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 Progress Monitoring for Elementary Mathematics/Stecker
Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of p...
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Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems
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http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5
centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5
Overview of <span class="highlight">the</span> Presentation � Describe progress <span class="highlight">monitoring</span> � Explain common techniques that are often mistaken <span class="highlight">for</span> progress <span class="highlight">monitoring</span> � Discuss features of progress <span class="highlight">monitoring</span> <span class="highlight">in</span> elementary grades � Review brief history of progress <span class="highlight">monitoring</span> measures <span class="highlight">in</span> mathematics � Provide overview of commonly used computer and Web-based progress <span class="highlight">monitoring</span> systems
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http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45
centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45
Brief Historical Perspective of Progress <span class="highlight">Monitoring</span> <span class="highlight">in</span> Mathematics � Roots of progress <span class="highlight">monitoring</span> (specifically curriculum-based measurement) at Institute <span class="highlight">for</span> Research on Learning Disabilities at <span class="highlight">the</span> Univ. of MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies <span class="highlight">in</span> reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate implementation: Researchers concluded that teachers did not comply with data-based rules <span class="highlight">for</span>
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http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47
centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47
Brief History � With research demonstration of improved achievement <span class="highlight">for</span> students with mild disabilities whose teachers used progress <span class="highlight">monitoring</span> <span class="highlight">for</span> instructional planning <span class="highlight">in</span> mathematics, <span class="highlight">the</span> Fuchs and Fuchs team expanded measures to include concepts and applications � Simultaneously, Fuchs and Fuchs implemented progress <span class="highlight">monitoring</span> <span class="highlight">in</span> mathematics <span class="highlight">in</span> general education classrooms
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http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63
centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63
See http://www.edcheckup.com EdCheckup: Cloze Math � Web-based progress <span class="highlight">monitoring</span> <span class="highlight">system</span> � Robust indicator consisting of basic facts <span class="highlight">in</span> addition, subtraction, multiplication, and division--80 problems administered <span class="highlight">for</span> 2 minutes � May select electronic scoring option or paper and pencil option
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