iSEEK - Education

5 Consider the following activities based on the progress monitoring level that you’ve chosen for your school. July-August GOAL—DEVELOP A PLAN FOR PROGRESS MONITORING Progress Monitoring is an approach to measuring the growth of student proficiency in the core educational skills that contribute to success in the curriculum. For reading, reading aloud fluently and accurately from text (Oral Reading) is measured. The purpose of progress monitoring is to provide educators with an efficient ways

3 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=3 centeroninstruction.org/files/Handouts_Support.pdf#page=3

BE INTERPRETED AS THE SET OF PROCEUDRES UTILIZED TO MONITOR STUDENT GROWTH IN READING. Time Line July/August o Decide on the level at which you will proceed (classroom, grade, or school-wide) o Prepare materials o Decide on a monitoring schedule o Practice probe administration and scoring o Develop a data-management system o Develop background knowledge September o Conduct a Fall screening o Identify students at-risk

5 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=5 centeroninstruction.org/files/Handouts_Support.pdf#page=5

5 Consider the following activities based on the progress monitoring level that you’ve chosen for your school. July-August GOAL—DEVELOP A PLAN FOR PROGRESS MONITORING Progress Monitoring is an approach to measuring the growth of student proficiency in the core educational skills that contribute to success in the curriculum. For reading, reading aloud fluently and accurately from text (Oral Reading) is measured. The purpose of progress monitoring is to provide educators with an efficient ways

6 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=6 centeroninstruction.org/files/Handouts_Support.pdf#page=6

6 Activity 5—Develop Background Knowledge Read the following selection and discuss in your study group. Use suggested discussion questions from Appendix 1. Results by Mike Schmoker, pp. 1-21. GRADE LEVEL Activity 1—Develop Materials Decide on materials to use for progress monitoring. Develop probes or get the prepared materials from the website. Refer to Section 6 of the Content Module for more details about selecting materials. Activity 2—Establish a Monitoring Schedule Make

7 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=7 centeroninstruction.org/files/Handouts_Support.pdf#page=7

7 Activity 2—Establish a Monitoring Schedule Make decisions about how often to monitor students and who to monitor. A suggested schedule would be to screen school-wide three times a year (Fall, Winter, and Spring) and monitor the bottom 40% of grade once per week. Refer to Section 7 of the Content Module for more information about monitoring schedules. Activity 3—Probe Administration and Scoring Review and practice progress monitoring procedures. Please see Section 3 of the Content Module for

20 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=20 centeroninstruction.org/files/Handouts_Support.pdf#page=20

this have an influence on implementation of a progress monitoring system in our building? 4) How can we improve teamwork and collegiality in our building? 5) How can we capitalize on teacher expertise in our building as we implement the progress monitoring system? 6) What will effective teamwork in designing a progress monitoring system look like in our school? 7) How can administrative collaboration be improved in our school? Fuchs, L.S., Fuchs, D., & Hosp, M.K. (2001). Oral reading fluency

21 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=21 centeroninstruction.org/files/Handouts_Support.pdf#page=21

21 Davidson, M. & Myhre, O. (2000). Measuring reading at grade level. Educational Leadership, February, 25-28. 1) How does the Victory 1000 program described in this article compare to the progress monitoring system that we will be implementing? 2) Are there components described in this article that we should consider when implementing our progress monitoring system? 3) What benefits can we foresee will result from implementation of a school wide progress monitoring system (discuss in terms

32 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=32 centeroninstruction.org/files/Handouts_Support.pdf#page=32

our school as they set goals for their students? 4) Discuss the purpose of individual goals versus classroom benchmarks. 5) How will you argue for the progress monitoring system if someone is against it? 6) Discuss how data collection can improve educational outcomes for students in your school. Reflect on Schmoker’s comments in Chapter 3 Chapters 4 and 5 1) How can implementation of instructional interventions (through use of a progress monitoring system) produce swift and significant

33 0 http://centeroninstruction.org/files/Handouts_Support.pdf#page=33 centeroninstruction.org/files/Handouts_Support.pdf#page=33

produce long-term gains in our school as a whole? 2) How can setting goals for the percentage of students that will achieve a specific benchmark level by each screening result in identification of areas for improvement, discussion, and corrective action in our school? 3) How might rubrics be integrated into our progress monitoring system? 4) How can we improve our system of progress reporting to parents, using the data we’re collecting? 5) How might progress monitoring lead to improvement in

centeroninstruction.org/files/Handouts_Support.pdf#page=5

Average Rating (0 votes)

Progress Monitoring for Elementary Mathematics/Stecker

5 5

45 45

47 47

63 63

1 0

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

5 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

45 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45

Brief Historical Perspective of Progress Monitoring in Mathematics � Roots of progress monitoring (specifically curriculum-based measurement) at Institute for Research on Learning Disabilities at the Univ. of MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies in reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate implementation: Researchers concluded that teachers did not comply with data-based rules for

47 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=47

Brief History � With research demonstration of improved achievement for students with mild disabilities whose teachers used progress monitoring for instructional planning in mathematics, the Fuchs and Fuchs team expanded measures to include concepts and applications � Simultaneously, Fuchs and Fuchs implemented progress monitoring in mathematics in general education classrooms

63 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=63

See http://www.edcheckup.com EdCheckup: Cloze Math � Web-based progress monitoring system � Robust indicator consisting of basic facts in addition, subtraction, multiplication, and division--80 problems administered for 2 minutes � May select electronic scoring option or paper and pencil option

centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5

Average Rating (0 votes)

Supporting Teachers who Are Implementing Student Progress Monitoring: A Guide for Administ...

31 31

46 46

47 47

54 54

1 0

54 Leadership Activities: Sep-Oct „ Keep study groups moving forward „ Assist teachers in completing the fall screening „ Participate in determining “At Risk” „ Collaborate in setting student goals and class-wide benchmarks „ Secure assistance for teachers as they begin progress monitoring From Deno, Lembke, & Reschly—University of Minnesota Do not reproduce without permission

31 0 http://centeroninstruction.org/files/PPT_Support.pdf#page=31 centeroninstruction.org/files/PPT_Support.pdf#page=31

31 Issues Districts Might Address With the Help of CBM Monitoring Student Progress in Special Education Screening for Special Education Referrals Eligibility for Special Education Progress in General Education: Student, Class, Grade School Improvement Plans

46 0 http://centeroninstruction.org/files/PPT_Support.pdf#page=46 centeroninstruction.org/files/PPT_Support.pdf#page=46

46 Leadership for Developing a School- wide Progress Monitoring System Stan Deno Erica Lembke Amy Reschly Leadership Team Activities (pgs 24-35 in your handouts) Leadership Team Content Module (available on www.progressmonitoring.org) Study Group Activities (pgs. 2-23 in your handouts) Study Group Content Module (available on www.progressmonitoring.org)

47 0 http://centeroninstruction.org/files/PPT_Support.pdf#page=47 centeroninstruction.org/files/PPT_Support.pdf#page=47

47 Goals of Teacher’s Study Group (Set-up) Identify and organize monitoring material Develop a plan for progress monitoring Complete Fall Screening Set goals for individual students, establish classwide benchmarks, and begin progress monitoring Implement a data utilization rule for individual students and revise programs From Deno, Lembke, & Reschly—University of Minnesota Do not reproduce without permission

54 0 http://centeroninstruction.org/files/PPT_Support.pdf#page=54 centeroninstruction.org/files/PPT_Support.pdf#page=54

54 Leadership Activities: Sep-Oct Keep study groups moving forward Assist teachers in completing the fall screening Participate in determining “At Risk” Collaborate in setting student goals and class-wide benchmarks Secure assistance for teachers as they begin progress monitoring From Deno, Lembke, & Reschly—University of Minnesota Do not reproduce without permission

centeroninstruction.org/files/PPT_Support.pdf#page=54

Average Rating (0 votes)

Reading/Language Arts (CA Dept. of Education)

1 0

other online databases, newsgroups, Web pages) • Teaching students the names, purposes, methods, and limitations of different electronic sources (e.g., automated library catalog, Web sites, e-mail) • Teaching students the methods necessary for using electronic sources, such as navigating within one source and searching one source or a database for a specific topic before searching in multiple sources and for multiple topics • Providing students ample opportunities to explore and learn in one type of

167 0 http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167 www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167

other online databases, newsgroups, Web pages) • Teaching students the names, purposes, methods, and limitations of different electronic sources (e.g., automated library catalog, Web sites, e-mail) • Teaching students the methods necessary for using electronic sources, such as navigating within one source and searching one source or a database for a specific topic before searching in multiple sources and for multiple topics • Providing students ample opportunities to explore and learn in one type of

www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=167

Average Rating (0 votes)

Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Proced...

1 0

4PROCEDURES FOR IMPLEMENTATION CBM is an evidence-based system of screening and progress monitoring that teachers use on a frequent basis to screen all students in a school, grade, or class and to assess the effects of instruction on student performance. When using the measures for screening, individual teachers, schools, or districts typically administer measures to students in the fall, winter, and spring. Results from these tests are used to determine students’ level of risk related to meeting benchmark

10 0 http://centeroninstruction.org/files/CBMeasurements.pdf#page=10 centeroninstruction.org/files/CBMeasurements.pdf#page=10

4PROCEDURES FOR IMPLEMENTATION CBM is an evidence-based system of screening and progress monitoring that teachers use on a frequent basis to screen all students in a school, grade, or class and to assess the effects of instruction on student performance. When using the measures for screening, individual teachers, schools, or districts typically administer measures to students in the fall, winter, and spring. Results from these tests are used to determine students’ level of risk related to meeting benchmark

centeroninstruction.org/files/CBMeasurements.pdf#page=10

Average Rating (0 votes)

Fun with the Sun

Energy For The Future Activity 8: Wind Detection Student Assessments

1 0

Energy For The Future Activity 8: Wind Detection Student Assessments

54 0 http://www.nrel.gov/docs/gen/fy01/30928.pdf#page=54 www.nrel.gov/docs/gen/fy01/30928.pdf#page=54

Energy For The Future Activity 8: Wind Detection Student Assessments

www.nrel.gov/docs/gen/fy01/30928.pdf#page=54

Average Rating (0 votes)

Data-Based Instructional Decision Making

16 What Is the Status of Progress Monitoring in Your School? „ What efforts have you already made toward implementation of progress monitoring? „ What are your goals for implementation for next year? „ What are your goals for implementa...

1 0

16 0 http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=16 centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...

16 What Is the Status of Progress Monitoring in Your School? What efforts have you already made toward implementation of progress monitoring? What are your goals for implementation for next year? What are your goals for implementation 3 years from now? Considerations: – Time – Money – Technology – Training ACTION PLAN

centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...

Average Rating (0 votes)

Student Progress Monitoring

Student Progress Monitoring: The National Center on Student Progress Monitoring Skip to Content | Accessibility | Español National Center on Student Progress Monitoring Home About Us Resources Online Trainings Families Tools Discussions & New...

www.studentprogress.org/

Average Rating (0 votes)

Tracking Foreign Students in the U.S.: Recent Developments. ERIC Digest.

Of the 19 identified hijackers (in the September 11 attacks), three were present in the United States on student visas. At least two of those terrorists gained skills to carry out those attacks at an American flight school. Those attacks demonstrate how easily alie...

www.ericdigests.org/2004-4/tracking.htm

Average Rating (0 votes)

Career/Technical Education Standards (CA Dept. of Education)

1 0

Network Communications Pathway C4.0 Students understand network project management: C4.1 Analyze network system interdependencies and constraints. C4.2 Understand the processes used in managing and maintaining various types of electronic networks. C4.3 Understand the implications of major protocols and international standards and their impact on data transmission. C5.0 Students understand network communication applications and infrastructure: C5.1 Know the appropriate uses of

280 0 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=280 www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=280

Network Communications Pathway C4.0 Students understand network project management: C4.1 Analyze network system interdependencies and constraints. C4.2 Understand the processes used in managing and maintaining various types of electronic networks. C4.3 Understand the implications of major protocols and international standards and their impact on data transmission. C5.0 Students understand network communication applications and infrastructure: C5.1 Know the appropriate uses of

www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=280

Average Rating (0 votes)

Back to search results

1 2 3

Pages

Send results

Total time to process: 6541ms - Cache load: 0ms.

All Subjects
Art/Dance
Career Education
Civics/Government
Economics
English Language Arts
English as a Second Language
Foreign Languages
Global Studies
Health/Physical Education
History/Geography
Mathematics
Music/Theater
Philosophy
Psychology
Professional Development
Religion
School Adminstration
Special Education
Earth Science
Life Science
Physical Science
Technology