1. Instructional Case: The Need for Progress Monitoring at Columbia Elementary School This case is situated in a public elementary school in Georgia. This elementary school is considered to be an at-risk school and receives Title 1 assistance. Students are not achieving consistently at the meets level on the Criterion-Reference Competency Test (CRCT). Last year, the school did not show adequate yearly progress (AYP) which caused the school to be put on probation. It is crucial to meet AYP in order to secure funding for the school. The school needs a way to monitor their students’ progress throughout the school year in order to determine student needs and bring students to benchmark standards. Currently, there is no way to track and organize specific data that is collected on each student by their teachers. Adapted by Kellie Kim-Sung from Fuchs, L.S., Fuchs, D.. Determining Annual Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement. In press. Assessment for Effective Intervention. Retrieved on June 17, 2009, from http://www.studentprogress.org/library/determining_Adequate_Yearly_Progress.pdf http://www.studentprogress.org/library/determining_Adequate_Yearly_Progress.pdf National Center on Student Progress Monitoring. (n. d.). Common questions on student progress monitoring. Retrieved on June 17, 2009, from http://www.studentprogress.org/ http://www.studentprogress.org/ Pearson Education, Inc. (2008). AimsWeb progress monitoring and RTI system. Retrieved on June 17, 2009, from http://www.aimsweb.com/http://www.aimsweb.com/ Safer, N., & Fleischman, S. (2005, Feb). Research matters/How student progress monitoring improves instruction. Educational Leadership, 62(5), 81-83. Retrieved June 17, 2009, from http://www.studentprogress.org/library/ArticlesResearch/Edleadershiparticle.pdfhttp://www.studentprogress.org/library/ArticlesResearch/Edleadershiparticle.pdf Stecker, P. M., Lembke, E. S., & Foegen, A. (2008). Using Progress-Monitoring Data to Improve Instructional Decision Making. Preventing School Failure, 52(2), 48-58. Retrieved June 17, 2009, from Research Library database. (Document ID: 1428355701). Connections to ID Concepts Lessons Learned How to develop a case to identify a need Communication/Collaboration is essential to fully meet student needs All staff, including administration, should be involved in identifying student needs How to assess to determine needs and establish evidence How to apply the steps involved in this case to identify student needs in our schools Benefits of this Case Insight into areas teachers feel they are lacking Idea for professional development focus Identifies need for on- going assessment Tailored instruction specific to learners Encourages collaboration among staff members Case Scenario Bibliography 5 types of Assessments Learner Assessments– learning styles inventory Summative Assessments– CRCT Formative Assessments– AIMSWeb Performance Based Assessments– authentic tasks Student Self-Assessments– questionnaires Evaluations are on-going