1. Record Collection Strategies …also known as progress monitoring

2. Follow-up 1.Three sets 2.Record collection & Reflection 3.Determine Dates

3. Win/Win/Win/Win/Win accelerated learning documentation communication with families and others higher expectations for students by teachers fewer Special Education referrals.

4. Progress Monitoring Repeated measurement informs instruction using monthly data

5. © 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz

6. Sample CBM Graph © 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz

7. Formal Progress Monitoring

8. Florida Assessment Instruction in Reading Reading Comprehension Students will read one, two or three passages and answer questions following each passage Maze Students will read two passages 3 minutes each Word Analysis (spelling) Students will listen and spell words heard on the computer

9. Informal Progress Monitoring Teacher generated, curriculum based assessment

10. Four for the Price of One! 1.Use in IEP evaluations 2.Designing & redesigning instruction 3.Quarterly reports to parents 4.Communication with other professionals

11. Strategies Recipe Book

12. Curriculum Snapshots Big IdeaMost Difficult Concept Minimum Level of Mastery Week 1 Week 2 Week 3 Week 4 Week 5 Curriculum Area: Content Teacher: © 2010 Lisa Dieker, PhD

13. Student Name Allow Alternate Assignments Allow feelings to be expressed Call parent when missing work Extra Time Grade on content vs. Spelling Graphic Organizer Highlight Notes Modified HW and/or Classwork Monitor Agenda Oral Assessment Praise/encourage Pref. Seating Prov. Tea. Notes Que and Prompt Read and Clarify Read Directions Aloud Redirect Revise All Written Work Short Concise Directions Shorted Assignments Study Guide for Tests Word Bank 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) IEP/504 Plan Summary Sheet © 2010 Lisa Dieker, PhD

14. Excel is Your Friend Academic MonitoringAcademic Monitoring: Templates for CBM, DIBELS™, and BEA. Behavioral MonitoringBehavioral Monitoring: Templates for DBRC, Time on Task, Frequency Monitoring and BOSS. Behavior Monitoring FormsBehavior Monitoring Forms: Forms to facilitate data collection: Narrative ABC Record, Behavioral Scatterplot, Teacher Behavior Log, Interval Sampling Recording Form, Daily Behavior Report Card and Monitoring Summary Sheet. Tricking it OutTricking it Out: Tricks to customize and personalize your graphs James McDougal, Karrie Clark, & Jacklyn Wilson State University of New York at Oswego

15. Comprehension Strategies across Content Areas © 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz Comprehension self-monitoring. Using graphic and semantic organizers (webs, charts, frames) Summarizing Answering questions and generating own questions Knowing story structure/parts Teaching Comprehension using Peer Assisted Learning Cooperative learning Multiple-strategy instruction

16. General Procedure for PALS 3 times/per week (30–45 minutes each) Rank ordered, split in half (stronger readers in top half are paired with weaker readers in bottom half) Pairs assigned to one of two teams Teams and pairs remain together for 3–4 weeks, and partners work to earn points for their team each week Text is at level of weaker reader Stronger reader reads first to model Teachers monitor students © 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz

17. Reading Strategies for Science Partner Reading (11–12 minutes): Stronger reader reads for 5 minutes Weaker reader rereads same text for 5 minutes Weaker reader retells selection Prediction Relay (10 minutes): Stronger reader makes prediction for next half page, reads half page, and stops to verify prediction for 5 minutes. Weaker reader continues with new text using same strategy for 5 minutes. © 2007 Pamela Stecker, Erica Lembke,and Laura Sáenz

18. Content Enhancement Routines Routines linking steps paired with a visual device or organizer. Final version of the device is co-constructed with the students For classes with diverse levels of ability

19. Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Questions: is about Course Standards: 1 3 Type your course title here Click here to type your course paraphrase which includes the “critical ideas” of the course Click here to type the “course questions” that you expect every student in the class to able to answer. Remember: “How” questions are more thought provoking than “What” questions. Course Assessments:

21. Community Principles Learning Rituals Course Map This Course: includes Performance Options Student: Critical Concepts Learned in these Units 5 4 6 7 8 Your Course Title Here Click here to type your course learning rituals, routines, and methods of feedback for students. Click here to type your expectations for students regarding general tone of your classroom. Click here to type your modifications for performance options. Click here to type the important concepts that you are going to teach. Type the titles of your units in these boxes. To add more boxes…. Simply highlight one of the boxes… Select copy from the edit menu above…. And move the box where you want it. To remove a box, click on it and hit delete.

22. NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS Student Activities or Assignments UNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Click here to list the activities or assignments your students will complete in this unit. Type the preceding unit here Type the name of this unit here Type your course title here Type the following unit here Paraphrase your unit in student friendly terms here Related pg. #’s here (if any) Type relationships that might be found within this unit here. Write questions that students should be able to answer when the unit is complete here. Use these boxes to illustrate your content map. As before, select a box and choose copy from the edit menu above... Then drag the box where you want it, and type in the new information.

23. UNIT or BACKGROUND DATE:________ NAME:__________________ LESSON ORGANIZER RelationshipsLESSON TOPICTask-Related Strategies 4 123 5 is about... Lesson Map 6 78 Challenge Question Self-Test QuestionsTasks: Click and type 1 or 2 words for main idea here Relationship words here (pg. 34) Student strategy here (pg. 35) Specify which unit this lesson came from here Type unit concept here Paraphrase what the lesson topic is about here Type lesson concept here linking word Type a question that will spark discussion and stimulate background knowledge here 1. Type question that students can ask themselves here 2. Type question that students can ask themselves here 1. List activity or assignment that students will complete here 2. List activity or assignment that students will complete here Don’t forget to draw an arrow from the unit concept to the lesson concept down below-then delete this box EALR’s: List EALR’s MEASURED by this lesson here

24. Key Words 3 1 CONVEY CONCEPT 2 OFFER OVERALL CONCEPT 3 NOTE KEY WORDS 4 CLASSIFY CHARACTERISTICS CONCEPT DIAGRAM 2 1 Always PresentSometimes PresentNever Present 5 EXPLORE EXAMPLES Examples:Non-examples: 6 7 PRACTICE WITH NEW EXAMPLES TIE DOWN A DEFINITION Target Concept here Overall Concept here Always Characteristics here Never Characteristics here Sometimes Characteristics here key word Type examples here Type nonexamples here type examples to be tested here Type a complete sentence that contains the name of the target concept, name of overall concept and the “always characteristics” that must be present in all members of the concept class and any unusual rule that defines the relationship among the characteristics.

25. CONCEPT 1 COMPARISON TABLE 2 OVERALL CONCEPT CONCEPT 1 CHARACTERISTICS 3 3 EXTENSIONS 9 LIKE CHARACTERISTICS 4 UNLIKE CHARACTERISTICS 6 6 LIKE CATEGORIES 5 UNLIKE CATEGORIES 7 SUMMARY 8 Communicate targeted concepts Obtain the Overall Concept Make lists of known characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail down a summary Go beyond the basics C O M PA R I N G Overall concept to be explored in this lesson concept to be explored characteristic of concept like characteristics like categories here unlike characteristics Extension activity or question here- something that checks student understanding and gives them a chance to apply their knowledge of the concepts unlike categories here Type a written summary of the students’ understanding of the similarities and differences between the concepts here

26. details Write so what statement here Essential details Key Topic is about… Main idea So What? (What’s important to understand about this? Main idea Essential details Write key topic here Finish paraphrase here Write your main idea here details

27. Write essential details here Write so what statement here Essential details is about… Main idea So What? (What’s important to understand about this? Key Topic Write your main idea here Write key topic here Finish paraphrase here

28. ¾ x = ¾

33. What Strategies Can You Use?