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Progress Monitoring Case Studies

Progress Monitoring Case Studies . Aug 18, 2010. Student: Jane Grade:3. Meeting Date September Aims RCBM= 40wpm 10 errors Aims MAZE= 12 Aims MCAP= 6 Absent= 0 days Works hard, parents very supportive

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Progress Monitoring Case Studies

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  1. Progress Monitoring Case Studies Aug 18, 2010

  2. Student: Jane Grade:3 Meeting Date September Aims RCBM= 40wpm 10 errors Aims MAZE= 12 Aims MCAP= 6 Absent= 0 days Works hard, parents very supportive Teacher Concerns: Has difficulty with reading grade level materials with fluency and accuracy. What should we do?

  3. Jane • What should Jane’s goal be? • What should her intervention be? • When is the review date?

  4. Goal • In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.

  5. Intervention Ideas? • 1. • 2. • 3.

  6. What should the review meeting contain?

  7. Review of Old IATs • Example 1= 3rd grade • Example 2= kindergarten • Example 3 = 1st grade

  8. Interventions vs. Accommodations • Thursday, October 30, 2008 • Interventions/Accomodations What's the difference? Samples • What’s the difference between an intervention and an accommodation?Delaware Department of Education’s (DOE) definition of an intervention is: • An intervention is focused on specific, targeted performance deficits identified through scientifically researched based screenings and/or diagnostic assessment. • Interventions are provided in addition to the core curriculum with the intent of improving the at risk student’s proficiency in meeting grade level expectations. • Interventions may be selected through a standard treatment protocol approach or a problem solving approach. • Interventions require either the teaching of a researched based strategy or a skill that is focused on increasing the at risk student’s proficiency in the targeted area, either academically or behaviorally. • Success of the intervention is determined by collecting data on it’s effectiveness in improving student performance through progress monitoring.

  9. Interventions vs. Accommodations • Accommodations are frequently referenced with regard to students with disabilities. • Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable access to the general (core) curriculum during instruction and assessments for students with disabilities. • Accommodations are intended to reduce or even eliminate the effects of a student’s disability. Accommodations do not reduce learning expectations. • Accommodations typically refer to testing situations. Students who have IEPs typically have testing accommodations and daily classroom accommodations. Please see a list of sample accommodations below. (Please note: THESE ARE NOT INTERVENTIONS) • Testing Accommodations· Read aloud words, phrases, sentences in questions, or answer choices· Allow oral responses· Use a scribe· Vary the testing format· Allow use of technology· Give extra time for completion· Divide into more than one administration· Shorten length of a long test· Limit answer choices· Allow test to be given in a smaller group· Change time of day or test· Change testing location· Provide monitored test breaks· Follow district/state guidelines for testing allowances

  10. Case Study: Olivia

  11. Olivia • Fall 2009 OAT Reading= 376 Limited • Spring 2010 OAT Reading= 404 Math= 409 Proficient

  12. What’s the next step?

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