Progress Monitoring

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by JMKorotev
Last updated 3 years ago

Discipline:
Resources & Tools
Subject:
Lesson Planning
Grade:
6,7,8,9

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Progress Monitoring

"Students don't have predetermined or fixed ability."

Contributing Factors to Representation and Marginalization are...Persistent inequalities: race, socio-economic status, ability, lanugage, sexual identity,etc. -WHERE and HOW students are served impacts their achievement-Even those with great commitment to equalization, inclusion, and social justice, segregation and marginalization of students still occursHow to address these issues...Integrated Comprehensive Services (ICS)I: Each student educated in heterogeneous school and community environmentsC: Each student has the least fragmented, most cohesive education based on his/her individual learning styles and needs S: All staff share learning for each student and educated each learner in the schools and classrooms they would attend if not labeled Capper presentationAssessment in relation to Representation and Marginalization...-Disproportionality: there is an over representation of students of color in special education classes-Once a student is placed in a special education program/classroom he/she usually does not return to the standard classroom. He/she does not thrive and is more likely to leave/quit school. -Students placed in special education settings are ususally there because of their behavior and not academics-Data is able to tell us a lot before an assessment has to be administered. A teacher/staff can observe students in the hallways, interacting with friends, work done on homework, etc. -Tier 3 is being skipped, espically with students of color. They are automatically placed in special education classes. Assessment can be used to prove or disprove academic achievement or success.Dr. Yehle guest speaker

Differentiation includes steps we take to help students access the curriculum. It is a part of the broader, UDL picture. Equality doesn't mean fair. Differentiated Instruction: teaching that is aligned with each individual student's educational needs. Students with similar needs can receive group instruction, but each student receives what he or she needs. (Hosp 147)

Differentiation

Progress Monitoring

THERE AREN'T ANY AVERAGE STUDENTS!The purpose of UDL is...-To get to marginalized students that have been under-served. -To make everyone a successful learner.The key to UDL is designing flexible lessons.How?-There sould be mulitple means of presenting the information-Students should be provided with multiple means of action and expression. -There hsould be multiple means of engagementUDL: Principles and Practice Video

Universal Design for Learning (UDL)

AssessmentMethodsReviewing products, work samples, files and recordsInterviewing students, educators, peers, parents, or othersObserving students and/or educators during instructionTesting to prompt performance that is not apt to occur spontaneously, or that needs to be assessed under consistent conditions(Hosp 4)

Multi-Tiered System of SupportTiered instruction: used to address areas that require further supplemental or intensive instruction. (Hosp 149)Response t0 Intervention ...was designed to imporve academic performance of struggling students with and without disabilities and to provide practitioners with more valid means of disability identification. Tiers of incresingly intensive instructionTIER 1-General instruction all children recieve in the classroomTIER 2-Small group instruction that relies on empirically validated instructional practices typically invovling small group interventions*Many children struggling in primary grades respond successfully to Tiers 1 or 2. TIER 3 -One on one or very small group intensive instruction (2 different models)1,Intensified tier 2 instruction: this involves looking at the duation of the intervention. Increasing the amount of time each session, the number of days per week, and number of weeks the intervention lasts can help with instruction. 2.Data Based Individualization (DBI): empirically proven method for individually tailoring instruction for students with significant learning problems. This is one on one instruction between the teacher and student. It includes setting a goal, collecting three initial scores, collecting data, and plotting the progress. Fuchs et al. Postivie Behavioral Interventions and Supports...is a systemic educational approach that relies on aligning evidence-based strategies with student need to effect positive behavioral outcomes. (Hosp 12)** What RtI and PBIS looked like in my Field 1 experience at Onalaska Middle School: RtI and PBIS were fit into every day at OMS during an intervention time they called "Topper Time." The Topper Times varied. For example there was pre-teach and re-teach for every subject, advanced reading and writing, and specific groups for behavioral instruction. Every 6 weeks, all of the different PLC groups got together and picked students they wanted to be in their Topper Time. It ran almost like a bidding process. The teachers would come with the students they knew were struggling or excelling in their classes and "bid" or try and claim them for the next 6 weeks. Every day students had Topper Time for 45 minutes. I was in an English classroom, so I was able to sit in on a pre-teach intervention. My cooperating teacher would provide examples (different than she would use later in class) to teach concepts that were coming up. For example, she pretaught one group of kids how to pick out the "big ideas," emotions, and contextual evidence in different pieces of literature as a way for the students to be on top of things when it came time to learn them in the regular classroom. My cooperating teacher explained it to me as a way for the students to not fall behind, she was pre-exposing them so they would have more time to comprehend the ideas during the regular class and allow them to not be marginalized.

Response to Intervention (RtI), Positive Behavioral Interventions & Supports (PBIS)& Multi-Tiered System of Support (MTSS)

To assure that the instructional changes put in place have the intended benefits for students. Monitoring through assessment and intervention allows teachers to determine if the instruction they are providing is working. In other words, are the students comprehending the material? Progress monitoring leads to RtI, PBIS, and MTSS in order to advocate for UDL. (Hosp 12-13)

What's the Purpose?

Representation & Marginalization


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