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The ABCs of Progress Monitoring with Technology


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Slides from Dr. Dale McManis' presentation at NAEYC 2013

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The ABCs of Progress Monitoring with Technology

  1. 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      LillaDaleMcManis@DrLDMcManis               Copyright  2013.  
  2. 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. 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. 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. 5.        If  you  don’t   know  where   you’re  going,   any  road  will   get  you   there.   -­‐-­‐-­‐-­‐Lewis  Carroll  
  6. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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…  
  16. 16. Checklists  
  17. 17. Group    
  18. 18. Individual  
  19. 19. Various  Ac2vi2es  on  a  Theme  
  20. 20. Performance/Live  
  21. 21. Process  
  22. 22. Finished  Product  
  23. 23. Social-­‐Emo2onal  
  24. 24.   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  
  25. 25. Capturing  Real  Time    
  26. 26. Cut  Scores  
  27. 27.      Change  over  Time  
  28. 28. Assessments  
  29. 29. Tracking  SoNware  
  30. 30. Built-­‐In  Progress  Monitoring  
  31. 31. Built-­‐In  
  32. 32. Built-­‐In  
  33. 33. Built-­‐In  
  34. 34. Built-­‐In  
  35. 35. Built-­‐In    
  36. 36. Internal-­‐System  
  37. 37. Internal-­‐Teacher  
  38. 38. The   Cloud…..  
  39. 39. 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!  
  40. 40. 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?  
  41. 41. 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?  
  42. 42. 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?      
  43. 43. •  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://    
  44. 44. 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.    
  45. 45. 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  
  46. 46. 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?    
  47. 47. Wild  Horse  Pass  AZ  ERF  
  48. 48. 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.    
  49. 49. The  3  Data-­‐Point  Decision  Rule   J.  Wright  
  50. 50. What  tools  do  I  need?   •  Something  like  Microsos  Office   –  Word   –  Excel   –  Picture  Manager   –  PowerPoint   –  Outlook   •  Digital  camera   •  Video  recorder   •  Scanner  
  51. 51. 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  
  52. 52. 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.    
  53. 53. 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.    
  54. 54. 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%.    
  55. 55. 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  
  56. 56. 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  
  57. 57. 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….  
  58. 58. 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  
  59. 59. Q  &  A  
  60. 60. 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?  
  61. 61. To  Say  Thank  You….   •  eBook       hfp://    
  62. 62. Good  places  for  social  connec2ons   •  LinkedIn:  Early  Childhood  Technology  Network   •  Twifer:  #ecetechchat   •  NAEYC  Technology  and  Young  Children  Interest  Forum.   hfp:// 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   Thursday  6:00-­‐7:30  p.m.   Washington  Conven2on  Center,  Room  153    
  63. 63.   Slides  will  be  posted  via  our  blog  @  hfp://   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