Progress Monitoring How will I know if my students are progressing toward project goals and strengthening their literacy and communication skills? What.

How will I know if my students are progressing toward project goals and strengthening their literacy and communication skills?

What will I do about it if they aren’t?

How will I actively involve students in the recursive process of learning?

How will I document this process?

I can develop and implement a plan for monitoring and/or assessing students’ progress in…

• Student project goals• Reading• Writing• Discussion

“Making your mark on the world is hard. If it were easy, everybody would do it. But it's not. It takes patience, it takes commitment, and it comes with plenty of failure along the way. The real test is not whether you avoid this failure, because you won't. It's whether you let it harden or shame you into inaction, or whether you learn from it; whether you choose to persevere.”

--Barack Obama•

How does progress monitoring relate to student

growth in reading?

The Iris Center, Vanderbilt University.

•Higher grades•Awareness of performance•Responsibility for learning•More teacher responsiveness to individual student needs•Prediction of future achievement

• can measure a student’s rate of improvement in relation to identified benchmarks

• can compare a student’s current to desired performance over time

• can indicate small changes in a student’s performance

• can occur quickly and frequently• can include assessment of learning

and assessment for learning

5

Before What data will your school use to identify

students for the intervention classroom?

During How will you monitor the progress of your

students on a daily basis?

After How will you know if they have progressed?

Diagnostic Formative Summative

• Stanford Achievement Test (SAT-10)

• Ekwall-Shanker• Unit Pre- and Post-Tests

Formative assessment is assessment for learning that

happens while learning is underway, diagnoses students’ needs, informs instructional decisions, provides students with meaningful, specific

feedback they need to improve the quality of their work,

and helps students see and feel in control of their journey to success.

(from Classroom Assessment for Student Learning by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. ETS, 2006)

Formative assessment is assessment for learning that

happens while learning is underway, diagnoses students needs, informs instructional decisions, provides students with meaningful, specific

feedback they need to improve the quality of their work,

and helps students see and feel in control of their journey to success.

(from Classroom Assessment for Student Learning by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. ETS, 2006)

Assesses student learning in relation to the content standards

Assesses a student’s cumulative progress throughout a unit or year-long course

Gauges the success of a program

Is useful to align curriculum or determine instructional improvement targets

Closed Word Sort (small groups)

Sort items into one of the following categories:

Formative Assessment

Summative Assessment

The greatest dangerfor most of us

is not that our aim istoo high

and we miss it,but that it is

too lowand we reach it.

--Michelangelo

• Student project goals• Reading• Writing• Discussion

If you have accomplished all that you have planned for yourself, you have not planned enough. --Edward Everett Hale

• Preliminary Plans• Outlines• Prototypes• Practice Presentation• Group Monitoring

It takes as much energy to wish as it does to plan. -- Eleanor Roosevelt

• Help students set their own targets/ goals for a project

• Help students chunk out the work and set deadlines for the work to be accomplished

• Help students self-monitor their progress toward their goals and self-reflect on their learning as they progress.

• “I Can” Statements• Individual Self-Monitoring• Group Monitoring

• Teacher questioning• Journals• Learning logs• Exit slips• Student-Partner Talk• Quizzes • Role-Play

• Writing samples• Journal• Checklist of writing skills• Description of projects

• Journal• Graphic organizer• Checklist• Student Practice Activity• Student-Partner Talk• Practice Presentation• Teacher Anecdotal Notes• Role-Playing

Student Binders/Folders Place student goals in the

binder Hold students responsible for

charting Keep samples of different types

of data—don’t forget reading, writing and discussion.

Share with the student

What you can see ,

hear, justify or count.

I can develop and implement a plan for monitoring and/or assessing students’ progress in…

Project Goals Reading Writing Discussion

REFLECTIVE JOURNAL

“As students become more involved in the assessment process, teachers find themselves working differently … Many teachers are spending less time marking at the end of learning and more time helping students during the learning.”

(A. Davies quoted in A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor (2007). Portland: ETS.)

“Classroom Assessment: An introduction to Monitoring. Retrieved from

the World Wide Web: www. iris.peabody.vanderbilt.edu/gpm/chalcycle.htm. (June 2010).

Daviss, A. quoted in A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor (2007). Portland: ETS. Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid 1120/Default.aspx. June 2010.Larmer, James, David Ross & John R Mergendoller. PBL Starter Kit: To the Point

Advice, Tools and Tips for your First Project. Buck Institute for Education: 2009.

Marzano, Robert, Debra Pickering & Jane E. Pollock. Classroom Instruction that Works. Association of Supervision and Curriculum Development. January 2001.Shanker, James L. & Eldon Ekwall. Ekwall/Shanker Reading Inventory. Allyn

and Bacon: January 2000.Spiegel, Dixie. Classroom Discussion. Scholastic Inc.: 2005.Stiggins, Rick, Judith Arter & Jan and Steve Chappuis. Classroom Assessment for Student Learning. ETS: 2006