record collection strategies …also known as progress monitoring
TRANSCRIPT
Record Collection Strategies
…also known as progress monitoring
Follow-up
1.Three sets
2.Record collection & Reflection
3.Determine Dates
Win/Win/Win/Win/Win
• accelerated learning• documentation• communication with families and
others• higher expectations for students
by teachers• fewer Special Education
referrals.
Progress Monitoring
Repeated measurementinforms instruction using monthly data
Reading Graph for Kelsey
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. 4-Oct
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1-Dec
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Date
Nu
mb
er o
f w
ord
s re
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1 m
inu
te
Baseline
Goal Line
© 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz
Sample CBM Graph
Reading Graph for Micah
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80
100
120
140
. 5-Oct
6-Oct
7-Oct
12-Oct
14-Oct
19-Oct
21-Oct
26-Oct
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3-Nov
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1-Dec
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Date
Num
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of w
ords
rea
d co
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1 m
inut
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Baseline
Goal Line
Guided-reading Guided-reading + decoding practice
Guided-reading + decoding practice +
comprehension
© 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz
Formal Progress Monitoring
Florida Assessment Instruction in Reading
Reading Comprehension• Students will read one, two or three passages
and answer questions following each passage
Maze • Students will read two passages• 3 minutes each
Word Analysis (spelling)• Students will listen and spell words heard on the
computer
Informal Progress Monitoring
Teacher generated, curriculum based assessment
Four for the Price of One!
1. Use in IEP evaluations 2. Designing & redesigning instruction3. Quarterly reports to parents4. Communication with other
professionals
Strategies Recipe Book
Curriculum Snapshots
Big Idea Most DifficultConcept
Minimum Levelof Mastery
Week 1
Week 2
Week 3
Week 4
Week 5
Curriculum Area:
Content Teacher:
© 2010 Lisa Dieker, PhD
GENERAL & SPECIAL EDUCATION
Student NameAllow Alternate Assignments
Allow feelings to be expressed
Call parent when missing work
Extra Time
Grade on content vs.Spelling
Graphic Organizer
Highlight Notes
Modified HW and/orClasswork
Monitor Agenda
Oral Assessment
Praise/encourage
Pref. Seating
Prov. Tea. Notes
Que and Prompt
Read and Clarify
Read Directions Aloud
Redirect
Revise All Written Work
Short Concise Directions
Shorted Assignments
Study Guide for Tests
Word Bank
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IEP/504 Plan Summary Sheet
© 2010 Lisa Dieker, PhD
Excel is Your Friend
Academic Monitoring: Templates for CBM, DIBELS™, and BEA.Behavioral Monitoring: Templates for DBRC, Time on Task, Frequency Monitoring and BOSS. Behavior Monitoring Forms: Forms to facilitate data collection: Narrative ABC Record, Behavioral Scatterplot, Teacher Behavior Log, Interval Sampling Recording Form, Daily Behavior Report Card and Monitoring Summary Sheet.Tricking it Out: Tricks to customize and personalize your graphs
teachers!
James McDougal, Karrie Clark, & Jacklyn Wilson State University of New York at Oswego
Comprehension Strategies across Content Areas
© 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz
•Comprehension self-monitoring.•Using graphic and semantic organizers (webs, charts, frames)•Summarizing•Answering questions and generating own questions•Knowing story structure/parts
Teaching Comprehension using Peer Assisted Learning•Cooperative learning•Multiple-strategy instruction
General Procedure for PALS
• 3 times/per week (30–45 minutes each)• Rank ordered, split in half (stronger readers in
top half are paired with weaker readers in bottom half)
• Pairs assigned to one of two teams• Teams and pairs remain together for 3–4 weeks,
and partners work to earn points for their team each week
• Text is at level of weaker reader• Stronger reader reads first to model• Teachers monitor students
© 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz
Reading Strategies for SciencePartner Reading (11–12 minutes):
• Stronger reader reads for 5 minutes• Weaker reader rereads same text for 5 minutes• Weaker reader retells selection
Prediction Relay (10 minutes):• Stronger reader makes prediction for next half page, reads half page, and stops to verify prediction for 5 minutes.
• Weaker reader continues with new text using same strategy for 5 minutes.
© 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz
Content Enhancement Routines
• Routines linking steps paired with a visual device or organizer.
• Final version of the device is co-constructed with the students
• For classes with diverse levels of ability
Teacher(s):
Time:
The
Course OrganizerStudent:
Course Dates:
This Course:
Course Questions:
isabout
Course Standards:13Type your course title here
Click here to type your course paraphrase which includes the “critical ideas” of the course
Click here to type the “course questions” that you expect every student in the class to able to answer.
Remember: “How” questions are more thought provoking than “What” questions.
Course Assessments:
CommunityPrinciples Learning Rituals
Course Map This Course:
includes
PerformanceOptions
Student:
Critical Concepts
Learned in theseUnits
5
4
6 78
Your Course Title Here
Click here to type your course learning rituals, routines, and methods of feedback for
students.
Click here to type your expectations for students regarding general tone of your classroom.
Click here to type your modifications for performance options.
Click here to type the important concepts
that you are going to teach.
Type the titles of your units in these boxes.
To add more boxes….
Simply highlight one of the boxes…
Select copy from the edit menu
above….
And move the box where you
want it.
To remove a box, click on it and hit
delete.
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U
NIT
SE
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-TE
ST
Q
UE
ST
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S
is about...
UN
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LA
TIO
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HIP
S
Student Activities or Assignments
UNIT MAP
CURRENT UNIT1 32
4
5
6
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8
Click here to list the activities or assignments your students will complete in this unit.
Type the preceding unit here Type the name of this unit here
Type your course title here
Type the following unit here
Paraphrase your unit in student friendly terms
hereRelated pg. #’s here
(if any)
Type relationships that might be found within this unit here.
Write questions that students should be able to answer when the unit is complete here.
Use these boxes to illustrate your content map.
As before, select a box and choose
copy from the edit menu above...
Then drag the box where you want it, and type in the new
information.
UNIT or BACKGROUND DATE:________ NAME:__________________LESSON ORGANIZER
Relationships LESSON TOPIC Task-Related Strategies
4
12 3
5is about...Lesson Map
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7 8
Challenge QuestionSelf-Test Questions
Tasks:
Click and type 1 or 2 words for main idea here
Relationship words here (pg. 34) Student strategy here (pg. 35)
Specify which unit this lesson came from hereType unit concept
here
Type unit concept here
Type unit concept here
Type unit concept here
Paraphrase what the lesson topic is about
here
Type lesson concept here
Type lesson concept here
Type lesson concept here
Type lesson concept here
Type lesson concept here
linking word linking word
linking word linking word
linking word
Type a question that will spark discussion and stimulate background knowledge here
1. Type question that students can ask themselves here
2. Type question that students can ask themselves here
1. List activity or assignment that students will complete here
2. List activity or assignment that students will complete here
Don’t forget to draw an arrow from the unit
concept to the lesson concept down below-then
delete this box
EALR’s:
List EALR’s MEASURED by this lesson here
Key Words
31 CONVEY CONCEPT
2 OFFER OVERALL CONCEPT
3 NOTE KEY WORDS
4 CLASSIFY CHARACTERISTICS
CONCEPT DIAGRAM 2
1
Always Present Sometimes Present
Never Present
5 EXPLORE EXAMPLESExamples: Non-
examples:
6
7
PRACTICE WITH NEW EXAMPLES
TIE DOWN A DEFINITION
Target Concept here Overall Concept here
Always Characteristics here
Always Characteristics here
Always Characteristics here
Always Characteristics here
Always Characteristics here
Never Characteristics here
Never Characteristics here
Never Characteristics here
Never Characteristics here
Never Characteristics here
Sometimes Characteristics here
Sometimes Characteristics here
Sometimes Characteristics here
Sometimes Characteristics here
key word
key word
key word
key word
key word
key word
key word
key word
key word
key word
key word
Type examples here
Type examples here
Type examples here
Type examples here
Type nonexamples here
Type nonexamples here
Type nonexamples here
Type nonexamples here
type examples to be tested
here
Type a complete sentence that contains the name of the target concept, name of overall concept and the “always characteristics” that must be present in all members of the concept class and any unusual rule that defines the relationship among the characteristics.
CONCEPT1
COMPARISON TABLE2 OVERALL CONCEPT
CONCEPT1
CHARACTERISTICS3 CHARACTERISTICS3 EXTENSIONS9
LIKE CHARACTERISTICS4
UNLIKE CHARACTERISTICS6 UNLIKE CHARACTERISTICS6
LIKE CATEGORIES5
UNLIKE CATEGORIES7
SUMMARY8
Communicate targeted conceptsObtain the Overall ConceptMake lists of known characteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail down a summaryGo beyond the basics
COMPAR I NG
Overall concept to be explored in this lesson
concept to be explored concept to be explored
characteristic of conceptcharacteristic of conceptcharacteristic of conceptcharacteristic of concept
characteristic of conceptcharacteristic of conceptcharacteristic of conceptcharacteristic of concept
like characteristicslike characteristicslike characteristicslike characteristics
like categories herelike categories herelike categories here
unlike characteristicsunlike characteristicsunlike characteristicsunlike characteristics
unlike characteristicsunlike characteristicsunlike characteristicsunlike characteristics
Extension activity or question here-something that checks student understanding and gives them a chance to apply their knowledge of the concepts
unlike categories hereunlike categories hereunlike categories here
Type a written summary of the students’ understanding of the similarities and differences between the concepts here
details
Write so what statement here
Essential details
Essential details
Essential details Essential details
Key Topicis about…
Main idea Main idea Main idea Main idea
So What? (What’s important to understand about this?
Main idea Main idea Main idea Main idea
Essential details
Essential details
Essential details
Essential details
Write key topic hereFinish paraphrase here
Write your main idea hereWrite your main idea hereWrite your main idea hereWrite your main idea here
Write your main idea here Write your main idea here Write your main idea here Write your main idea here
details
details
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Write essential details hereWrite essential details here Write essential details here
Write essential details here
Write essential details hereWrite essential details hereWrite essential details here
Write essential details hereWrite essential details here
Write essential details here
Write so what statement here
Essential details Essential details
Essential details Essential details
is about…
Main idea Main idea Main idea Main idea
So What? (What’s important to understand about this?
Key Topic
Write your main idea here Write your main idea here Write your main idea here Write your main idea here
Write key topic here
Finish paraphrase here
¾ x = ¾
Multiple Entry Points
Math in the Movies
What Strategies Can You Use?