Introductions Facilitators and Sponsors
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www.nccrest.org Academy 2: Academy 2: Using Data to Assess Using Data to Assess Student Progress and Student Progress and Inform Educational Inform Educational Decisions in Decisions in Culturally Culturally Responsive RTI Responsive RTI Models Models
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Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models. Introductions Facilitators and Sponsors. Introductions National Center for Culturally Responsive Educational Systems NCCRESt www.nccrest.org. What’s in an Educational System?. - PowerPoint PPT Presentation
Transcript of Introductions Facilitators and Sponsors
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Academy 2: Academy 2: Using Data to Assess Using Data to Assess Student Progress and Student Progress and Inform Educational Inform Educational
Decisions in Decisions in Culturally Culturally
Responsive RTI Responsive RTI ModelsModels
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IntroductionsIntroductionsFacilitators and Facilitators and
SponsorsSponsors
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IntroductionsIntroductionsNational Center for National Center for
Culturally Responsive Culturally Responsive Educational SystemsEducational Systems
NCCREStNCCRESt
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What’s in an Educational What’s in an Educational System?System?
What are Culturally Responsive What are Culturally Responsive Educational Systems?Educational Systems?
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Leadership Leadership AcademiesAcademies
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RolesRoles
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OutcomesOutcomes
Following this Academy, participants will:• Identify traditional attitudes related to what
counts as evidence in research and practice and expand upon these views.
• Explore how culture mediates and impacts learning, instruction, and intervention in and outside of RTI models.
• Apply these understandings to the design of culturally responsive interventions within RTI models.
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AgendaAgenda15 min Introductions, Greetings, & Warm-Up
40 min Activity 1: RTI Assessment 10120 min Lecturette 1: Culturally Responsive Progress
Monitoring: Collecting and Using Data to Assess Student Progress and Inform Educational Decisions
40 min Activity 2: Developing a Rubric as a Universal Screening Tool
10 min Break15 min Lecturette 2: Using Data to Inform Movement
to the Secondary Interventions Tier
20 min Activity 3: Linking Progress Monitoring to the Design of Culturally Responsive Secondary Interventions
30 min Leave-taking and Feedback
Activity 1: RTI Assessment Activity 1: RTI Assessment 101101
Participants will identify and discuss the ways that they assess student learning on an everyday basis, both as students are learning concepts and skills, and as they demonstrate mastery. Participants will learn the definition of progress monitoring, and types of progress monitoring: mastery measurement, curriculum-based measurement, and performance based assessment, and apply what they’ve learned to sorting examples of assessments into categories.
Activity Takes 40 Minutes
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Lecturette 1Lecturette 1
Collecting and Using Data to Assess Collecting and Using Data to Assess Student Progress and Inform Student Progress and Inform Culturally and Linguistically Culturally and Linguistically Appropriate Educational DecisionsAppropriate Educational Decisions
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AgendaAgenda
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A Comprehensive Approach to A Comprehensive Approach to Monitoring Student ProgressMonitoring Student Progress
Qualitative What does it
look like?
Quantitative How many and
how much?
Beyond Culturally Responsive Beyond Culturally Responsive Instruction and Universal Instruction and Universal Interventions: Assessment of Student Interventions: Assessment of Student Learning in Culturally Responsive RTI Learning in Culturally Responsive RTI Frameworks Frameworks
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Assess Student Assess Student Learning & BehaviorLearning & Behavior
Tune Instructional Tune Instructional DecisionsDecisions
Provide High Quality Provide High Quality Learning Learning
OpportunitiesOpportunities
StudentStudentLearningLearning
A Form of Assessment: Progress A Form of Assessment: Progress MonitoringMonitoring
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Assess Student Assess Student Learning & BehaviorLearning & Behavior
Tune Instructional Tune Instructional DecisionsDecisions
Provide High Quality Provide High Quality Learning Learning
OpportunitiesOpportunities
StudentStudentLearningLearning
Students as Active Participants in Students as Active Participants in Progress Monitoring: An ExampleProgress Monitoring: An Example
Read each statement about how your group is getting along and learning together and rate yourselves. Add three more statements that your group decided was important to evaluate about how you are interacting and learning with each other.
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Every member: Always
Almost Always
Sometimes
Not really
Not observed
Performed their assigned role
Understood what we were supposed to do
Were able to participate
Listened to each other
Gave respectful feedback to other group members
Expressed our ideas
Compromised when we needed to
Kept focused on learning
Overview of Progress MonitoringOverview of Progress Monitoring
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Overview of School-wide Progress Overview of School-wide Progress MonitoringMonitoring
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School Plan :Instruments and observationsHow often and in what areas
Interpreting and utilizing data
Overview of Progress MonitoringOverview of Progress Monitoring
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Progress Monitoring In Culturally Progress Monitoring In Culturally Responsive RTI Frameworks Helps Responsive RTI Frameworks Helps Educators…Educators…
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Progress Monitoring in the Classroom: Progress Monitoring in the Classroom: Designing & Selecting Appropriate Designing & Selecting Appropriate Progress Monitoring ToolsProgress Monitoring Tools
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Desired outcomes for students come first!
• Multiple pathways for producing the
desired product or performance
• Students’ diverse backgrounds,
experiences, skills and abilities
Progress Monitoring in the Progress Monitoring in the Classroom: Utilizing & Interpreting Classroom: Utilizing & Interpreting Progress Monitoring Tools Progress Monitoring Tools
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How often when, where,
by whom?
What is the process for
data interpretatio
n?
Qualitative What does it
look like?
Progress Monitoring in the Progress Monitoring in the Classroom: Performance Classroom: Performance
AssessmentAssessment
Progress Monitoring in the Progress Monitoring in the Classroom: Performance AssessmentClassroom: Performance Assessment
Africa2008
Progress Monitoring in the Progress Monitoring in the Classroom: Performance AssessmentClassroom: Performance Assessment
BASIC PROFICIENT ADVANCED
Criterion 1:Idea of change synthesized
Ideas support knowledge of changes in country names and locations.
Ideas are evident of knowledge that changes in name and location occurred.
In addition to knowledge of change in name and location of borders, offers interpretation of this change.
Progress Monitoring in the Progress Monitoring in the Classroom: Performance AssessmentClassroom: Performance Assessment
Progress Monitoring in the Progress Monitoring in the Classroom: Curriculum Based Classroom: Curriculum Based MeasurementMeasurement
Quantitative How many and
how much?
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Example of a Example of a CBM in Math: CBM in Math: Concepts and Concepts and ApplicationsApplications
Steps to Steps to CBM:CBM:
Create or select Create or select appropriate appropriate
probesprobes
Administer and Administer and score probesscore probes
Graph scoresGraph scores
Look for patterns Look for patterns of student of student
performance performance across student across student
factorsfactors
Set goalsSet goals
Make curricular Make curricular and instructional and instructional
decisionsdecisions
Provide feedback Provide feedback to students and to students and
familiesfamilies
Ensuring Progress Monitoring is Ensuring Progress Monitoring is Culturally ResponsiveCulturally ResponsiveIncorporate performance assessments
• Developing items/performance tasks
• Rating performance
• Piloting the Assessments
Develop, select, and interpret tools and performance both quantitatively and qualitatively;
Ensure measures are truly aligned with what student have actually been taught, not just what curriculum is being utilized, or what the grade level standards are;
Link instructional decisions and changes to performance patterns across student factors (e.g., primary language proficiency, English proficiency) that may be linked to struggling performance, ensuring that students’ opportunities to learn are being met, and that curriculum and instruction is culturally responsive.
Utilize tools that assess skills in the language in which they have been taught- (e.g., it is not enough to assess phonemic awareness in Spanish if a student’s primary language in Spanish, but she has never been taught Spanish phonemes).
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AgendaAgenda
Activity 2: Developing a Activity 2: Developing a Rubric as a Universal Rubric as a Universal Screening Tool Screening Tool
In this activity, participants will begin the process of creating a rubric to assess student learning and then applying the rubric to student work.
Activity Takes 30 Minutes
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Lecturette 2Lecturette 2
Scaling Up to Universal Scaling Up to Universal Screening: Context and Screening: Context and Cultural Considerations Cultural Considerations
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AgendaAgenda
Progress Monitoring to Universal Progress Monitoring to Universal ScreeningScreening
Quantitative How many and
how much?
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What students &teachers bring
with them
What’s alreadythere
The work peopledo together
Cultures in the ClassroomCultures in the Classroom
The Classroom CultureThe Classroom CultureSchool CulturesSchool Cultures
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Universal Screening in RTI Universal Screening in RTI FrameworksFrameworks
CollectingCollecting
The Role of Schools in IdentifyingThe Role of Schools in Identifying Data Sources in their own ContextsData Sources in their own Contexts
DisaggregatingDisaggregating
Planning for Improved InstructionPlanning for Improved Instruction
Using Data to Inform StudentUsing Data to Inform Student Movement Across TiersMovement Across Tiers
Cautions & Tensions with Universal Cautions & Tensions with Universal Screening: Determining Norms for Screening: Determining Norms for PerformancePerformance
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What to do with Universal Screening Data: What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Implications for Curriculum, Instruction, &
Student-Specific Interventions Student-Specific Interventions
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What to do with Universal Screening Data: What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Implications for Curriculum, Instruction, &
Student-Specific Interventions Student-Specific Interventions
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What to do with Universal Screening Data: What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Implications for Curriculum, Instruction, &
Student-Specific Interventions Student-Specific Interventions
Putting it all Together: Holistic Progress Monitoring in RTI Frameworks
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AgendaAgenda
Activity 3: Activity 3: Linking Progress Linking Progress Monitoring to the Design of Monitoring to the Design of Culturally ResponsiveCulturally ResponsiveSecondary Interventions Secondary Interventions
Participants are provided with the Delaware Student Testing Program Instructional Guide to Writing, asked to apply the rubric to a sample of student work, and develop culturally responsive student-specific interventions.
Activity takes 40 minutes
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Leave TakingLeave Taking
Thank you for your Thank you for your participation!participation!
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