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

A Body of EvidenceWhen 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

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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

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School-Wide Screening - Purposes1. 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

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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

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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).

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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)

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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

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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

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