Upload
catherine-collier
View
548
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
Progress Monitoring & Assessment of
CLD/EL/SEL Learners
Dr. Catherine Collier
www.crosscultured.com
First Things First
• There is no such thing as a nonbiased test.• Assessment is more than testing.• Prevention is better than failure.• Measure progress, not ‘achievement’
RTI Progress Monitoring: When
• RTI is a function of regular education that emphasizes preventing learning difficulties before they start and eliminating the need for a student to fail before intervention is available.
• At-risk students are assessed frequently on specific skills throughout the year to determine if the intervention being used is effective and if the student is responding as intended.
Progress Monitoring: Why
• Based on progress monitoring and whether the student is achieving at an appropriate rate of progress in relation to his goals, the following factors may be changed or adjusted:
1. the research based materials
2. the frequency of the intervention
3. the duration of the intervention
4. group size5. the designated
instructor
Progress Monitoring: What
1. Identify Problem2. Set Objective3. Identify Baseline4. Benchmark Steps5. Select Strategies6. Implement Plan7. Monitor Each Step8. Achieved Objective?9. Remaining Problems?
RTI Progress Monitoring: HowIdentify Problem
Measure the problem
Set goals
Brainstorm interventions
Plan intervention setting
Implement intervention
Monitor response to intervention
Analyze response patterns Is there a discrepancy between
current & excepted performance?
Why & to what extent is there a problem?
By how much should the student grow?
What will be done to resolve the problem?
By how much should the student grow?
Did it work? What do we do next?
How & when will the intervention strategy be implemented?
Strategy Fitness!
Literacy Readiness Skills
Oral Proficiency L1
PRISIM: Process of Resilience, Instruction, Strategies, Intervention & Monitoring
How to weigh yourself
Models of Progress Monitoring
• RTI Standard Protocol
• RTI Coninuous• Response to
Instruction and Intervention
• Problem Solving with Progress Monitoring
Clockwise = right brain
Counterclockwise = left brain
Tiered Progress Monitoring• Tier 1 Progress Monitoring: Students are assessed
quarterly to ensure that they continue to perform at benchmark levels.
• Tier 2 Progress Monitoring: Students are assessed regularly determine whether or not the interventions are effective within 8-10 week cycles.
• Tier 3 Progress Monitoring: Students require intensive instruction and are assessed weekly within 2-4 week cycles of focused intervention.
• Tier 4 Progress Monitoring: The cycle of intervention, progress monitoring, and adjustment of the intervention continues within IEP.
TIER 1 TIER 2 TIER 3
RFBABenchmarkProficiency
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
Reading Fluency Benchmark Assessor Fall, Winter, Spring •Letter-Naming Fluency— K or early 1st •Oral Reading Fluency— mid 1st–8th
RFPM ProgressMonitoring
Reading Fluency Progress Monitor •Regularly •Oral Reading Fluency— mid 1st–8th
Reading Fluency Progress Monitor •Frequently •Oral Reading Fluency— mid 1st–8th
QPSDiagnostics
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd •3rd–8th as needed
Quick Phonics Screener (QPS) Fall, Winter, Spring •K, 1st, and 2nd •3rd–8th as needed
Example of Tiered Progress Monitoring
PROBLEM SOLVING CHARTDoes the damn thing
work?
Don’t mess with it! You Idiot!Did you mess
with it?
Does anyoneelse know?
Will you catch hell?
Hide it!
You poor slob! Ignore it
Can you blame somebody else?
NO PROBLEM
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Recommendations
Achievement1. Modify format
– Selection Taxonomy for ELL Accommodations (STELLA)
– Bilingual dictionaries– Expand time– Open book
2. Administer in dual/multiple languages
3. Task analysis4. Local norms & benchmarks
Progress Monitoring1. Clear begin/end criteria 2. Peer appropriate
performance outcomes3. Local norms & benchmarks4. Discrete steps5. Strategy fitness6. Consistent & regular
monitoring7. Short cycles
Things Could Be Worse!
Contact Information
• Catherine Collier, Ph.D.• www.crosscultured.com• 360-380-7513 voice• 360-650-4673 campus• 360-380-7386 fax• [email protected]• Curriculum Integration for Responsive
Crosscultural Language Education• Western Washington University