Easy CBMS Progress Monitoring and Improving Comprehension through TAG.

1. Easy CBMS –Progress Monitoring and Improving Comprehension through TAG. January 18, 2011

2. Reasoning behind the process Core Beliefs of MTSS State: Every Member of the learning community continues to grow, learn and reflect Every leader at all levels is responsible for every child. At this point you might ask yourself well how on earth can we do this for all students.At this point you might ask yourself well how on earth can we do this for all students.

3. How to Achieve the Core Beliefs Interventions will be provided at the earliest identification of need. Resources will be intentionally designed and redesigned to match student needs. Academic and behavioral data will be used to inform instructional decisions. As a school we continually give NWEA-MAPP, District Common Assessments and the list goes on and on, but what we do with the data is the important part of the all that testing. It is important to note that we can’t just give the test and go on as educators we must evaluate the data and decide what our students need and what we do wit the data is more important then giving the test.As a school we continually give NWEA-MAPP, District Common Assessments and the list goes on and on, but what we do with the data is the important part of the all that testing. It is important to note that we can’t just give the test and go on as educators we must evaluate the data and decide what our students need and what we do wit the data is more important then giving the test.

4. RTI – Response To Intervention This is a part of a federal law (Individuals with Disabilities Education Act (IDEA) of 2004) It is a national movement We all have students that need some extra help, and these students are being pulled out and working in small group settings, with extra support etc, etc but are we reaching those students? This federal law was focused on students who don’t meet the criteria for LD due to IQ, but possibly meet it b/c of lack of performance.We all have students that need some extra help, and these students are being pulled out and working in small group settings, with extra support etc, etc but are we reaching those students? This federal law was focused on students who don’t meet the criteria for LD due to IQ, but possibly meet it b/c of lack of performance.

5. MTSS It is important that we have data to evaluate each student. This should allow for the teacher to reflect upon his or her instruction and see what needs to change to help each student become successful. If teachers find that the majority of the students are becoming successful with the instructional strategies, however there is one child not responding then that child might need to go to the tier 3 of MTSS in the few category.

6. Purpose of Data To guide instructional placement To guide instructional planning and resource coordination. Many times teachers feel that data is to evaluate the teachers, however with MTSS & RTI it is to confirm that students are improving in their intervention classes and that their needs are being met. It is also seeing if they need to be moved to a new level of MTSS or possibly be moved back to the All level of MTSS.Many times teachers feel that data is to evaluate the teachers, however with MTSS & RTI it is to confirm that students are improving in their intervention classes and that their needs are being met. It is also seeing if they need to be moved to a new level of MTSS or possibly be moved back to the All level of MTSS.

7. What kind of tests? Phonemic Awareness Phonics Vocabulary Fluency Comprehension

8. How Often? Tier II – Progress monitoring should be done two times a month for instructional changes. Tier III- Progress monitoring should be done two to four times a month.

9. www.easycbm.com This is what I have found this year and have utilized to help me check my student’s growth and their receptiveness to different strategies taught in my class. This also has helped me to show a student needed to be moved to a tier 3 instruction due to his lack of growth after numerous strategies were implemented and no growth was seen in the data.This is what I have found this year and have utilized to help me check my student’s growth and their receptiveness to different strategies taught in my class. This also has helped me to show a student needed to be moved to a tier 3 instruction due to his lack of growth after numerous strategies were implemented and no growth was seen in the data.

10. Showing how student compares to others on the test.

11. Overall Class Item Analysis

12. Individual Graph on Comprehension If you will not this child between 9.10 and 12.3 has showed little improvement however there has been improvement. However still in the 50 percentile.If you will not this child between 9.10 and 12.3 has showed little improvement however there has been improvement. However still in the 50 percentile.

13. Another example of Comprehension This student has gone from a 10 percentile up to a 90 percentile. So there has been growth. You will also notice that there is more times then I have given tests showing when those tests should be for me so I can do this accurately. This student has gone from a 10 percentile up to a 90 percentile. So there has been growth. You will also notice that there is more times then I have given tests showing when those tests should be for me so I can do this accurately.

14. Reading Fluency Assessment Results This is reading fluency once again showing great gains from 12.6 – 1.3 growth from the 15 percentile up to about the 80th percentile. This is reading fluency once again showing great gains from 12.6 – 1.3 growth from the 15 percentile up to about the 80th percentile.

15. Your Turn to Make an Account Easycbm.com Click the register now in the green box on the right Set up your account.

16. Reading teachers should not only teach students how to read, but they should also teach students strategies to comprehend what they are reading.Another way that we at Maize Middle school have been working on Comprehension is through TAG.

17. What is TAG T – Turning the question in to an answer A – Answer the question G – Give details. Question: What did you eat for breakfast? Most students answers: Lucky Charms TAG Answer: For breakfast I had Lucky Charms, because I like Lucky Charms and my whole family eats big bowls of Lucky Charms every morning.

18. Resources www.kansasmtss.org www.easycbm.com