1 The Difference Maker: A Progress Monitoring Process The University of Oklahoma College of Continuing Education Center for Early Childhood Professional.

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Presentation transcript:

1 The Difference Maker: A Progress Monitoring Process The University of Oklahoma College of Continuing Education Center for Early Childhood Professional Development/ College of Education/E-TEAM Sooner T.A.L.K. (Teachers Advocating Literacy to Kids) 2002 Early Reading First cohort

2 Before Progress Monitoring: The Need Research Design Matched Both gained No significant differences

3 After Progress Monitoring Child Assessment Alphabet Concepts about Print Rhyming Oral Language

4 Alphabet Knowledge No statistically significant difference at pretest  t = 1.3, p =.21 Statistically significant difference at posttest  t = 4.1, p <.001 ERF 12 new letters Comparison 7 new letters

5 Concepts About Print No statistically significant difference at pretest  t = 1.4, p =.21 Statistically significant difference at posttest  t = 4.3, p <.001

6 Rhyming No statistically significant difference at pretest  t = 1.0, p =.34 Statistically significant difference at posttest  t = 3.3, p =.001  t(54) = 5.43, p <.001

7 Language Development No Difference at pre-test  ST-20.8%  Comp- 17.7% Post-test  ST-43.6%  Comp- 32.9%

8 Progress Monitoring: What? Scientifically-based practice Assesses student academic performance Determines if instruction meets student needs Used with individual student or whole class

9 Progress Monitoring: How? Assess baseline level of performance Determine goals over time Measure performance at regular intervals

10 Progress Monitoring: How? Comparisons between actual performance and set goals Develop action plan: instructional techniques refined and modified

11 Progress Monitoring: Benefits Accelerated learning More informed instructional decisions

12 Progress Monitoring: Benefits Efficient communication with families and colleagues Creates higher expectations for students and teachers Formative feedback loop

13 Progress Monitoring: Challenges Cost/benefit analysis Provide support in translating data into useable and easily implemented strategies Provide information in a variety of formats

14 Progress Monitoring: Challenges Different levels of communication Accommodate for varying levels of teacher background

15 After Progress Monitoring Classroom Environments

16 ELLCO Subscales Mean Pre-Test Scores Literacy Environment Checklist Classroom Observation Protocol Literacy Activity Rating Scale Pretest Book Use and Availability (20) Writing Materials and Display (21) General Classroom Environment (30) Language, Literacy, & Curriculum (40) Book Reading (8) Writing (5) Sooner TALK Comparison *No Significant Differences at P ≤.05

17 ELLCO Subscales: Mean Post-Test Scores Literacy Environment ChecklistClassroom Observation Protocol Literacy Activity Rating Scale Post Test Book Use and Availability (20) Writing Materials and Display (21) General Classroom Environment (30) Language, Literacy, & Curriculum (40) Book Reading (8) Writing (5) Sooner TALK Comparison9.0*7.4*15.3*19.5* *T-Test shows Significant Difference, P ≤.05

18 Progress Monitoring: What teachers want! Fast Informative Reliable EASY

19 Progress Monitoring Our Way The JQA Fast Informative Reliable EASY

20 Progress Monitoring Our Way JQA4 x annually Pre/Post Test1 x annually ELLCO3 x annually Portfolios4 x annually

21 Progress Monitoring Our Way Weekly team meetings (with each site) Intense coaching On-going professional development

22 Progress Monitoring: A Catalyst for Change Motivation Lesson plan focus and refinement Understanding the value of ERF Focused coaching Deeper professional development content Sense of professionalism and validation

23 Contact Information Susan J. Kimmel, Ph.D. The University of Oklahoma (405) x 242 Joey Fronheiser, Ph.D. The University of Oklahoma (405) Priscilla Griffith, Ph.D. The University of Oklahoma (405)