Progress Monitoring

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Progress Monitoring
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Progress Monitoring Steps

• Monitor the interventions progress as directed
  by individual students RtI plan
• Establish a baseline and expected growth and
  monitor regularly
• Graph progress apply gap analysis to compare to
  peer performance
• Important to track performance level (comparison
  to peers) and rate of progress (to determine
  whether the gap is closing)
• Reference developmental norms for oral expression
  and listening comprehension (see norm table)

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Progress Monitoring Recommendations for English
Language Learners

• Monitor progress of English language acquisition
  based on Stages of English Language Acquisition
  
• Seek assistance from SLP and/or ESL specialists
  in the development of linguistically appropriate
  progress monitoring probes
• Note Benchmarks appropriate for
  English-speaking students may not be appropriate
  for ELLs.
• Some of the same progress monitoring tools may
  be used, but the expectations should be based on
  the performance of other ELLs at the same level
  of English acquisition.

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Progress Monitoring Examples Listening
Comprehension

• Tally number of repetitions necessary to
  appropriately follow oral directions.
• Track number of questions correctly answered
  following an appropriately-leveled passage.
• Track number of salient details recalled from a
  Read-To activity
• Example Teacher could have a daily tracking
  sheet to tally a students responses, perhaps
  during a particular part of instruction each day.
  For exmaple, he/she may tally whether a student
  starts tasks without the need for repetition of
  directions or the number of repetitions required.
  Teacher could put a token in a container
  whenever the expected behavior occurs and
  transfer results to a tally sheet at the end of
  the day/week.

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Progress Monitoring Examples Grammar and Syntax

• Monitor the occurrence of developmentally-appropri
  ate grammatical structures in an oral language
  sample
• Implement Cloze technique e.g., one man, two
  ___
• Monitor accurate repetition of sentences
  containing the structure of concern (e.g., The
  cats and dogs are playing. for subject-verb
  agreement)
• Difficulty with this task does not necessarily
  reflect a grammar/syntax issue, but it might be
  indicative of one. The theory is that someone is
  unlikely to repeat a grammatical structure he/she
  does not normally use.
• Monitor the grammar and syntax in written
  products

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Progress Monitoring Examples Vocabulary

• Monitor correct use of new vocabulary in context
  when prompted. (5 to 10 new words per week)
• Monitor accurate explanations of word meanings.
• Monitor accuracy in identifying appropriate word
  function or category
• receptively by pointing to pictures, or
• expressively by stating the information
• Student rates own familiarity with words
  
• (1) never heard it before
• (2) heard it, but dont know what it means
• (3) know it has something to do with _______
• (4) know it well
  adapted from Beck et al, 2002

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Progress Monitoring Vocabulary, cont.

• Considerations for English Language Learners
• Difficulty with typical vocabulary tasks in
  relationship to stage of English language
  acquisition (Refer to Stages of Language
  Acquisition)
• Alternative options for demonstrating their
  vocabulary knowledge
• pointing to pictures
• Pantomime
• Be sure to consider the English Language
  Learners current stage of language acquisition.
  Even students at the Advanced Fluency Stage will
  need intense work on developing vocabulary
  specific to academic content areas.

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Progress Monitoring Examples Narrative Structure

• Monitor spoken narratives for clear beginning,
  middle, and end(Monitoring might occur during
  30-second conversation activity (language
  sampling)
• Monitor number of events successfully sequenced
  using picture or sentence cards
• Monitor the students narrative structures in
  written products (Poor narrative structure in
  students writing may indicate a need to assess a
  students oral language skill in this area.
  However, oral and written language ability are
  not always directly related. A student could
  have a disability specific to written language
  only.)

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Progress Monitoring Examples Social Language

• Track whether or not a student responds or
  imitates greetings first thing in the morning.
• Have student self-rate against a given daily
  goal, such as asking a friend to play or orally
  sharing in a cooperative group, on a daily chart
  (e.g., depicting a happy, sad or neutral face).

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Positive Response to Intervention

• An intervention is successful if the achievement
  gap between the performance of the student
  at-risk and the expected benchmark has decreased
  based on the data collected through progress
  monitoring.

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Sources of Assistance with Language Skill
Concerns

• Speech Language Pathologists (SLPs)
• Consultation for any student language concerns
• Recommendation of appropriate interventions
  progress monitoring strategies/tools
• English Language Learner specialist/teacher
• Consultation if child is learning English as a
  second language
• Provision of information as to students Language
  Proficiency level
• Recommendation of strategies to increase English
  proficiency
• Referral of child to schools RtI team

ELL
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