The ABCs ofProgress Monitoringwith TechnologyNHSA Conference May 2013Lilla Dale McManis, M.Ed., Ph.D. Research Director-Hatch Early Learningdmcmanis@hatchearlylearning.com LillaDaleMcManis@DrLDMcManisCopyright 2013.
Purpose• This presentation will address how technology can beused for progress monitoring in ways that areauthentic, behavior-based, and capitalize on whateducators already have in place in their classrooms.• Learn how technology-based progress monitoring canfacilitate providing the instruction children mostneed to achieve positive outcomes.
Learning Objectives• Why it is important to systematically monitor theprogress of young children.• How technology can help you conduct progressmonitoring in ways that are appropriate and feasible.• How what you are currently doing with technologycan be utilized as progress monitoring to assess andguide instruction.
Overview• Why do progress monitoring (PM)?• What is PM really?• Why should we use technology-based PM?• How do we know technology-based PM workswith children?• How can we effectively use technology-basedPM in early childhood settings?*Disclaimer: Photos do not imply endorsement.
If you don’tknow whereyou’regoing, anyroad will getyou there.----Lewis Carroll
Why do progress monitoring (PM)?“Progress monitoring is when teachers assess students’academic performance on a regular basis (weekly ormonthly) for two purposes: to determine whetherchildren are profiting appropriately from the typicalinstructional program and to build more effectiveprograms for the children who benefit.” (Fuchs & Fuchs2002)Social-emotional and evenphysical skills progressmonitoring is veryappropriate as well….
What is Progress Monitoring?• Scientifically-based practice for assessingchildren‘s performance and evaluating theeffectiveness of instruction– Cyclical– Targeted– Standardized– Individualized*Shares components with Response to Intervention(RTI) Models and Curriculum-Based Measurement (CBM)
What are the steps in the PM Cycle?• Current levels of performance are determined• Goals identified for learning that will takeplace over time• Performance measured on a regular basis• Progress toward meeting the goals ismeasured by comparing expectedand actual rates of learning• Instruction is adjusted
What are the benefits of PM?• The children learn more, the decision makingof the teacher improves, and children becomemore aware and reflective of their ownperformance…• When progress monitoring is well implementedthe benefits seen can include:– Appropriate child expectations– Accelerated child learning– Documentation of child progress– More efficient communication with others
Why use technology for PM?Technology-systems• strengthen the practice of makinginstructional decisions based on data and• allow teachers to better meet the diverseneeds of children
Before Progress Monitoring: The Need• Matched groups• No significantdifferencesbetween groupsat beginning ORendThe University of Oklahoma,Sooner T.A.L.K. (TeachersAdvocating Literacy to Kids),2002 Early Reading FirstCohortUpper Case Alphabet(Maximum 26)7.414.17.214.00246810121416Pre Test Post TestEarly Reading FirstComparison11
After Progress Monitoring: The Gains• No statistically significant difference at pretest for ERF andComparison but significant differences at posttest between the twoUpper Case Alphabet(Maximum 26)184.108.40.2063.70510152025Pre Test Post TestEarly Reading FirstComparison12Concepts About Print(Maximum Score 24)220.127.116.11.1012345678910Pre Test Post TestEarly Reading FirstComparison
How do we know it works?• PM children statistically significantly betterthan control group on decoding, fluency, andcomprehension (Fuchs, Deno & Mirkin 1984)• PM children showed significant change in contextualconventions and contextual language(McMaster, Wayman, Deno, Espin & Yeo 2010)• PM children’s scores improved significantly for quantitydiscrimination and mixed numeracy (Olson & Foegen 2009)• PM children had average gain of 5.75 normal curveequivalent units on math assessment-six times the rate ofgrowth over prior school year (Spicuzza & Ysseldyke 1999)
How can we do tech-based PM?From the outside in…By helping teachers• store• organize• interpret• share progress monitoring informationGathered in traditional and technology-based ways such as• screeners• observations• portfolios• computer generated reports.Let’s look at some examples…
How can we do tech-based PM?From the inside out…Through features within educationaltechnology programs…• that monitor children’s progress toward goalsand outcomes• provide remediation/targetedinstruction for the child
Key considerations• Now that we have seen the why and theway…let’s look at the how!• Following are a set of steps you can follow toguide progress monitoring with children…and to help you notend up like Coop!
1) Get clear• Decide on the goals/outcomes for the childrenand 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 usefor taking performance-based indicators…• Examples might be:– computer software with progress monitoring– digital portfolios– on-line or computer assisted assessment– teacher created spreadsheets– what do you use?
3) Be focused and systematic• Think about the data you need and want for eachchild and how you will gather it…• For example, will you use the embedded progressmonitoring tools and information withintechnology-based educational programs for thechildren?• Will you take a photo or a scan of a sampleof every child writing his/her namewhen they entered your programand then throughout the year?
• Will you design a short form and observe howeach child is performing on your mathsoftware or lessons over time?• Will you have each child complete a screeneron a regular basis such as the on-line GetReady to Read! Screener(http://www.getreadytoread.org/)?
4) Set up a calendar• Determine when the measurements towardlearning goals will be monitored.• Monthly or quarterly is standard.• However, if a child is struggling you will wantto consider doing the monitoring more often.
5) Put info in easy-to-use format• You might make a digital portfolio for eachchild on a computer and have anaccompanying spreadsheetwhere you can indicate:– what measures taken– when– the performance levels– how instruction changed– where the original data is/are located
6) Analyze the information• Best practice recommends establishing a levelof progress and then comparing how a child ismatching with that• Are they performing– above– at or– below expectation?
7) Let data inform instruction• Use the information to continually informinstruction.• It will allow you toreflect on the strengthsand needs of individualchildren as well asforming small groupsof children for focusedinstruction.
What tools do I need?• Something like Microsoft Office– Word– Excel– Picture Manager– PowerPoint– Outlook• Digital camera• Video recorder• Scanner
Special Call Out to AdministratorsTeachers May Need Assistance with:• Finding and/or designing measures• Setting goals & developing interventions• Time to both measure andimplement• Feedback on the processand progress
Staying DAP:NAEYC/FRC Technology Position StatementEffective uses of technology and media are:• active• hands-on• engaging• empowering• give the child control• provide adaptive scaffolds to ease taskaccomplishment• one of many options to support children’s learning
Challenges?“There is so much focus on documentation these days.Many early learner classroom teachers in ece feeloverwhelmed. I think much of this feeling stems fromlack or improper training in using tools put in place togauge progress or areas of support for both teachersand their students. With all of the new research howcan we ensure the classroom teacher is effectivelyequipped to take the new challenges?” Pamela Courtneycommenting on Early Childhood Technology NetworkLinkedIn Group….
Summary…Meeting the Challenge• Progress monitoring is vital to effectiveinstruction• The children benefit from well-executedprogress monitoring• Technology can greatly enhance progressmonitoring efforts• Beingthoughtful, intentional, andfocused is key to success• Practice makes perfect
Action PlanTo help you incorporate the informationfrom this session, consider this Action Plan:• As a result of what you have learned in thissession, what are the things you will want to dodifferently?• When you succeed incorporating this newinformation, how will it impact your work?• What kind of help do you need, and from whom, toimplement your new information?• How might you share what you have learned and yoursuccesses with parents and with colleagues?
To Say Thank You….• eBookhttp://hatchearlylearning.com/resources/ebooks/
Good places for social connections• http://www.ecetech.net/• LinkedIn: Early Childhood TechnologyNetwork• Twitter: #ecetechchat–Every other Weds. night @ 9 EST
Where we will be next…..• National Head Start Association Conference April18 in Nashville– Using Technology to Support Social-EmotionalDevelopment in Young Children• McCormick Center for Early Childhood LeadershipConnections Conference May 10-12 in Chicago– Evaluating Educational Technology in Early Childhood• International Society for Technology in Education(ISTE) Conference June 25 in San Diego– School Readiness: Outcomes and ApproachesPlease turn in yourConferenceConnections Card!We’d like tostay intouch…..