Progress Monitoring & Formative Assessment
Focus on Grades K-3
Progress monitoring can be overwhelming with all the tools and technology available today. The goal is to find the process that will fit your needs and help you plan for instruction. We want to consider all of our grade level TEKS, the Standards Based Report Cards, and what we know to be developmentally appropriate best practices.
Typically, when teachers discuss progress monitoring they tend to focus on students who are struggling. This is important, but my challenge to you is to consider not only students who are below level, but on level or above level and how you are planning for their sustained or advanced progress as well.
Hatch Early Childhood has identified 5 simple steps that can serve as our starting points when developing a progress monitoring framework.
Step 1: Determine current levels of performance through an agreed upon assessment
Step 2: Based on the initial assessment, specific goals are identified for learning that will take place over a specific time.
Step 3: An organized system for observing and documenting performance is measured on a regular basis is identified
Step 4: Progress toward meeting the goals for the child is measured comparing expected and actual rates of learning
Step 5: Instruction is then adjusted based on this information to best meet the individual child’s learning needs.
An Examination of Best Practice Strategies for Monitoring Progress to Improve Outcomes in Early Learning Classrooms
(a link to the complete guide is posted below)
Often teachers are not invited to be a part of the decision making group that selects district or state mandated assessment tools. The National Center on Intensive Intervention's Technical Review Committee (TRC) established a standard process to evaluate the scientific rigor of commercially available tools to monitor student's progress.
The National Center on Intensive Intervention defines progress monitoring as repeated measurement of academic performance for the purpose of helping schools individualize instructional programs for students in grades K-12 who have intensive instructional needs. For this purpose, the NCII recommends that progress monitoring be collected weekly to assess whether student progress is adequate to meet the student’s instructional goal. If not, the teacher adjusts the instructional program to better meet the student’s needs and continues to monitor progress. This process recurs throughout intervention to formatively develop an effective, individually tailored instructional program. Below is a link to the review of the most widely used assessment tools.
Can you identify the AISD selected tools? How are they rated?
**Review the list and then please share your findings, wonderings and questions with your elbow partners.
**Decide together which wonderings, questions or concerns you'd like to share out with the group and jot those on a sticky note.
Once tools are selected and a plan developed, what do we do with the results?
Clink the link below to read the RTI article on
"Linking Progress Monitoring to Intervention"
**Select one of the student case studies that resinates with you and share with your 3:00 appointment partner
Apart from the initial formal assessments are the ongoing progress monitoring or data collection forms. Thinking about creating or finding these forms is often a source of stress for many teachers. My problem is that nowadays there are so many to choose from I worry that I did not select "the best" tool. The truth is there is not one perfect tool. With access to the internet we have many free commercial resources, Pinterest, and Teacher's Pay Teachers and other resources available. Below is a link to a collection of graphic organizers, rubrics, and tools for collecting data gathered by special education teachers. Many of these are editable and can be altered to fit your specific needs. The only key to success is to pick the format you feel most comfortable using that meets the needs of your students.
Like it or not, the 21st Century is the information age. Educators have to be ready to share specific data and results with administrators, parents, community stakeholders, politicians and the general public. If we are progress monitoring correctly, whenever we are asked, "How's little Johnny or Maria progressing?" Instead of saying..."Good". "Fine" "Not well" "Struggling".
How about being able to say, "Come here, let me show you the results of what we've been working on."
That's when the work pays off!