Progress Monitoring & Assessment Of Cld
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Progress Monitoring & Assessment Of Cld

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  • RTI is a function of regular education that emphasizes preventinglearning difficulties before they start and eliminating the need for a student to fail beforeintervention is available.
  • If you see this lady turning clockwise you are using your right brain. If you see her turning counter-clockwise, you are using your left brain.
  • The Selection Taxonomy for English Language Learner Accommodations, STELLA, has been developed over the last few years and is in final form (Kopriva and others, 2002, 2005, 2006). STELLA is intended to be used with K-12 students to assign accommodations to the range of ELLstudents for use on large-scale academic assessments.

Progress Monitoring & Assessment Of Cld Progress Monitoring & Assessment Of Cld Presentation Transcript

  • 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:
    the research based materials
    the frequency of the intervention
    the duration of the intervention
    group size
    the designated instructor
  • Progress Monitoring: What
    Identify Problem
    Set Objective
    Identify Baseline
    Benchmark Steps
    Select Strategies
    Implement Plan
    Monitor Each Step
    Achieved Objective?
    Remaining Problems?
  • RTI Progress Monitoring: How
    Is there a discrepancy between current & excepted performance?
    Did it work? What do we do next?
    Why & to what extent is there a problem?
    By how much should the student grow?
    By how much should the student grow?
    How & when will the intervention strategy be implemented?
    What will be done to resolve the problem?
  • Strategy Fitness!
    Strategies
  • PRISIM: Process of Resilience, Instruction, Strategies, Intervention & Monitoring
    Literacy Readiness Skills
    Oral Proficiency L1
  • 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.
  • Example of Tiered Progress Monitoring
  • PROBLEM SOLVING CHART
    Yes
    No
    Does the damn thing
    work?
    Yes
    Don’t mess with it!
    Did you mess
    with it?
    You Idiot!
    No
    Yes
    No
    Will you catch hell?
    Hide it!
    Does anyone
    else know?
    No
    Yes
    Ignore it
    You poor slob!
    Can you blame somebody else?
    No
    Yes
    NO PROBLEM
  • Recommendations
    Achievement
    Modify format
    Selection Taxonomy for ELL Accommodations (STELLA)
    Bilingual dictionaries
    Expand time
    Open book
    Administer in dual/multiple languages
    Task analysis
    Local norms & benchmarks
    Progress Monitoring
    Clear begin/end criteria
    Peer appropriate performance outcomes
    Local norms & benchmarks
    Discrete steps
    Strategy fitness
    Consistent & regular monitoring
    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
    catherine@crosscultured.com
    Curriculum Integration for Responsive Crosscultural Language Education
    Western Washington University