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

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 Clinical Evaluation of Language Fundamentals (CELF-4) (average 8-12) Concepts and Following Directions11 (age 7-2)9 (age 7-2)10 (age 8-10)13(age ↑ ) Formulated Sentences11 (age 7-3)12 (age 8-9)12(age 9-9)15(age 19-3 ) Sentence Structure/Assembly10 (age 6-4)9 (age 7-3)11(age 8-9)17(age ↑17-11) Word Classes - Receptive12 (age 7-11)10 (age 7-6)11(age 8-10)8(age 8-6 ) Word Classes - Expressive14 (age 7-11)11 (age ↑ 7-11)14(age 10-9)11(age 10-3 ) Words Classes Total13 (age 7-11)10 (age 7-10)9(age 9-6)8(age 9-2 ) Expressive Vocabulary11 (age 7-4)14 (age ↑ 9-11) 15(age ↑ 9-11) Recalling Sentences10 (age 6-8)8 (age 6-5)12(age 9-9)11(age 10-3 ) Understanding Spoken Paragraphs11 (no age available)6 (no age available)15(no age available)13(no age available) Word Structure11 (age 7-1)12 (age ↑ 8-11)13(age ↑ 8-11)N/A Number Repetition Forward8 (age 5-3)9 (age 11-0)13(age 13)13(age 16-3 ) Number Repetition Backward8 (age 5-0)7 (age 6-3)9(age 6-9)9(age 8-6 ) Number Repetition Total7 (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 Total Receptive Language Total Language

Oral and Written Language Scales (OWLS) (average 100) Listening Comprehension110 (age 6-9)107 (age 8-5)103 (age 9-2)100 (age 9-10) Oral Expression102 (6-0)103 (age 7-10)115 (age 10-10)109 (age 11-6) Total Oral Composite106 (age 6-5)105 (age 8-2)109 (age 10-0)104 (age10-8) Kaufman Test of Educational by grade Achievement 2nd Ed. (KTEA-II) (average ) Letter & Word Recognition111 (age 6-6)98 (age 7-3)109 (3.5)95 (3.3) Reading ComprehensionDNT102 (age 7-3)104 (3.0)114 (5.10) Math Concepts & Applications114 (age 6-9)105 (age 7-6)118 (4.0)112 (4.11) Math Computation111 (age 6-9)92 (age 7-0)100 (2.8)103 (3.10) Written Expression99 (age 6-3)73(age 6-9)120 (7.8)108 (5.2) Spelling 100 (2.8)95 (3.1) Listening Comprehension125 (age 7-0)116 (age 8-3)102 (2.11)103 (3.2) Oral Expression93 (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 4 Concepts & 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 back Number 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!