Module 8

Medium

Module 8 - Progress Monitoring

Description

This module beings with the review of a background knowledge flyer prepared by the data coach. The flyer includes key vocabulary and concepts relevant to progress monitoring. The module continues with a teacher navigating multiple iterations of the A+ Inquiry data utilization framework to conduct progress monitoring on an individual student identified as potentially at-risk during the universal screening process. The teacher navigates the A+ Inquiry framework a total of five times to select the student’s appropriate grade-level probe, compute the student’s baseline performance, compute the student’s end-of-year goal, evaluate the student’s at-risk status, and evaluate the impact of an intervention on a student. Participants will be given access to five A+ Inquiry graphic organizers and a progress monitoring flyer that will be completed during the module. The module includes 12 sections (parts 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12). Each part comprises multiple mastery-based chunks of content. If a participant answers all items correct in the activity portion of a chunk, the participant skips the accompanying tutorial and proceeds to the activity portion of the next chunk.

Learning Goals

Part 1 - Progress Monitoring: Purpose and Graphing

Increase knowledge of the purpose of progress monitoring
Increase knowledge of key elements on a progress monitoring graph

Part 2 - Progress Monitoring: Graphing and Data Cycles

Increase knowledge of key elements on a progress monitoring graph
Increase knowledge of 5 unique data cycles relevant to progress monitoring

Part 3 - Progress Monitoring: Cycle 1 - Select Grade Level Probe - Absorb, Ask, Accumulate

Increase knowledge of how to implement the Absorb, Ask, and Accumulate stages of A+ Inquiry to identify which data are required for selecting a student’s appropriate grade level probe

Part 4 - Progress Monitoring: Cycle 1 - Select Grade Level Probe - Access, Analyze, Answer, Announce, Apply

Increase knowledge of how to implement the Access, Analyze, Answer, Announce, and Apply stages of A+ Inquiry to select -- and take action based on -- the appropriate grade level probe for a student

Part 5 - Progress Monitoring: Cycle 2 - Compute Baseline Performance - Absorb, Ask, Accumulate, Access, Analyze

Increase knowledge of how to implement the Absorb, Ask, Accumulate, Access, and Analyze stages of A+ Inquiry to compute a student’s baseline performance level

Part 6 - Progress Monitoring: Cycle 2 - Compute Baseline Performance - Announce, Apply

Increase knowledge of how to implement the Announce and Apply stages of A+ Inquiry to take action based on a student's baseline performance

Part 7 - Progress Monitoring: Cycle 3 - Compute end-of-year goal - Absorb, Ask, Accumulate

Increase knowledge of how to implement the Absorb, Ask, and Accumulate stages of A+ Inquiry to identify which data are required for computing a student's end-of-year goal

Part 8 - Progress Monitoring: Cycle 3 - Compute End-of-Year Goal - Access, Analyze, Answer, Announce, Apply

Increase knowledge of how to implement the Access, Analyze, Answer, Announce, and Apply stages of A+ Inquiry to compute -- and take action -- based on a student's end-of-year goal

Part 9 - Progress Monitoring: Cycle 4 - Evaluate Risk Status - Absorb, Ask, Accumulate

Increase knowledge of how to implement the Absorb, Ask, and Accumulate stages of A+ Inquiry to identify which data are required for evaluating a student's risk status

Part 10 - Progress Monitoring: Cycle 4 - Evaluate Risk Status - Access, Analyze, Answer, Announce, Apply

Increase knowledge of how to implement the Access, Analyze, Answer, Announce, and Apply stages of A+ Inquiry to evaluate -- and take action based on -- a student's risk status

Part 11 - Progress Monitoring: Cycle 5 - Evaluate Impact of Intervention - Absorb, Ask, Accumulate, Access

Increase knowledge of how to implement the Absorb, Ask, Accumulate, and Access stages of A+ Inquiry to identify and retrieve data required for evaluating the impact of an intervention on a student

Part 12 - Progress Monitoring: Cycle 5 - Evaluate the Impact of Intervention - Analyze, Answer, Announce, Apply

Increase knowledge of how to implement the Analyze, Answer, Announce, and Apply stages of A+ Inquiry to evaluate -- and take action based on -- the impact of an intervention of a student

SLDS Data Use Standards

K.1.A Question Formation: Knows which questions can be answered with data and how to identify the nature and extent of the data needed to answer questions
K.1.C Types of Data: Knows that data come in two main forms—quantitative and qualitative—and that, within these forms, there are other categories
K.1.D Types of Measures: Knows various types and purposes of ASSESSMENTS and other MEASURES
K.1.E Data Metric: Knows that MEASURES can be broken down into data metrics, which are calculated for ANALYSIS and monitored for changes
K.1.F Data Sources: Knows different types of data sources and the benefits and limitations of using each
K.2.C Data Collection: Knows that DATA COLLECTION can be performed using different methods and at different points in time
K.2.D Data Context: Knows the circumstances and purposes for which data are collected
K.3.B Data Limitations: Knows that data have limitations and that these limitations affect the interpretation and usefulness of data
S.3.A Facilitation: Collects data in ways that ensure VALID, RELIABLE data and that minimize BIAS
S.3.B Technology: Uses appropriate technologies to collect, access, and store data
S.4.C Aligned Analysis: Using appropriate technologies, conducts ANALYSIS suitable for the type of data collected, the VARIABLES identified, and the questions or hypotheses posed
S.5.C Patterns: Identifies patterns, TRENDS, and gaps in data and suggests reasons for their occurrence
S.6.B Explanation: Explains different data representations and distinguishing features (e.g., histograms, bar charts, contingency tables)
S.6.C Multiple Audiences: Communicates effectively about data, interprets FINDINGS, and explains progress toward goals to a variety of constituent groups (e.g., students, families, and colleagues)
S.7.A Strategies: Identifies appropriate strategies grounded in evidence to address the needs and goals identified during data ANALYSIS