Progress Monitoring Across Home & School Settings from

a Parent’s Perspective

Lisa Kovacs Indiana Hands & Voices

Guide By Your Side Program Coordinator

3100 Meridian Park Dr. Suite N Box 289

Greenwood, IN 46142317-233-7686

lisakovacs4@gmail.com

Annual Language Assessments Why?

We’ve got to know where we’re at before we can know where we need to go!

Easily Accessible? Not usually

Issues: Qualified professionals to conduct the evaluations, lack of knowledge of what

assessments to use, it’s not law.

Purpose and Need To identify current needs To compare year to year – look for a

minimum of one year of growth in one year’s time!

To find the “holes” or “gaps” 3 years is too long to wait during the critical

years of language development Annual language assessments will help

identify goal areas

 

DOE: 03/07 CA: 6-9 Dev: Bilateral HAs

DOE: 03/08 CA: 7-8 Dev: Bilateral HAs

DOE: 03-05/09 CA: 8-8 Dev: Bilateral HAs

DOE: 03-04/10 CA: 9-8 Dev: Bilateral HAs

  Score Score Score Score

Clinical Evaluation of Language        

Fundamentals (CELF-4) (average 8-12) (average 8-12) (average 8-12) (average 8-12)

Concepts and Following Directions 11 (age 7-2) 9 (age 7-2) 10 (age 8-10) 13(age ↑ 12-11 )

Formulated Sentences 11 (age 7-3) 12 (age 8-9) 12(age 9-9) 15(age 19-3 )

Sentence Structure/Assembly 10 (age 6-4) 9 (age 7-3) 11(age 8-9) 17(age ↑17-11)

Word Classes - Receptive 12 (age 7-11) 10 (age 7-6) 11(age 8-10) 8(age 8-6 )

Word Classes - Expressive 14 (age 7-11) 11 (age ↑ 7-11) 14(age 10-9) 11(age 10-3 )

Words Classes Total 13 (age 7-11) 10 (age 7-10) 9(age 9-6) 8(age 9-2 )

Expressive Vocabulary 11 (age 7-4) 14 (age ↑ 9-11) 14(age ↑ 9-11) 15(age ↑ 9-11)

Recalling Sentences 10 (age 6-8) 8 (age 6-5) 12(age 9-9) 11(age 10-3 )

Understanding Spoken Paragraphs 11 (no age available) 6 (no age available) 15(no age available) 13(no age available)

Word Structure 11 (age 7-1) 12 (age ↑ 8-11) 13(age ↑ 8-11) N/A

Number Repetition Forward 8 (age 5-3) 9 (age 11-0) 13(age 13) 13(age 16-3 )

Number Repetition Backward 8 (age 5-0) 7 (age 6-3) 9(age 6-9) 9(age 8-6 )

Number Repetition Total 7 (age 5-8) 10 (age 7-6) 13(age 9-6) 11(age 10-6 )

Familiar Sequences     8(age 7-2) 8(age 8-2 )

Total Expressive Language 105 103 114 114

Total Receptive Language 127 96 103 102

Total Language 104 100 111 111

Oral and Written Language        

Scales (OWLS) (average 100) (average 100) (average 100) (average 100)

Listening Comprehension 110 (age 6-9) 107 (age 8-5) 103 (age 9-2) 100 (age 9-10)

Oral Expression 102 (6-0) 103 (age 7-10) 115 (age 10-10) 109 (age 11-6)

Total Oral Composite 106 (age 6-5) 105 (age 8-2) 109 (age 10-0) 104 (age10-8)

Kaufman Test of Educational     by grade by grade

Achievement 2nd Ed. (KTEA-II) (average 85-115) (average 85-115) (average 85-115) (average 85-115)

Letter & Word Recognition 111 (age 6-6) 98 (age 7-3) 109 (3.5) 95 (3.3)

Reading Comprehension DNT 102 (age 7-3) 104 (3.0) 114 (5.10)

Math Concepts & Applications 114 (age 6-9) 105 (age 7-6) 118 (4.0) 112 (4.11)

Math Computation 111 (age 6-9) 92 (age 7-0) 100 (2.8) 103 (3.10)

Written Expression 99 (age 6-3) 73(age 6-9) 120 (7.8) 108 (5.2)

Spelling     100 (2.8) 95 (3.1)

Listening Comprehension 125 (age 7-0) 116 (age 8-3) 102 (2.11) 103 (3.2)

Oral Expression 93 (age 5-6) 82 (age 5-8) 87 (1.7) 115 (9.2)

Nonsense Word Decoding     95 (2.2) 96 (3.1)

Comprehensive Achievement     111  

CELF 4Concepts & Following Directions: Point to the big shoe and the big car before you point to the little apple.Word Structure: Finish the sentence…This girl is reading a book. This is the book that belongs to her.Recalling Sentences: Repeating sentences that are read by the tester.Formulated Sentences: Given a word the student makes a sentence using the word.Word Classes – Receptive: Given 3-4 pictures and named by the tester the student has to give the two that go together.Word Classes – Expressive: Student has to give how the two items go together.Sentence Structure: The student is shown 4 pictures and the tester says a sentence and the student has to pick the corresponding picture. Ex. The girl lost her balloon.Expressive Vocabulary: Shown a picture, the student has to either tell what is happening, what someone is doing, or what the picture is.Understanding Spoken Paragraphs: Short paragraph is read to student with no visual cues and then is asked 5 questions about what was read.Number Repetition – Forward: 2 numbers up to 9 numbers are said aloud and the student has to repeat them backNumber Repetition – Backward: 2 numbers up to 8 numbers are given and the student is asked to repeat them aloud backwards.Familiar Sequence: The student is timed while asked to say common sequences such as days of the weeks, months of the year, counting to 10 and then to do them backwards.

After the Goals are Written…

Progress Monitoring what is working AND what is NOT working!

• Establish baselines

• Consult the norms

• Monitor progress at the same time report cards are given

• Share progress with parents and gen ed teacher • Adjust teaching strategy if necessary Concentrated effort for at least “one year’s progress in one year’s time”

Progress Monitoring – Making it Meaningful to Parents

Classroom data Work samples Assessment data Teacher Observations

Questions to consider???? (Great ?’s for parents to ask)

What data will be collected Who is going to collect the data How will the data be collected

How often will the data be collected

A Picture is Worth a 1,000 Words

Data should be displayed in a chart or graph

Visual representation of performance Parents can easily understand graphs

Trend lines – Goal lines

Students can be motivated by graphs

How to make the progress reports meaningful to the gen ed teacher,

parents, and student

What teaching strategies can be shared across home and school settings

Share data across school and home Share data with the student

Graphs PR’s Rewards for progress

Motivation

THANK YOU!