Discuss about Establishing Baseline and the Use of Progress Monitoring Charts (Formative and Summative)

Establishing Baseline and the Use of Progress Monitoring Charts (Formative and Summative)

Charting data can assist teachers in discerning whether a student is making adequate progress. After a baseline performance level is established, goals are often set to assist decision-making. Three methods of goal setting include:
Setting goals to ensure students reach the proficiency level required for them to be developmentally on track at benchmark;
Setting goals using anticipated growth rates established through research investigations; and
Using locally-created norms.

Several decision-making strategies have been developed to guide decisions about whether students are making sufficient progress. The first method is the four-point rule, which indicates that an instructional change is warranted if four consecutive data points fall below the goal line (anticipated performance criteria). In the second method (the parallel rule), the desired aimline is parallel to or steeper than the goal line; if this is not the case, an instructional change is needed.
1.Use the graphing tools listed in the Required Studies and become familiar with inputting data to create visuals for this assignment. It is highly recommended that you use the graphing tools for the assignment, unless you have another charting option that works better for you. You must provide information in a graph format.
2.Create three charts: a) Reading Fluency, b) Math Computation, c) Written Expression.
3.Respond to the following about one selected student using the Decision-Making Rules presented in Chapter 9 as guidelines.
a.Generate custom CBM materials for a student in all three areas: Reading, Math, and Written Expression.
b.Examine graphing options so that you can create visual representations of CBM data.
c.Pretend you have gathered six weeks of data from your CBMs and make the charts to display your data. You may use ChartDog or one of the other charting options. http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php
d.Explain what your data is telling about your student. Some suggestions to discuss are:
Determine whether the student is making adequate progress. How do you know this?
What instructional recommendations would you make based on the graphs?
How is the data linked to special education referral based on RTI? In your response, describe the student’s progress monitoring data.
How would you use the data in making eligibility, program, and placement decisions for students with learning needs?

Note: Confidentiality is essential. Do not use a student’s name or any identifying information as you participate in the discussion. If using a fictitious name, please make sure that you inform your readers that the student’s name and identifying information is fictitious.

Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style, 6th edition.