Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Published byEvelyn Miller Modified over 8 years ago

Similar presentations

Presentation on theme: "1 The Difference Maker: A Progress Monitoring Process The University of Oklahoma College of Continuing Education Center for Early Childhood Professional."— Presentation transcript:

1 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 2 Before Progress Monitoring: The Need Research Design Matched Both gained No significant differences

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

4 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 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 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 7 Language Development No Difference at pre-test  ST-20.8%  Comp- 17.7% Post-test  ST-43.6%  Comp- 32.9%

8 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 9 Progress Monitoring: How? Assess baseline level of performance Determine goals over time Measure performance at regular intervals

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

11 11 Progress Monitoring: Benefits Accelerated learning More informed instructional decisions

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

13 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 14 Progress Monitoring: Challenges Different levels of communication Accommodate for varying levels of teacher background

15 15 After Progress Monitoring Classroom Environments

16 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 TALK9.59.618.622.63.91.6 Comparison8.811.917.523.63.13.0 *No Significant Differences at P ≤.05

17 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 TALK19.918.123.133.77.03.3 Comparison9.0*7.4*15.3*19.5*3.42.1 *T-Test shows Significant Difference, P ≤.05

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

19 19 Progress Monitoring Our Way The JQA Fast Informative Reliable EASY

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

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

22 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 23 Contact Information Susan J. Kimmel, Ph.D. The University of Oklahoma skimmel@ou.edu (405) 799-6383 x 242 Joey Fronheiser, Ph.D. The University of Oklahoma jfronheiser@ou.edu (405) 325-5249 Priscilla Griffith, Ph.D. The University of Oklahoma pgriffith@ou.edu (405) 325-1498

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

Similar presentations

Early Language and Literacy Classroom Observation ELLCO

Early Language and Literacy Classroom Observation ELLCO
 EC Professional Development Day February 18, 2013.

 EC Professional Development Day February 18, 2013.
Using Assessment to Inform Instruction: Small Group Time

Using Assessment to Inform Instruction: Small Group Time
The SCPS Professional Growth System

The SCPS Professional Growth System
ESTEEMS (ESTablishing Excellence in Education of Mathematics and Science) Project Overview and Evaluation Dr. Deborah H. Cook, Director, NJ SSI MSP Regional.

ESTEEMS (ESTablishing Excellence in Education of Mathematics and Science) Project Overview and Evaluation Dr. Deborah H. Cook, Director, NJ SSI MSP Regional.
Ongoing Staff Development in a Pre-K Literacy Project: A Model for School and Community Collaboration Priscilla Griffith Belinda Biscoe Patricia Winters.

Ongoing Staff Development in a Pre-K Literacy Project: A Model for School and Community Collaboration Priscilla Griffith Belinda Biscoe Patricia Winters.
1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.

1 When DAP Meets GAP Promoting Peaceful Coexistence between Developmentally Appropriate Practice & the Need to Address the Achievement Gap National Association.
Assessment Policies 1 Implementation and Monitoring American Institutes for Research February 2005.

Assessment Policies 1 Implementation and Monitoring American Institutes for Research February 2005.
The Head Start Child Development and Early Learning Framework A Focus on School Readiness for Infant and Toddler Children August 19, 2014 RGV Pre-Service.

The Head Start Child Development and Early Learning Framework A Focus on School Readiness for Infant and Toddler Children August 19, 2014 RGV Pre-Service.
Early Reading First Year 3 (2009-2010) Testing Battery Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP.

Early Reading First Year 3 ( ) Testing Battery Karen Erickson, PhD & Hillary Harper, M.S. CCC-SLP.
Early Reading First Project 2004-2007 Professional Development Model Mary Abbott Juniper Gardens Children’s Project-University of Kansas Amy Herring Project.

Early Reading First Project Professional Development Model Mary Abbott Juniper Gardens Children’s Project-University of Kansas Amy Herring Project.
Tiered Instruction for Washington County Schools Access Materials at:

Tiered Instruction for Washington County Schools Access Materials at:
What’s Left to Learn? Using Classroom Based Assessments in Early Childhood Literacy Programs The American Institutes for Research Council for Exceptional.

What’s Left to Learn? Using Classroom Based Assessments in Early Childhood Literacy Programs The American Institutes for Research Council for Exceptional.
Provincial tests tell parents: how their child compares against provincial standards whether the child is learning what he or she is expected to learn.

Provincial tests tell parents: how their child compares against provincial standards whether the child is learning what he or she is expected to learn.
Between the Lions Preschool Literacy Project Evaluation Results 2005-2006.

Between the Lions Preschool Literacy Project Evaluation Results
Key Components in Improving Reading Development Oral Language Phonological Awareness Print and Book Knowledge Alphabetic Principle Fluency Comprehension.

Key Components in Improving Reading Development Oral Language Phonological Awareness Print and Book Knowledge Alphabetic Principle Fluency Comprehension.
ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.

ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.
1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.

1 Promoting Third Grade Reading Proficiency National Governor’s Association Policy Institute May, 2012 Dorothy S. Strickland, Ph.D. Professor of Education.
Teacher Certification Next Steps……. How certification works within your current practice Student Growth Criterion 3: Recognizing individual student learning.

Teacher Certification Next Steps……. How certification works within your current practice Student Growth Criterion 3: Recognizing individual student learning.
Wyandotte County Early Reading First Wy-ERF Team Drs. Mary Abbott & Jane Atwater Jeanie Schiefelbusch, Deb Montagna, Younwoo Lee & Liesl Edwards Juniper.

Wyandotte County Early Reading First Wy-ERF Team Drs. Mary Abbott & Jane Atwater Jeanie Schiefelbusch, Deb Montagna, Younwoo Lee & Liesl Edwards Juniper.

Similar presentations

Ads by Google