This document discusses a study that compared the effectiveness of online progress monitoring using the Strategic Reader program versus offline progress monitoring on middle school students' reading comprehension scores. The study found that students using the online program had greater increases in test scores, especially students with disabilities. Teachers also viewed student data, designed interventions, and modified student supports more when using the online program compared to offline. The discussion suggests that reducing barriers to progress monitoring through technology can help improve student outcomes.

1. Abstract: Central to Universal Design for Learning (ULD) is flexibility. Based on the
principles of UDL, this session will investigate ways in which educators may meet
the varied needs of students by introducing flexible instructional materials,
techniques and strategies.
Universal Design for Learning provides a framework for implementing
instructional curricula that accommodate learner differences. This presentation
will describe the principles of UDL and investigate ways in which educators may
meet the varied needs of students by introducing flexible instructional materials,
techniques and strategies.
Illustrations and examples of the UDL principles through CAST projects and tools
will be shown and applications to the varied content areas. This work is guided by
CAST’s UDL guidelines, which support the development of instructional goals,
assessments materials and methods.

2. UDL in Literature Instruction
and Progress Monitoring:
Raising Middle School
Reading Scores
SUCCESSFUL LEARNING CONFERENCE 2011
Sydney, Australia
Presented by
Tracey E. Hall
CAST

3. “I’m not a great reader, I would
just hold the book and fall
asleep.”

4. Student Perceptions
“When you have kids that can’t
read well, they don’t…”

5. “We read the entire book out loud
in class, because otherwise we
really can't expect the kids to get
it”

6. “I can remember sitting at my
desk at home and listening to
one student read and was just
so taken by the fact that there
was so much further that she
needed to go.”

8. Experimental Study Results
Research questions
• Is the implementation of Strategic Reader with Online CBM
more efficient and effective for teachers and students than a
more traditional off-line implementation of CBM when using a
UDL reading environment?
• Is the technology-based approach to monitor student
performance in reading more effective in improving student
performance on standards-based measures of reading
comprehension?

9. Gates-MacGinitie
All Participating Students, Change in Scores
N Pre- Post- Change % Change t-stat p-value
T1 Online 105 47.71 50.05 2.33 4.89% 2.59 0.011
T2 Offline 98 68.01 70.94 2.93 4.31% 2.62 0.01
All Participating Students All Participating Students
Percentage Increase in Scores Change in Scores
0.06 75 68.01 70.94
4.89% 70
0.05 4.31% 65
0.04 60
55 (Online)
T1 50.05 T1 (Online)
0.03 50 47.71
45 (Offline)
T2 T2 (Offline)
0.02 40
0.01 35
0 30
0 25
Pre Post Mean Pre-Gates Mean Post-Gates

10. Gates-MacGinitie
N Pre- Post- Change % Change t-stat p-value
T1 Online 33 38.18 42.15 3.97 10.40% 2.36 0.025
T2 Offline 22 53.91 57.45 3.55 6.58% 1.32 0.2
Students with Disabilities
Percentage Increase in Scores
0.12 10.40%
0.1
0.08 6.58%
T1 (Online)
0.06
0.04 T2 (Offline)
0.02 0
0
Pre Post

11. Teacher usage
Teacher use of PM Data and Program Supports
T 1 Condition T2 Condition
OnLine n=5 Offline n=5
Viewed Student Data 372 105
Designed Interventions 67 12
Modified Student Supports 86 2
400
350
300
250
Treatment 1 Condition
200
Treatment 2 Condition
150
100
50
0
Viewed Student Data Designed Modified Student
Interventions Supports

12. Universal Design for Learning

13. Digital Reading Environment Forums
Progress Monitoring

14. Thinking Reader
Progress Monitoring

15. Reciprocal Teaching Strategies

16. Teacher View of Student’s Work

17. Forums-Communities of Practice

19. Teacher: “[Discussion Forum was the] most exciting part of project for them. They
feel empowered by that. They can have a conversation without all eyes on them.
They can make responses without feeling like they might make a mistake. They
feel relieved to not have to speak in whole class…I made a point of not using it,
because I wanted it to be theirs for the first time. I read to make sure it was
appropriate but didn’t respond to their responses or post new topics.”

20. The Teacher is the Innovator
How teachers creatively use technology to spark
interactive and meaningful learning is the innovation.

21. Progress Monitoring
Traditional Progress Monitoring:
– labor-intensive
– administration
– scoring
– graphing
– analyzing data
– decision-making

26. Progress Monitoring -
Reducing barriers for
teachers & students

31. Gates-MacGinitie
N Pre- Post- Change % Change t-stat p-value
T1 Online 33 38.18 42.15 3.97 10.40% 2.36 0.025
T2 Offline 22 53.91 57.45 3.55 6.58% 1.32 0.2
Students with Disabilities
Percentage Increase in Scores
0.12 10.40%
0.1
0.08 6.58%
T1 (Online)
0.06
0.04 T2 (Offline)
0.02 0
0
Pre Post

32. Use of data
from Progress
Monitoring
Strategic
Reader
Customization
to meet needs
Unexpected Outcomes

33. Universal Design for Learning

34. The Project Monitor Strategic Reader
project is dedicated to our programmer, Erik
Ray, a wonderful, creative, and hardworking
friend and co-worker whose kindness and
quirky style will be truly missed