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Www.nccrest.org Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models.

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Presentation on theme: "Www.nccrest.org Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models."— Presentation transcript:

1 Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models

2 Introductions Facilitators and Sponsors

3 Introductions National Center for Culturally Responsive Educational Systems NCCRESt

4 What’s in an Educational System? People Policies Practices

5 People Policies Practices What are Culturally Responsive Educational Systems?

6

7 Leadership Academies

8 Roles

9 Outcomes 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.

10 Agenda 15 min Introductions, Greetings, & Warm-Up 40 minActivity 1: RTI Assessment minLecturette 1: Culturally Responsive Progress Monitoring: Collecting and Using Data to Assess Student Progress and Inform Educational Decisions 40 minActivity 2: Developing a Rubric as a Universal Screening Tool 10 minBreak 15 minLecturette 2: Using Data to Inform Movement to the Secondary Interventions Tier 20 minActivity 3: Linking Progress Monitoring to the Design of Culturally Responsive Secondary Interventions 30 minLeave-taking and Feedback

11 Activity 1: RTI Assessment 101 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

12 Lecturette 1 Collecting and Using Data to Assess Student Progress and Inform Culturally and Linguistically Appropriate Educational Decisions

13 Agenda

14 A Comprehensive Approach to Monitoring Student Progress Qualitative What does it look like? Quantitative How many and how much?

15 Beyond Culturally Responsive Instruction and Universal Interventions: Assessment of Student Learning in Culturally Responsive RTI Frameworks Assess Student Learning & Behavior Tune Instructional Decisions Provide High Quality LearningOpportunities StudentLearning

16 A Form of Assessment: Progress Monitoring Assess Student Learning & Behavior Tune Instructional Decisions Provide High Quality LearningOpportunities StudentLearning

17 Students as Active Participants in Progress 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. Every member:AlwaysAlmost Always SometimesNot 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

18 Progress Monitorin g ClassroomFormative Summativ e School- wide Formative Summativ e Overview of Progress Monitoring

19 Overview of School-wide Progress Monitoring School Plan : Instruments and observations How often and in what areas Interpreting and utilizing data

20 Progress Monitorin g ClassroomFormative Summativ e School- wide Formative Summativ e Overview of Progress Monitoring

21 Determine whether students are benefitting from an instructional program Identify students not demonstrating adequate progress, and consider student data disaggregated by language, gender, race, & ethnicity Build culturally responsive instruction/ interventions for students not benefitting from current practices Compare efficacy of different forms of instruction & design more effective, individualized instructional programs Determine expectations (outcomes) for the quality & rate of student progress that consider language and other relevant student factors Progress Monitoring In Culturally Responsive RTI Frameworks Helps Educators…

22 Progress Monitoring in the Classroom: Designing & Selecting Appropriate Progress Monitoring Tools Desired outcomes for students come first! Multiple pathways for producing the desired product or performance Students’ diverse backgrounds, experiences, skills and abilities

23 Progress Monitoring in the Classroom: Utilizing & Interpreting Progress Monitoring Tools How often when, where, by whom? What is the process for data interpretation?

24 Qualitative What does it look like? Progress Monitoring in the Classroom: Performance Assessment

25 Africa 2008

26 Progress Monitoring in the Classroom: Performance Assessment BASICPROFICIENTADVANCED 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.

27 Progress Monitoring in the Classroom: Performance Assessment

28 Progress Monitoring in the Classroom: Curriculum Based Measurement Quantitative How many and how much?

29 Example of a CBM in Math: Concepts and Applications Steps to CBM: Create or select appropriate probes Administer and score probes Graph scores Look for patterns of student performance across student factors Set goals Make curricular and instructional decisions Provide feedback to students and families

30 Ensuring Progress Monitoring is Culturally Responsive Incorporate 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).

31 Agenda

32 Activity 2: Developing a Rubric as a Universal 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

33 Lecturette 2 Scaling Up to Universal Screening: Context and Cultural Considerations

34 Agenda

35 Progress Monitoring to Universal Screening Quantitative How many and how much? What students & teachers bring with them What’s already there The work people do together Cultures in the Classroom The Classroom Culture School Cultures

36 Universal Screening in RTI Frameworks CollectingCollecting The Role of Schools in Identifying Data Sources in their own Contexts Data Sources in their own Contexts The Role of Schools in Identifying Data Sources in their own Contexts Data Sources in their own Contexts DisaggregatingDisaggregating Planning for Improved Instruction Using Data to Inform Student Movement Across Tiers Movement Across Tiers Using Data to Inform Student Movement Across Tiers Movement Across Tiers

37 Cautions & Tensions with Universal Screening: Determining Norms for Performance

38 What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

39 What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

40 What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

41 Progress Monitoring Progress Monitoring in classroom Universal Screening of all Students Procedures for quantitative AND qualitative analysis of educators’ and students’ needs based on Universal Screening results. Putting it all Together: Holistic Progress Monitoring in RTI Frameworks

42 Agenda

43 Activity 3: Linking Progress Monitoring to the Design of Culturally Responsive 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

44 Leave Taking Thank you for your participation!


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