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Progress Monitoring & Assessment of CLD/EL/SEL Learners Dr. Catherine Collier www.crosscultured. com

Progress Monitoring & Assessment Of Cld

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Page 1: Progress Monitoring & Assessment Of Cld

Progress Monitoring & Assessment of

CLD/EL/SEL Learners

Dr. Catherine Collier

www.crosscultured.com

Page 2: Progress Monitoring & Assessment Of Cld

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’

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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.

Page 4: Progress Monitoring & Assessment Of Cld

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

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Progress Monitoring: What

1. Identify Problem2. Set Objective3. Identify Baseline4. Benchmark Steps5. Select Strategies6. Implement Plan7. Monitor Each Step8. Achieved Objective?9. Remaining Problems?

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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?

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Strategy Fitness!

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Literacy Readiness Skills

Oral Proficiency L1

PRISIM: Process of Resilience, Instruction, Strategies, Intervention & Monitoring

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How to weigh yourself

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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

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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.

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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

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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

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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

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Things Could Be Worse!

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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