Lauren MachenDr. GarrettEDUC 42122 February 2017Progress MonitoringProgress monitoring can be defined as, “repeated measurement of academic performanceto inform instruction of individual students in general and special education in grades K-8.” It isthe process by which teachers or other school personnel regulate if students are advancingappropriately from the emblematic instructional program, identifies students who are not makingadequate progress, and supports the construction of effective intervention programs for studentswho are not improving from typical instruction.There are numerous ways progress monitoring can be used in reading instruction. One ofthe methods is running records. A running record is a mechanism that helps teachers to …show more content…
In addition, keeping running records to monitor a student’s progress issimilar to a medical diagnose on weight gain. You are able to run an assessment, analyze themiscues (problem areas), and reinforce ways to improve the prior assessment (prior number onthe scale). Referring back to education terms, how you plan for instruction to improve a student’scapabilities.Another way to progress monitor a student’s reading is through developmental readingassessment (DRA). “The Developmental Reading Assessment (DRA) is a standardized readingtest used to determine a student’s instructional level in reading.” The DRA is conducted one onone to students by teachers and/or reading specialists. Students read a selection and then retellwhat they have read to the examiner. As the levels escalate, so does the complication level foreach selection. The DRA is conducted to all students in 1st through 3rd grade during testing inSeptember and May. The test shows where the student is at the beginning of the school year, andyou are able to see how much they have improved by the end of the school …show more content…
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning. These assessments are great tools that be used in theclassroom, after you have received the data from these assessment you are able to planinstruction. Through instruction is when you find strategies and activities to promote studentgrowth. No child should ever end a school year being on the same reading level, or a lowerreading level from where they started. Advancement is critical in the school system and everychild deserves to succeed to their full potential.Fuchs, L.S. & Fuchs, D. (1986). Linking assessment to instructional intervention: An overview.School Psychology Review, 15,
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Imagine this: You and your classmates are asked to lift ‘x’ amount of weight, ‘x’ amount of times, or for ‘x’ period of time. During these lifts, you will be analyzed and assessed based off performance. The assessment will begin during or after instructions are given and will continue throughout the semester. Steady build of progress is expected and select milestones must be obtained in order to perform well in the class. After the instructions are given, you and your classmates are to begin performing the required criteria.
The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
The author explains that multiple means of data collection must be used to identify students. Additionally, assessments tools used by educators must be reliable and valid. Furthermore, educators need to frequently gather data on students who are considered at risk several times per year in the areas of reading and math. The author further explains that a team of educators should identify evidence-based instructional strategies the general education teacher should apply before making a special education referral for services.
Assessment: Describe some approaches to ELA assessment used in your classroom. Use specific examples. How do these align with assessment principles in chapter 5 and/or chapter 10? My introduction to assessment during this practicum took place during my first two sessions.
A running record is an important tool that is one component of a three component process to identify the students appropriate instructional text level and determine if he/she is ready to progress to the next level. The first part of establishing a running record is to have the student read from grade level passages or books and to document their reading performance. The second part requires having the student retell the passage and evaluate their comprehension by using the retelling rubrics. The last part includes having the student complete an oral or written comprehension quiz which provides information for each question describing the skill it assessed in order to identify comprehension skills that require further practice (Learning A-Z,
I completed the decoding activity and the memory activity for to understand the difficulties of children who struggle with reading. The visual acuity activity and the auditory activity were apart of the attention section,
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
Introduction Children develop at different paces and one is to ensure differentiation at all levels. Assessment is an essential element of education used to inform instruction. In order for educators to implement instruction with purpose and benefits, one must assess their students to determine a student baseline performance. Students enter a classroom with diverse backgrounds and skills. Furthermore, this author will critique two scholarly articles on assessment.
Justification: (approximately 100-150 words) Based on Nicole’s SDQA scoring sheet, her instructional level was not determined because she did not score two errors on any level. She scored at 5th grade independent level and 6th grade frustration level. Her score sheet reveals that her reading skills strengths include phonemic awareness and letter-sound knowledge and decoding because she recognized letter patterns in some of the words she misread. This leads me to believe that Nicole has strong phonic analysis skills and a high sight word vocabulary which allows her the confidence to attempt reading multisyllabic words. Nicole’s reading level should begin at the 4th grade level because the last grade-level word list scored as independent was 5th grade.
This monitoring is used to determine changes in how the child is taught, continuing progress monitoring throughout instruction and evaluating the changes. Involving the parent throughout the process and following the timelines of IDEA 2004, unless both the parent and teacher agree to
I would also like to provide continuous progress monitoring. Assessments like the Response to Intervention model (RTI) will better inform me of the student’s strengths and weaknesses. Then with this knowledge I can better adapt my instruction to continually meet the student’s needs (Hallahan et al.,
• What are the strengths of this assessment tool? This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers. •
In order to make their learning and assessment ongoing and not episodic, I develop an appropriate curriculum, planning lessons to meet students' learning needs and using inferences about student progress to inform my teaching. I make lessons and assessments a linked series of activities undertaken over time, so that progress is directed towards the intended course goals and the achievement of relevant