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…
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
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?
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.
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
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