Progress Monitoring in 10 Mintues or Less!


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The EL department at Anne Sullivan Communication Center has been developing a formative assessment tool in order to have a common language across grade (K-8) and WIDA (1-5) levels to discuss student growth. By combining CMB tools, visual supports, WIDA rubrics, and elementary F&P-style comprehension questions, we have created a quick progress monitoring tool to assess a student's reading comprehension, fluency, writing, and speaking level along with goal trackers to empower students with their own data. Come to receive tools and resources, view demonstrations on how to administer the tests, and provide feedback to make the tools even better.

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  • James
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  • JamesMake sure to mention that you can interrupt with any questions. Chance for you to learn how to use this tool, but also for us to get feedback. Constructive criticism appreciated.Go until 1:05
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  • Laura makes, Deirdre talks
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  • Progress Monitoring in 10 Mintues or Less!

    1. 1. PROGRESS MONITORINGTOOLS FOR LANGUAGEDEVELOPMENTMinnesota ESL, Bilingual, & Migrant EducationConferenceFriday, May 3, 2013
    2. 2. DO NOW – Write, Pair, ShareOn the paper on your chair, please answer thefollowing question:1. What data do you find most valuable to gatherabout your ELs’ language development?2. How do you utilize your current data and shareit with collaborating teachers?3. If you could be any superhero, what would yoursuperpower be?Once you finish, share your responses withsomeone sitting close to you. Be prepared toshare out something your partner said.
    3. 3. Who We Are• Laura Byard• 7-8th Grade• Level 1 & 2 Pull Out ELD• Level 3+ CollaborativeSocial Studies• James Kindle• 4-5th Grade• Level 1 & 2 Pull Out ELD• Level 3+ CollaborativeSocial Studies/Science• Kaitlin Lindsey• K-1st Grade• Collaborative Writers’Workshop• Deirdre Quinn• 3rd Grade• Level 1 & 2 Pull Out ELD• Level 3+ CollaborativeSocial Studies• ASD / SPED
    4. 4. Learning Targets• I can administer WIDA-Inspired CBM progressmonitoring assessments ofreading, speaking, and writing, in ten minutes orless.• I can interpret assessment data and determinegrowth toward language goals.
    5. 5. Why Progress Monitoring?• Goal for EL PLC: with a 6 teacher team, planned to createa common formative assessment• Rita Platt and John Wolfe MPS PD Work Sessions• (Search CBM3D)••••• @ritaplatt• @johnwolfe3rd
    6. 6. Our Context• School Population* School District• Native American 13% 4%• African American 67% 34%• Asian American 4% 7%• Hispanic American 7% 20%• White American 10% 34%• EL Students 50% 25%• Free & Reduced Lunch 93% 64%• SPED 17% 13%• WIDA Data becomes outdated quickly• Where are our students now?• Are the students learning? *MPS Website
    7. 7. Data-Based Decision Making1. Assess2. Analyze results3. Set goals for student growth-plan interventions to meetgoals4. Teach for growth toward goals5. Reassess6. Tweak plansRepeat  Repeat  RepeatSlide by Rita Platt & John Wolfe
    8. 8. In ESL, this Has Been Hard• ACCESS is not frequent enough• There are few tools for PM with ELs• The tools are expensive and/or take a LONG time toadminister……until now!Slide by Rita Platt & John Wolfe
    9. 9. What is a CBM?• Leveled timed-reading task• AIMS Web, Easy CBM, DIBELSSlide by Rita Platt & John Wolfe
    10. 10. Why Use a CBM• It is free• It is EASY to use• It focuses attention on growth• It can help us learn to look at dataproductively• Similar to Running Records• It’s easy to document• It can be VERY motivatingSlide by Rita Platt & John Wolfe
    11. 11. A CBM with WIDA prompts and rubrics!WIDA-Inspired CBMs•Easy CBM••Clear directions•Grades K-8•9 free passagesSlide by Rita Platt & John Wolfe
    12. 12. How to Use WIDA-Inspired PM• Choose a passageat the student’sactual readinglevel (NOT gradelevel)• Follow thedirections andadminister theassessment• Enjoy the chanceto listen to yourstudent!Slide by Rita Platt & John Wolfe
    13. 13. •At actual readinglevel•One minute oralreading•Student finishespassage (silentlyor orally)•Teacher scoresoral readingfluency (ORF) w/correct words perminute (WPM)Slide by Rita Platt & John Wolfe
    14. 14. •Pictures asvisual supportsup thru level 4•Student orallyretells the story•Teacher scorescomprehensionrubric•Teacher scoresspeaking levelSlide by Rita Platt & John Wolfe
    15. 15. •ComprehensionRubric could beany – we useLori Helmanfrom the U of M•Reading A-Zhas Fiction /NonFictionSlide by Rita Platt & John Wolfe
    16. 16. •Student orallyretells the story•Teacher scoresspeaking levelusing the WIDAspeaking rubric•Can get 3scores (CVC)Slide by Rita Platt & John Wolfe
    17. 17. •Student doesa written retell•Student usesvisual support•Teacherscores WIDAwriting levelusing theadapted rubric•Can get 4scores (CVC)Slide by Rita Platt & John Wolfe
    18. 18. Slide by Rita Platt & John Wolfe•Complexity“Organization”“Sentences”•Vocabulary“Vocabulary”•Control“Conventions”
    19. 19. •Track the data•Create student-centered goalsSlide by Rita Platt & John Wolfe
    20. 20. Here’s an Example!• 3rd Grade• 10 months in US• Oromo-speaker• Sept 2012 Intro MODEL Test 1.6• F&P Level C• Progress Monitoring K - 1
    21. 21. Fluency Assessment
    22. 22. Speaking Rubric
    23. 23. Reading Comp Rubric
    24. 24. Writing Sample
    25. 25. Writing Rubric
    26. 26. How Did We Get Here… Video DebriefChallenges• EL Perspective• CBMs only give us a number, but anot a level• F&Ps give us their level, but whatdoes that mean?• Therefore, we give the CBMs attheir level• Finding Appropriate VisualsWIDA Levels 1-4 need visual support• Reading Comprehension RubricReading A-Z? U of M?In the story, what does (importantword from text) mean?Aha Moments• In only 10minutes, speaking, reading, writing, and fluency data is collect• Test is easy to administer (e.g.AmeriCorps, volunteers, EAs)• Data is easy to interpret / share(classroomteachers, EAs, admin)
    27. 27. How We Use This Data• Common language withcontent teachers• Student grouping• Get specific, set goals• Frequent and motivating
    28. 28. Now it’s your turn!• 7rd Grade• Arrival in US: Oct 2011• Somali-speaker• Feb 2012 WIDA 1.9• Progress Monitoring 3 - 1
    29. 29. Summary DiscussionPlease take 5 minutes to discuss these questions with apartner:• What data did you obtain about this student’sreading, speaking, and writing proficiencies?• What did you find familiar/easiest about administering theassessment?• What did you find strangest/most confusing about administering theassessment?• How can you see this tool being helpful in your practice (inc.student motivation, classroom teacher/parent communication, etc.)• What might be some challenges in using this tool? What could youdo to mitigate those obstacles
    30. 30. What About PreK-Kinder and PreLiterate?• Read the passage tothe student and do aretell• Count number ofwords in retell• PhonemicAwarenessAssessments• Check out the WIKI!Slide by Rita Platt & John Wolfe
    31. 31. Any Questions?• Thank you!• Please fill theevaluation and leave itwith one of us.• Feel free to contact uswith any questions• Laura• James• Kaitlin• Deirdre