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Progress Monitoring & Assessment Of Cld
1. Progress Monitoring & Assessment of CLD/EL/SEL Learners Dr. Catherine Collier www.crosscultured.com
2. 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’
3. 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.
4. 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
5. Progress Monitoring: What Identify Problem Set Objective Identify Baseline Benchmark Steps Select Strategies Implement Plan Monitor Each Step Achieved Objective? Remaining Problems?
6. 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?
10. 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
11. 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.
13. 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
14. 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
16. 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
Editor's Notes
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.
