Progress Monitoring & Assessment Of Cld
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This document discusses progress monitoring and assessment of culturally and linguistically diverse (CLD) learners. It emphasizes that assessment should measure progress rather than achievement and prevention of learning difficulties. Response to Intervention (RTI) uses frequent assessments of at-risk students to determine if interventions are effective. Student progress is monitored regularly and data is used to adjust interventions, materials, frequency, duration, group size, or instructor as needed. The document provides examples of tiered progress monitoring cycles within RTI and recommends accommodations for CLD learners such as use of native language, expanded time, peer-appropriate goals, and local norms when assessing progress.
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The document discusses strategies and interventions for use in the classroom. It begins with an activity to distinguish between strategies and interventions, noting that strategies are general teaching methods while interventions specifically target deficiencies. It then explains Response to Intervention (RTI) as a multi-tiered approach using evidence-based practices to improve student outcomes. Teachers are encouraged to monitor students and implement targeted interventions for those struggling. The rest of the document provides examples of strategies and interventions that could be used, including a video example, and has teachers practice applying interventions to case studies of struggling students.
Interventions in the classroom
The document discusses strategies and interventions for helping struggling students in the classroom using Response to Intervention (RTI). It begins with defining the difference between strategies, which are research-based teaching methods, and interventions, which specifically target identified deficiencies. The document then explains RTI as a multi-tiered approach using effective instruction and targeted help to improve student outcomes. Examples of strategies and interventions are provided and teachers participate in an activity to distinguish between the two. The goal of RTI is to help all students succeed through prevention and early intervention rather than waiting for failure.
Classroom management
This document outlines a classroom management training for beginning teachers. It discusses establishing procedures, expectations, and positive relationships with students. Specific strategies covered include using PEP (Procedures, Expectations, Positive relationships), being proactive, teaching procedures, focusing on prevention over punishment, and using a logical progression of interventions. The training emphasizes motivating students positively and avoiding consequences outside a teacher's control. Participants are asked to observe their mentor's classroom management and get feedback on implementing these strategies. The overall goal is for teachers to foster a positive learning environment.
Assessing and Evaluating Learning
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This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
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My quotes2013
Skillful teachers are always learning and improving their skills through collaboration with colleagues. They understand that no one knows everything and that effective teaching requires continuous growth. Teachers must be open to new ideas and acknowledge what they don't yet know.
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Rtitesol10
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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?
- 8. PRISIM: Process of Resilience, Instruction, Strategies, Intervention & Monitoring Literacy Readiness Skills Oral Proficiency L1
- 9. How to weigh yourself
- 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.
- 12. Example of Tiered Progress Monitoring
- 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
- 15. Things Could Be Worse!
- 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.