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

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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

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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

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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

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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

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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

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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

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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

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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

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

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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

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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

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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)

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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

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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

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