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Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models

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20 min Lecturette 1: Culturally Responsive Progress ... 15 min Lecturette 2: Using Data to Inform Movement to the Secondary Interventions Tier ... Lecturette 1 ... – PowerPoint PPT presentation

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Title: Academy 2: Using Data to Assess Student Progress and Inform Educational Decisions in Culturally Responsive RTI Models


1
Academy 2 Using Data to Assess Student Progress
and Inform Educational Decisions in Culturally
Responsive RTI Models
2
Introductions Facilitators and Sponsors
3
Introductions National Center for Culturally
Responsive Educational Systems NCCRESt www.nccre
st.org
4
Whats in an Educational System?
5
What are Culturally Responsive Educational
Systems?
Culture
Equity
6
(No Transcript)
7
Leadership Academies
8
Roles
9
Outcomes
  • Following this Academy, participants will
  • Identify traditional attitudes related to what
    counts as evidence in research and practice and
    expand upon these views.
  • Explore how culture mediates and impacts
    learning, instruction, and intervention in and
    outside of RTI models.
  • Apply these understandings to the design of
    culturally responsive interventions within RTI
    models.

10
Agenda
  • 15 min Introductions, Greetings, Warm-Up
  • 40 min Activity 1 RTI Assessment 101
  • 20 min Lecturette 1 Culturally Responsive
    Progress Monitoring Collecting and Using Data to
    Assess Student Progress and Inform Educational
    Decisions
  • 40 min Activity 2 Developing a Rubric as a
    Universal Screening Tool
  • 10 min Break
  • 15 min Lecturette 2 Using Data to Inform
    Movement to the Secondary Interventions Tier
  • 20 min Activity 3 Linking Progress Monitoring to
    the Design of Culturally Responsive Secondary
    Interventions
  • 30 min Leave-taking and Feedback

11
Activity 1 RTI Assessment 101
  • Participants will identify and discuss the ways
    that they assess student learning on an everyday
    basis, both as students are learning concepts and
    skills, and as they demonstrate mastery.
    Participants will learn the definition of
    progress monitoring, and types of progress
    monitoring mastery measurement, curriculum-based
    measurement, and performance based assessment,
    and apply what theyve learned to sorting
    examples of assessments into categories.
  •  Activity Takes 40 Minutes
  •  

12
Lecturette 1 Collecting and Using Data to Assess
Student Progress and Inform Culturally and
Linguistically Appropriate Educational Decisions
13
Agenda
www.nccrest.org
14
A Comprehensive Approach to Monitoring Student
Progress
Quantitative How many and how much?
Methods of gathering data on student
achievement and rate of progress Interpretation
of collected data Decisions about instruction
grounded in interpretations of data
Qualitative What does it look like?
15
Beyond Culturally Responsive Instruction and
Universal Interventions Assessment of Student
Learning in Culturally Responsive RTI Frameworks
16
A Form of Assessment Progress Monitoring
  • Progress monitoring is the holistic
    assessment of students learning over time with
    tools that engage students in meaningful,
    authentic tasks that allow them to demonstrate
    their knowledge and inform culturally responsive
    instruction and interventions in RTI.

17
Students as Active Participants in Progress
Monitoring An Example
  • Read each statement about how your group is
    getting along and learning together and rate
    yourselves. Add three more statements that your
    group decided was important to evaluate about how
    you are interacting and learning with each
    other.

Every member Always Almost Always Sometimes Not really Not observed
Performed their assigned role
Understood what we were supposed to do
Were able to participate
Listened to each other
Gave respectful feedback to other group members
Expressed our ideas
Compromised when we needed to
Kept focused on learning



18
Overview of Progress Monitoring
19
Overview of School-wide Progress Monitoring
School Plan Instruments and observations How
often and in what areas Interpreting and
utilizing data
20
Overview of Progress Monitoring
21
Progress Monitoring In Culturally Responsive RTI
Frameworks Helps Educators
22
Progress Monitoring in the Classroom Designing
Selecting Appropriate Progress Monitoring Tools
  • Desired outcomes for students come first!
  • Multiple pathways for producing the
  • desired product or performance
  • Students diverse backgrounds,
  • experiences, skills and abilities

23
Progress Monitoring in the Classroom Utilizing
Interpreting Progress Monitoring Tools
How often when, where, by whom? What is the
process for data interpretation?
24
Progress Monitoring in the Classroom Performance
Assessment
Performance Assessment
Qualitative What does it look like?
25
Progress Monitoring in the Classroom Performance
Assessment
Africa 2008
26
Progress Monitoring in the Classroom Performance
Assessment
BASIC PROFICIENT ADVANCED
Criterion 1 Idea of change synthesized Ideas support knowledge of changes in country names and locations. Ideas are evident of knowledge that changes in name and location occurred. In addition to knowledge of change in name and location of borders, offers interpretation of this change.
27
Progress Monitoring in the Classroom Performance
Assessment
28
Progress Monitoring in the Classroom Curriculum
Based Measurement
Quantitative How many and how much?
Performance Assessment
Curriculum Based Measurement
29
Example of a CBM in Math Concepts and
Applications
Steps to CBM Create or select appropriate
probes Administer and score probes Graph
scores Look for patterns of student performance
across student factors Set goals Make
curricular and instructional decisions Provide
feedback to students and families
30
Ensuring Progress Monitoring is Culturally
Responsive
  • Incorporate performance assessments
  • Developing items/performance tasks
  • Rating performance
  • Piloting the Assessments
  • Develop, select, and interpret tools and
    performance both quantitatively and
    qualitatively
  • Ensure measures are truly aligned with what
    student have actually been taught, not just what
    curriculum is being utilized, or what the grade
    level standards are
  • Link instructional decisions and changes to
    performance patterns across student factors
    (e.g., primary language proficiency, English
    proficiency) that may be linked to struggling
    performance, ensuring that students
    opportunities to learn are being met, and that
    curriculum and instruction is culturally
    responsive.
  • Utilize tools that assess skills in the language
    in which they have been taught- (e.g., it is not
    enough to assess phonemic awareness in Spanish if
    a students primary language in Spanish, but she
    has never been taught Spanish phonemes).

31
Agenda
www.nccrest.org
32
Activity 2 Developing a Rubric as a Universal
Screening Tool
  • In this activity, participants will begin the
    process of creating a rubric to assess student
    learning and then applying the rubric to student
    work.
  •  Activity Takes 30 Minutes

33
Lecturette 2 Scaling Up to Universal Screening
Context and Cultural Considerations
34
Agenda
35

Progress Monitoring to Universal Screening
Quantitative How many and how much?
Curriculum Based Measurement
Cultures in the Classroom
What students teachers bring with them
Whats already there
The work people do together
The Classroom Culture
School Cultures
36
Universal Screening in RTI Frameworks
Collecting
The Role of Schools in Identifying Data Sources
in their own Contexts
Disaggregating
Planning for Improved Instruction
Using Data to Inform Student Movement Across
Tiers
37
Cautions Tensions with Universal Screening
Determining Norms for Performance
38
What to do with Universal Screening Data
Implications for Curriculum, Instruction,
Student-Specific Interventions
Culture
Equity
39
What to do with Universal Screening Data
Implications for Curriculum, Instruction,
Student-Specific Interventions
Culture
Equity
40
What to do with Universal Screening Data
Implications for Curriculum, Instruction,
Student-Specific Interventions
Culture
Equity
41
Putting it all Together Holistic Progress
Monitoring in RTI Frameworks
42
Agenda
www.nccrest.org
43
Activity 3 Linking Progress Monitoring to the
Design of Culturally Responsive Secondary
Interventions
  • Participants are provided with the Delaware
    Student Testing Program Instructional Guide to
    Writing, asked to apply the rubric to a sample of
    student work, and develop culturally responsive
    student-specific interventions.
  • Activity takes 40 minutes

44
Leave Taking
  • Thank you for your participation!
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