McConnell Progress Monitoring 2
6/23/2010
Scott McConnell, Ph.D.
Department of Educational Psychology and
Center for Early Education and Development
University of Minnesota
612-624-6365 • [email protected]
 A
quick overview of IGDIs
 The importance of standardized
administration
 Data Interpretation
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McConnell Progress Monitoring 2
6/23/2010
 How
does your work focus on
children’s language and literacy
development?
 How
do you monitor children’s
language and literacy development
progress?
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  Assessment
tools or measures
  Measure important language and literacy
outcomes for young children
  Efficient and economical
  Standardized and replicable
  Repeatable over time with alternate forms
  Technically adequate (i.e., evidence of
reliability and validity)
  Sensitive to growth over time and sensitive to
the effects of intervention
  Qualifies
as an indicator
only; a signal or “vital
sign”
  Focuses on individual
child, but can also be
aggregated across
groups of children
  Measures growth and
development
–  assesses developmental
status and change over
time
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 IGDIs
can be used to identify children
who might need increased levels of
language and literacy instruction.
 Typical Process: Give IGDIs to all
children at the beginning of the school
year. Take lowest performers (bottom
15%) and refer for more in-depth
evaluation.
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IGDIs can be used to:
  Monitor development of children “at risk”
for future language and literacy
difficulties.
  Identify children needing increased levels
of instruction.
  Make data-based program modifications.
  Evaluate the effects of interventions on
student progress.
–  Done by administering IGDIs frequently
[every 2 weeks] to track student growth.
 Three
formats
–  Picture Naming/Expressive Language
–  Alliteration/Phonological Awareness
–  Rhyming/Phonological Awareness
 Designed
for preschool children
(30 - 66 months)
 Used in research and practice in early
childhood programs across the nation.
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Picture Naming IGDI
Format
 Present child with photos
of common “objects,” one
at a time, and ask her/him
to name pictures as quickly
as possible.
 Stop after 1 minute.
Measure
 Total number of pictures
named correctly in 1
minute
Rhyming IGDI
Format
 “Point to the
picture that sounds
the same as, or
rhymes with, bees.”
Measure
 Total number of pictures correctly
identified in two minutes
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Alliteration IGDI
Format
 “Point to the
picture that starts
with the same
sound as rain.”
Measure
 Total number of pictures correctly identified
in two minutes
 Measure
development of groups of
children, once or repeatedly
 Record age of child at assessment and
score on IGDI
 Arrange age and score to observe
relations over time
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30
“BKA”
Median
20
Picture
Naming
Score
Typical
“Typical”
Preschoolers
Preschoolers
10
High-Risk
Preschoolers
0
36
48
60
72
Age of Children in Months
Child
Reid
Anna
Anna
Nora
Maria
Deshawn
Julia
Scott
Age
43
54
56
56
62
52
54
55
Score
12
15
15
18
20
6
8
3
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25
20
15
10
5
0
36
41
46
51
56
61
66
25
Nora
20
Maria
15
Reid
10
Anna
5
Julia
DeShawn
0
36
41
46
51
56
61
Scott
66
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 Identify
children below threshold for
Tier 2 and Tier 3 services
25
20
15
10
5
Tier 2
0
36
41
Tier 3
46
51
56
61
66
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 Identify
children in need of more
intensive monitoring
–  May include Tier 2 or Tier 3 children
–  May be for IEP or other individualized
programming
 Set
baseline level of performance
 Set long-term goal
 Monitor progress along aim line
 Adjust intervention as needed
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Picture
Naming
Score
30
10
0
36
48
60
72
Age of Children in Months
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How do you measure child progress
now? How do you act on this
information?
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 Assessment
–  Collecting information to answer questions
about what, if anything, to do
 Statistics
–  Mean and Standard Deviation
–  Correlation
 Lines
–  Level
–  Slope
–  Fit
 Norm-referenced
comparisons
–  Compare one child (or group of children)
to average or “typical” level of
performance observed in another group of
children
• Can be “representative” or “criterion” sample
 Criterion-referenced
comparisons
–  Compare one child (or group of children)
to expected or a priori level of performance
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Test/Decide
Evaluate
Treatment
Generate Options
Implement
Treatment
Intervention Planning
Progress Monitoring
Monitor
Monitor
 
Individual child
–  Is this child’s current performance different from what we
might expect? (NR or CR)
–  Does the child need some change in services? (NR or CR)
–  Is the child making the developmental progress we expect
toward a long-term goal? (CR)
 
Groups of children
–  Are two or more groups similar or different?
–  Does one group need some change in services?
–  Are outcomes for one group changing over years?
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McConnell Progress Monitoring 2
6/23/2010
30
“BKA”
Median
20
Picture
Naming
Score
“Typical”
Preschoolers
10
0
36
48
60
72
Age of Children in Months
 Look
at individuals
–  As a function of age
–  In relation to “high-risk” trend line
–  In relation to “typical” trend line
–  In relation to Kindergarten target
–  Consider individual factors
 Select
children for monitoring
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20
Picture
Naming
Score
30
10
0
36
48
60
72
Age of Children in Months
 What
IGDIs will you use?
 Who will you assess?
 When will you administer these IGDIs?
–  Starting when?
–  What days?
–  How?
 How
often will you repeat assessments?
 How will you manage the data?
 What decisions will you make?
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