1. MODULE 3 – Topic 303 Toolkit for Learners who are Culturally and Linguistically Diverse Module 3: Assessing and Monitoring Student Progress Creating a Body of Evidence

2. A Body of Evidence When creating a body of evidence through a response to intervention model, it is important to consider data from multiple sources in addition to school-wide screening measures including: –CSAP –DIBELS, PALS, etc. –Curriculum Based Measures, Reading and Math Fluency (AIMSweb, etc.) –CELA –Attendance/tardies, grades, office referrals MODULE 3 – Topic 303 2

3. School-Wide Screening Used to designate students who might be in need of closer monitoring in their general education curriculum or of a more intense intervention First gate or point of entry into subsequent tiers of instruction Not a one-time process but an ongoing system used during the school year and across grade levels MODULE 3 – Topic 303 3

4. School-Wide Screening - Purposes 1.Identify individuals in need of further assessment and possible interventions. 2.Provide feedback about class performance to help school leadership identify when a teacher might require support. 3.Identify students who slip through the screening at one level but are then identified at later points in their school years. See the following excerpt for more information: http://www.nrcld.org/rti_manual/pages/RTIManualSection1.pdf MODULE 3 – Topic 303 4

5. How to Create a Body of Evidence Search student records Interview parents with an interpreter Look for patterns Gather test data Organize data Designate a permanent place for data See Handout 303a – How to Create a Body of Evidence MODULE 3 – Topic 303 5

6. Search Student Records Identify sources of student records –School/district sources –Teacher/counselor sources –Parents Look for detail on past experiences in the district, other districts, and in other countries For students coming from Mexico, info on schools is found at: www.sep.gob.mx Report card grades range from 1(low) to10 (high).www.sep.gob.mx MODULE 3 – Topic 303 6

7. Interview Parents with an Interpreter Even if you are able to communicate somewhat in the language of the parents, it is still best to use an interpreter due to technical language and nuances. Spend time before the interview with the interpreter to discuss the interpreter role, what to expect, and share the language/vocabulary to be discussed. Use the Socio-cultural Assessment to gather pertinent information. (Handout 303c) MODULE 3 – Topic 303 7

8. Gather and Organize Data Designate a permanent place for storing data that is secure and easily accessible Use organizers (i.e., categories of student performance) under which to store the data Document your analysis, referring to specific sources of data MODULE 3 – Topic 303 8

9. Documenting the Body of Evidence Determine what we know –What is the current status? –What are the patterns over time? Determine what we want to know –Where are the gaps? Determine actions, tools, and strategies –What assessments, checklists, observations, etc. should be used? See Handout 303b – Body of Evidence Documentation MODULE 3 – Topic 303 9