  Why  it  is  important  to  systemaJcally  monitor  the   progress  of  young  children.     •  How  technology  can  help  you  conduct  progress   monitoring  in  ways  that  are  appropriate  and  feasible.     •  How  what  you  are  currently  doing  with  technology   can  be  uJlized  as  progress  monitoring  to  assess  and   guide  instrucJon.  
  • 4. Overview   Why  do  progress  monitoring  (PM)?   What  is  PM  really?   Why  should  we  use  technology-­‐based  PM?   How  do  we  know  technology-­‐based  PM  works   with  children?   •  How  can  we  effecJvely  use  technology-­‐based   PM  in  early  childhood  seSngs?     •  •  •  •  *Disclaimer:  Photos  do  not  imply  endorsement.  
  • 5.        If  you  don’t   know  where   you’re  going,   any  road  will   get  you   there.   -­‐-­‐-­‐-­‐Lewis  Carroll  
  • 6.   Why  do  progress  monitoring  (PM)?        “Progress  monitoring  is  when  teachers  assess  students’     academic  performance  on  a  regular  basis  (weekly  or   monthly)  for  two  purposes:  to  determine  whether   children  are  profiJng  appropriately  from  the  typical   instrucJonal  program  and  to  build  more  effecJve   programs  for  the  children  who  benefit.”  (Fuchs  &  Fuchs   2002)       Social-­‐emo'onal  and  even   physical  skills  progress   monitoring  is  very   appropriate  as  well….  
  • 7. What  is  Progress  Monitoring?   •  ScienJfically-­‐based  pracJce  for  assessing   children‘s  performance  and  evaluaJng  the   effecJveness  of  instrucJon   –  Cyclical   –  Targeted   –  Standardized   –  Individualized     *Shares  components  with  Response  to  IntervenJon        (RTI)  Models  and  Curriculum-­‐Based  Measurement  (CBM)  
  • 8. What  are  the  steps  in  the  PM  Cycle?   •  Current  levels  of  performance  are  determined   •  Goals  idenJfied  for  learning  that  will  take   place  over  Jme   •  Performance  measured  on  a  regular  basis   •  Progress  toward  meeJng  the  goals  is   measured  by  comparing  expected            and  actual  rates  of  learning   •  InstrucJon  is  adjusted  
  • 9. What  are  the  benefits  of  PM?   •  The  children  learn  more,  the  decision  making   of  the  teacher  improves,  and  children  become   more  aware  and  reflecJve  of  their  own   performance…   •  When  progress  monitoring  is  well  implemented   the  benefits  seen  can  include:     –  Appropriate  child  expectaJons     –  Accelerated  child  learning     –  DocumentaJon  of  child  progress   –  More  efficient  communicaJon  with  others    
  • 10. Why  use  technology  for  PM?     Technology-­‐systems     •  strengthen  the  pracJce  of  making   instrucJonal  decisions  based  on  data  and   •  allow  teachers  to  befer  meet  the  diverse   needs  of  children      
  • 11. Before  Progress  Monitoring:  The  Need     •  Matched  groups     •  No  significant   differences   between  groups   at  beginning  OR   end     The  University  of  Oklahoma,   Sooner  T.A.L.K.  (Teachers   AdvocaJng  Literacy  to  Kids),   2002  Early  Reading  First   Cohort     Upper Case Alphabet (Maximum 26) 16 14.1 14 14.0 12 10 8 7.4 Early Reading First 7.2 Comparison 6 4 2 0 Pre Test Post Test 11  
  • 12. ANer  Progress  Monitoring:  The  Gains   •  No  sta's'cally  significant    difference  at  pretest  for  ERF  and   Comparison  but  significant  differences  at  posBest  between  the  two     Concepts About Print Upper Case Alphabet (Maximum Score 24) 10 (Maximum 26) 25 9.1 9 20.1 8 20 7 6.1 6 Early Reading First 3.9 Early Reading First Comparison 5 4 13.7 15 Comparison 10 3.2 3 2 8.3 6.7 5 1 0 0 Pre Test Post Test Pre Test Post Test 12  
  • 13. How  do  we  know  it  works?   •  PM  children  staJsJcally  significantly  befer              than  control  group  on  decoding,  fluency,  and   comprehension  (Fuchs,  Deno  &  Mirkin  1984)   •  PM  children  showed  significant  change  in  contextual   convenJons  and  contextual  language  (McMaster,  Wayman,   Deno,  Espin  &  Yeo  2010)   •  PM  children’s  scores  improved  significantly  for  quanJty   discriminaJon  and  mixed  numeracy  (Olson  &  Foegen  2009)   •  PM  children  had  average  gain  of  5.75  normal  curve   equivalent  units  on  math  assessment-­‐six  Jmes  the  rate  of   growth  over  prior  school  year  (Spicuzza  &  Ysseldyke  1999)  
  • 14. iStartSmart   •  18  classrooms  of  low-­‐ income  childcare  (9  target,  9   control)   •  30  mins  per  week  iSS   •  20  instrucJonal  weeks   •  Built-­‐in  progress  monitoring   •  Focus  on  literacy  and  math   •  Outcome  measures:  Test  of   Preschool  Early  Literacy  and   Bracken  School  Readiness  
  • 15.   How  can  we  do  tech-­‐based  PM?     From  the  outside  in…   By  helping  teachers       •  store   •  organize   •  interpret   •  share  progress  monitoring  informaJon     Gathered  in  tradiJonal  and  technology-­‐based  ways  such   as     •  screeners   •  observaJons     •  porpolios   •  computer  generated  reports.     Let’s  look  at  some  examples…  
  • 20. Various  Ac2vi2es  on  a  Theme  
  • 25.   How  can  we  do  tech-­‐based  PM?   From  the  inside  out…      Through  features  within  educaJonal   technology  programs…     •  that  monitor  children’s  progress  toward  goals   and  outcomes     •  provide  remediaJon/targeted            instrucJon  for  the  child  
  • 28.      Change  over  Time  
  • 40. Key  considera2ons   •  Now  that  we  have  seen  the  why  and  the  way… let’s  look  at  the  how!   •  Following  are  a  set  of  steps  you  can  follow  to   guide  progress  monitoring  with  children     …and  to  help  you  not   end  up  like  Coop!  
  • 41. 1)  Get  clear   •  Decide  on  the  goals/outcomes  for  the  children   and  how  you  will  know  if  they  have  been  met…     •  You  might  use:   –  rubrics     –  percents   –  yes/no  mastery     –  what  do  you  use?  
  • 42. 2)  Take  an  inventory   •  Think  about  the  technology  you  have  to  use   for  taking  performance-­‐based  indicators…   •  Examples  might  be:   –  computer  sosware  with  progress  monitoring   –  digital  porpolios     –  on-­‐line  or  computer  assisted  assessment     –  teacher  created  spreadsheets     –  what  do  you  use?  
  • 43. 3)  Be  focused  and  systema2c   •  Think  about  the  data  you  need  and  want  for  each   child  and  how  you  will  gather  it…   •  For  example,  will  you  use  the  embedded  progress   monitoring  tools  and  informaJon  within   technology-­‐based  educaJonal  programs  for  the   children?     •  Will  you  take  a  photo  or  a  scan  of  a  sample            of  every  child  wriJng  his/her  name            when  they  entered  your  program            and  then  throughout  the  year?      
  • 44. •  Will  you  design  a  short  form  and  observe  how   each  child  is  performing  on  your  math   sosware  or  lessons  over  Jme?   •  Will  you  have  each  child  complete  a  screener   on  a  regular  basis  such  as  the  on-­‐line  Get   Ready  to  Read!  Screener  ( hfp://www.getreadytoread.org/)?    
  • 45. 4)  Set  up  a  calendar   •  Determine  when  the  measurements  toward   learning  goals  will  be  monitored.     •  Monthly  or  quarterly  is  standard.     •  However,  if  a  child  is  struggling  you  will  want   to  consider  doing  the  monitoring  more  osen.    
  • 46. 5)  Put  info  in  easy-­‐to-­‐use  format   •  You  might  make  a  digital  porpolio  for  each   child  on  a  computer  and  have  an   accompanying  spreadsheet            where  you  can  indicate:     –  what  measures  taken     –  when     –  the  performance  levels     –  how  instrucJon  changed   –  where  the  original  data  is/are  located  
  • 47. 6)  Analyze  the  informa2on   •  Best  pracJce  recommends  establishing  a  level   of  progress  and  then  comparing  how  a  child  is   matching  with  that   •  Are  they  performing     –  above     –  at  or   –  below  expectaJon?    
  • 48. Wild  Horse  Pass  AZ  ERF  
  • 49. 7)  Let  data  inform  instruc2on   •  Use  the  informaJon  to  conJnually  inform   instrucJon.     •  It  will  allow  you  to            reflect  on  the  strengths            and  needs  of  individual            children  as  well  as            forming  small  groups            of  children  for  focused            instrucJon.    
  • 50. The  3  Data-­‐Point  Decision  Rule   J.  Wright  
  • 53. What  tools  do  I  need?   •  Something  like  Microsos  Office   –  Word   –  Excel   –  Picture  Manager   –  PowerPoint   –  Outlook   •  Digital  camera   •  Video  recorder   •  Scanner  
  • 54. Example:  Social-­‐Emo2onal  Domain   Date   Takes  turns  &  shares   Uses  appropriate   Stays  with  the   words  &  gestures   group  acJvity   Follows  teacher   direcJons                  KEY:        I-­‐  Independent    G/V-­‐  Gestural/Verbal  Prompt        PP-­‐ParJal  Physical  Prompt          FP-­‐Full  Physical  Prompt          R-­‐Resistance/Refusal   Social  Group  Skills   Determine     current  levels  
  • 55. Analyze  Findings     9   Number  of  Children  per  Level   8   7   6   5   4   3   2   1   0   I   G/V   PP   FP   R   Tim   We  see  a  distribuJon  but  most  children  are  exhibiJng  excellent  to   good  social  group  skills,  with  the  excepJon  of  Tim.  Mrs.  Brown  has   observed  Tim  has  the  most  difficulty  during  open  free  play,   especially  outdoors.  Tim  will  be  the  child  we  use  for  this  example.    
  • 56. Set  Goal  &  Determine  Interven2on   By  5/1  Tim  will  be  at  the  independent  level  on  the  social   group  skills  80%  of  the  Fme.     IntervenJon   •   Mrs.  Brown  has  designed  a  chart  for  Tim  with  the  categories  in  child-­‐appropriate   language  and  with  symbols.  Each  Jme  before  going  outside,  Mrs.  Brown  takes  a   moment  and  shows  and  talks  with  Tim  about  expectaJons.  She  makes  sure  that   throughout  the  play  period  she  shares  with  him  how  he  is  doing.  She  will  reduce   the  number  of  Jmes  she  must  do  this  as  he  improves.   •   She  has  asked  Tim’s  parents  to  play  games  at  home  with  him  that  encourage   afenJon  and  controlling  impulsivity  and  write  notes  back  to  her  weekly,  such  as   Simon  Says,  statues,  jumping  rope,  charades,  and  treasure  map.   •   Mrs.  Brown  uses  her  video  camera  to  capture  posiJve  interacJons  between  Tim   and  the  other  children  and  then  once  a  week  spends  a  few  minutes  with  him   showing  him  the  video  and  discussing  the  elements  that  she  wants  to  encourage.    
  • 57. Measure  Over  Time  &  Adjust  Instruc2on     •  Determine  how  frequently  you  will  measure   –  Tim’s  performance  will  be  measured  monthly   10   9   8   7   6   5   Aimline   4   Tim's  Performance   3   2   1   0   Baseline   1-­‐Oct   1-­‐Nov   1-­‐Dec   1-­‐Jan   1-­‐Feb   1-­‐Mar   1-­‐Apr   1-­‐May   Tim  was  not  making  progress,  so  Mrs.  Brown  1)  readjusted  the  expectaJon  for   awhile  2)  had  her  assistant  take  video  of  Jmes  Tim  needed  full  physical  prompts   and  was  resistant  (so  that  she  could  be  free  to  deal  with  these)  and  analyzed  these   with  him  as  well  as  in  contrast  to  the  posiJve,  and  3)  paired  Tim  with  a  friend  who   had  strong  social  group  skills  to  do  a  number  of  structured  acJviJes  outdoors.  Tim   began  to  make  good  progress  and  she  set  the  aimline  back  at  80%.    
  • 58. Special  Call  Out  to  Administrators   Teachers  May  Need  Assistance  with:   •  Finding  and/or  designing  measures   •  SeSng  goals  &  developing  intervenJons   •  Time  to  both  measure  and            implement   •  Feedback  on  the  process            and  progress  
  • 59. Staying  DAP:     NAEYC/FRC  Technology  Posi2on  Statement   EffecJve  uses  of  technology  and  media  are:   •  acJve   •  hands-­‐on   •  engaging   •  empowering     •  give  the  child  control   •  provide  adapJve  scaffolds  to  ease  task   accomplishment   •  one  of  many  opJons  to  support  children’s  learning  
  • 60. Challenges?        “There  is  so  much  focus  on  documentaJon  these  days.   Many  early  learner  classroom  teachers  in  ece  feel   overwhelmed.  I  think  much  of  this  feeling  stems  from   lack  or  improper  training  in  using  tools  put  in  place  to   gauge  progress  or  areas  of  support  for  both  teachers   and  their  students.  With  all  of  the  new  research  how   can  we  ensure  the  classroom  teacher  is  effecJvely   equipped  to  take  the  new  challenges?”  Pamela   Courtney  commen'ng  on  Early  Childhood  Technology   Network  LinkedIn  Group….  
  • 61. Summary…Mee2ng  the  Challenge   •  Progress  monitoring  is  vital  to  effecJve   instrucJon   •  The  children  benefit  from  well-­‐executed   progress  monitoring   •  Technology  can  greatly  enhance  progress   monitoring  efforts   •  Being  thoughpul,  intenJonal,                                                       and  focused  is  key  to  success   •  PracJce  makes  perfect  
  • 62. Q  &  A  
  • 63. Ac2on  Plan   To  help  you  incorporate  the  informaJon                                   from  this  session,  consider  this  Ac2on  Plan:     •  As  a  result  of  what  you  have  learned  in  this  session,   what  are  the  things  you  will  want  to  do  differently?     •  When  you  succeed  incorporaJng  this  new   informaJon,  how  will  it  impact  your  work?     •  What  kind  of  help  do  you  need,  and  from  whom,  to   implement  your  new  informaJon?   •  How  might  you  share  what  you  have  learned  and  your   successes  with  parents  and  with  colleagues?  
  • 64. To  Say  Thank  You….   •  eBook       hfp://hatchearlylearning.com/resources/ebooks/    
  • 65. Good  places  for  social  connec2ons   •  LinkedIn:  Early  Childhood  Technology  Network   •  Twifer:  #ecetechchat   •  NAEYC  Technology  and  Young  Children  Interest  Forum.   hfp://www.naeyc.org/yc/files/yc/file/201211/ OnOurMinds1112.pdf   •  MeeJng  of  The  Technology  and  Young  Children  Interest   Forum  welcomes  new  and  returning  members  to  our   annual  meeJng.  Join  us  as  we  explore  technology   innovaJons,  share  research,  collaborate  on  new  project   ideas,  and  plan  technology  and  young  children  Annual   Conference  sessions  for  next  year.  For  more  informaJon,   contact  Lynn  Hartle  at  lhartle@hotmail.com.   Thursday  6:00-­‐7:30  p.m.   Washington  Conven2on  Center,  Room  153    
  • 66.   Slides  will  be  posted  via  our  blog  @  hfp://hatchearlylearning.com/resources/blog/   Where  we  will  be  next…..   We’d  like  to   stay  in   touch…..   •  NaJonal  Head  Start  AssociaJon  Conference  April   18  in  Nashville   –  Using  Technology  to  Support  Social-­‐EmoJonal   Development  in  Young  Children   Dale   C Twifer:     •  McCormick  Center  for  Early  on  hildhood  Leadership   Lilla  Dale  McManis@DrLDMcManis     ConnecJons  Conference  May  10-­‐12  in  Chicago   –  EvaluaJng  EducaJonal  Technology  in  Early  Childhood   •  InternaJonal  Society  for  Technology  in  EducaJon   (ISTE)  Conference  June  25  in  San  Diego   –  School  Readiness:  Outcomes  and  Approaches