Progress Monitoring Across Home & School Settings from a Parent’s Perspective

1. 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 46142 317-233-7686 lisakovacs4@gmail.com

2. 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.

3. 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

6. 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.

7. 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”

8. 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

9. 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

10. 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

11. Motivation THANK YOU!