Transcript Progress Monitoring Across Home & School Settings

Progress Monitoring Across
Home & School Settings from
a Parent’s Perspective
Lisa Kovacs
Indiana Hands & Voices
Guide By Your Side Program
Coordinator
3100 Meridian Park Dr.
Suite N Box 289
Greenwood, IN 46142
317-233-7686
[email protected]
Annual Language Assessments
Why?
We’ve got to know where we’re at before we
can know where we need to go!
Easily Accessible?
Not usually
Issues:
Qualified professionals to conduct the
evaluations, lack of knowledge of what
assessments to use, it’s not law.
Purpose and Need
 To identify current needs
 To compare year to year – look for a
minimum of one year of growth in one
year’s time!
 To find the “holes” or “gaps”
 3 years is too long to wait during the
critical years of language development
 Annual language assessments will help
identify goal areas
DOE: 03/07
CA: 6-9
Dev: Bilateral HAs
DOE:
03/08
CA:
7-8
Dev: Bilateral HAs
DOE: 03-05/09
CA:
8-8
Dev: Bilateral HAs
DOE: 03-04/10
CA: 9-8
Dev: Bilateral HAs
Score
Score
Score
Score
Fundamentals (CELF-4)
(average 8-12)
(average 8-12)
(average 8-12)
(average 8-12)
Concepts and Following Directions
11 (age 7-2)
9 (age 7-2)
10 (age 8-10)
13(age ↑ 12-11 )
Formulated Sentences
11 (age 7-3)
12 (age 8-9)
12(age 9-9)
15(age 19-3 )
Sentence Structure/Assembly
10 (age 6-4)
9 (age 7-3)
11(age 8-9)
17(age ↑17-11)
Word Classes - Receptive
12 (age 7-11)
10 (age 7-6)
11(age 8-10)
8(age 8-6 )
Word Classes - Expressive
14 (age 7-11)
11 (age ↑ 7-11)
14(age 10-9)
11(age 10-3 )
Words Classes Total
13 (age 7-11)
10 (age 7-10)
9(age 9-6)
8(age 9-2 )
Expressive Vocabulary
11 (age 7-4)
14 (age ↑ 9-11)
14(age ↑ 9-11)
15(age ↑ 9-11)
Recalling Sentences
10 (age 6-8)
8 (age 6-5)
12(age 9-9)
11(age 10-3 )
11 (no age available)
6 (no age available)
15(no age available)
13(no age available)
Word Structure
11 (age 7-1)
12 (age ↑ 8-11)
13(age ↑ 8-11)
N/A
Number Repetition Forward
8 (age 5-3)
9 (age 11-0)
13(age 13)
13(age 16-3 )
Number Repetition Backward
8 (age 5-0)
7 (age 6-3)
9(age 6-9)
9(age 8-6 )
Number Repetition Total
7 (age 5-8)
10 (age 7-6)
13(age 9-6)
11(age 10-6 )
8(age 7-2)
8(age 8-2 )
Clinical Evaluation of Language
Understanding Spoken Paragraphs
Familiar Sequences
Total Expressive Language
105
103
114
114
Total Receptive Language
127
96
103
102
Total Language
104
100
111
111
Oral and Written Language
Scales (OWLS)
Listening Comprehension
Oral Expression
Total Oral Composite
(average 100)
(average 100)
(average 100)
(average 100)
110 (age 6-9)
107 (age 8-5)
103 (age 9-2)
100 (age 9-10)
102 (6-0)
103 (age 7-10)
115 (age 10-10)
109 (age 11-6)
106 (age 6-5)
105 (age 8-2)
109 (age 10-0)
104 (age10-8)
by grade
by grade
Kaufman Test of Educational
Achievement 2nd Ed. (KTEA-II)
(average 85-115)
(average 85-115)
(average 85-115)
(average 85-115)
Letter & Word Recognition
111 (age 6-6)
98 (age 7-3)
109 (3.5)
95 (3.3)
DNT
102 (age 7-3)
104 (3.0)
114 (5.10)
Math Concepts & Applications
114 (age 6-9)
105 (age 7-6)
118 (4.0)
112 (4.11)
Math Computation
111 (age 6-9)
92 (age 7-0)
100 (2.8)
103 (3.10)
Written Expression
99 (age 6-3)
73(age 6-9)
120 (7.8)
108 (5.2)
100 (2.8)
95 (3.1)
Reading Comprehension
Spelling
Listening Comprehension
125 (age 7-0)
116 (age 8-3)
102 (2.11)
103 (3.2)
Oral Expression
93 (age 5-6)
82 (age 5-8)
87 (1.7)
115 (9.2)
95 (2.2)
96 (3.1)
Nonsense Word Decoding
Comprehensive Achievement
111
CELF 4
Concepts & Following Directions: Point to the big shoe and the big car before you point to the
little apple.
Word Structure: Finish the sentence…This girl is reading a book. This is the book that belongs
to her.
Recalling Sentences: Repeating sentences that are read by the tester.
Formulated Sentences: Given a word the student makes a sentence using the word.
Word Classes – Receptive: Given 3-4 pictures and named by the tester the student has to give
the two that go together.
Word Classes – Expressive: Student has to give how the two items go together.
Sentence Structure: The student is shown 4 pictures and the tester says a sentence and the
student has to pick the corresponding picture. Ex. The girl lost her balloon.
Expressive Vocabulary: Shown a picture, the student has to either tell what is happening, what
someone is doing, or what the picture is.
Understanding Spoken Paragraphs: Short paragraph is read to student with no visual cues
and then is asked 5 questions about what was read.
Number Repetition – Forward: 2 numbers up to 9 numbers are said aloud and the student has
to repeat them back
Number Repetition – Backward: 2 numbers up to 8 numbers are given and the student is
asked to repeat them aloud backwards.
Familiar Sequence: The student is timed while asked to say common sequences such as days
of the weeks, months of the year, counting to 10 and then to do them backwards.
After the Goals are Written…
Progress Monitoring what is working
AND what is NOT working!
• Establish baselines
• Consult the norms
• Monitor progress at the same time report cards are
given
• Share progress with parents and gen ed teacher
• Adjust teaching strategy if necessary
Concentrated effort for at least “one year’s progress in one year’s time”
Progress Monitoring – Making it
Meaningful to Parents




Classroom data
Work samples
Assessment data
Teacher Observations
Questions to consider???? (Great ?’s for parents to
ask)
 What data will be collected
 Who is going to collect the data
 How will the data be collected
 How often will the data be collected
A Picture is Worth a 1,000 Words
 Data should be displayed in a chart or
graph
 Visual representation of performance
 Parents can easily understand graphs
Trend lines – Goal lines
 Students can be motivated by graphs
How to make the progress reports
meaningful to the gen ed teacher,
parents, and student
 What teaching strategies can be
shared across home and school
settings
 Share data across school and home
 Share data with the student
 Graphs
 PR’s
 Rewards for progress
Motivation
THANK YOU!