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Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models. Introductions Facilitators and Sponsors. Introductions National Center for Culturally Responsive Educational Systems NCCRESt www.nccrest.org. What’s in an Educational System?.

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slide1

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

www.nccrest.org

introductions national center for culturally responsive educational systems nccrest www nccrest org

IntroductionsNational Center for Culturally Responsive Educational SystemsNCCREStwww.nccrest.org

www.nccrest.org

leadership academies

Leadership Academies

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roles

Roles

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outcomes
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.

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agenda
Agenda

15 min Introductions, Greetings, & Warm-Up

40 min Activity 1: RTI Assessment 101

20 min Lecturette 1: Culturally Responsive Progress Monitoring: Collecting and Using Data to Assess Student Progress and Inform Educational Decisions

40 min Activity 2: Developing a Rubric as a Universal Screening Tool

10 min Break

15 min Lecturette 2: Using Data to Inform Movement to the Secondary Interventions Tier

20 min Activity 3: Linking Progress Monitoring to the Design of Culturally Responsive Secondary Interventions

30 min Leave-taking and Feedback

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activity 1 rti assessment 101
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

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

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Agenda

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a comprehensive approach to monitoring student progress
A Comprehensive Approach to Monitoring Student Progress

Quantitative

How many and how much?

Methods of gathering data

on student achievement

and rate of progress

Interpretation of collected data

Decisions about instruction

grounded in interpretations

of data

Qualitative

What does it look like?

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Provide High Quality

Learning

Opportunities

Assess Student

Learning & Behavior

Student

Learning

Tune Instructional

Decisions

Beyond Culturally Responsive Instruction and Universal Interventions: Assessment of Student Learning in Culturally Responsive RTI Frameworks

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a form of assessment progress monitoring

Provide High Quality

Learning

Opportunities

Assess Student

Learning & Behavior

Student

Learning

Tune Instructional

Decisions

A Form of Assessment: Progress Monitoring

Progress monitoring is the holistic assessment of students’ learning over time with tools that engage students in meaningful, authentic tasks that allow them to demonstrate their knowledge and inform culturally responsive instruction and interventions in RTI.

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students as active participants in progress monitoring an example
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.

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overview of school wide progress monitoring
Overview of School-wide Progress Monitoring

School Plan :

Instruments and observations

How often and in what areas

Interpreting and utilizing data

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progress monitoring in the classroom designing selecting appropriate progress monitoring tools
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

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progress monitoring in the classroom utilizing interpreting progress monitoring tools
Progress Monitoring in the Classroom: Utilizing & Interpreting Progress Monitoring Tools

How often when, where, by whom?

What is the process for data interpretation?

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Progress Monitoring in the Classroom: Performance Assessment

Performance

Assessment

Qualitative

What does it look like?

progress monitoring in the classroom curriculum based measurement
Progress Monitoring in the Classroom: Curriculum Based Measurement

Quantitative

How many and how much?

Performance

Assessment

Curriculum Based

Measurement

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

Example of a CBM in Math: Concepts and Applications

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ensuring progress monitoring is culturally responsive
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).

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Agenda

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activity 2 developing a rubric as a universal screening tool
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

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lecturette 2 scaling up to universal screening context and cultural considerations

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

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Agenda

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Progress Monitoring to Universal Screening

Quantitative

How many and how much?

Curriculum Based

Measurement

Cultures in the Classroom

What students &

teachers bring

with them

What’s already

there

The work people

do together

The Classroom Culture

School Cultures

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universal screening in rti frameworks
Universal Screening in RTI Frameworks

Collecting

The Role of Schools in Identifying

Data Sources in their own Contexts

Disaggregating

Planning for Improved Instruction

Using Data to Inform Student

Movement Across Tiers

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slide38
What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

Culture

Equity

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slide39
What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

Culture

Equity

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slide40
What to do with Universal Screening Data: Implications for Curriculum, Instruction, & Student-Specific Interventions

Culture

Equity

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Agenda

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Activity 3: Linking Progress Monitoring to the Design of Culturally ResponsiveSecondary 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

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leave taking
Leave Taking

Thank you for your participation!

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