The EL department at Anne Sullivan Communication Center has been developing a formative assessment tool in order to have a common language across grade (K-8) and WIDA (1-5) levels to discuss student growth. By combining CMB tools, visual supports, WIDA rubrics, and elementary F&P-style comprehension questions, we have created a quick progress monitoring tool to assess a student's reading comprehension, fluency, writing, and speaking level along with goal trackers to empower students with their own data. Come to receive tools and resources, view demonstrations on how to administer the tests, and provide feedback to make the tools even better.

1. PROGRESS MONITORING
TOOLS FOR LANGUAGE
DEVELOPMENT
Minnesota ESL, Bilingual, & Migrant Education
Conference
Friday, May 3, 2013

2. DO NOW – Write, Pair, Share
On the paper on your chair, please answer the
following question:
1. What data do you find most valuable to gather
about your ELs’ language development?
2. How do you utilize your current data and share
it with collaborating teachers?
3. If you could be any superhero, what would your
superpower be?
Once you finish, share your responses with
someone sitting close to you. Be prepared to
share out something your partner said.

3. Who We Are
• Laura Byard
• 7-8th Grade
• Level 1 & 2 Pull Out ELD
• Level 3+ Collaborative
Social Studies
• James Kindle
• 4-5th Grade
• Level 1 & 2 Pull Out ELD
• Level 3+ Collaborative
Social Studies/Science
• Kaitlin Lindsey
• K-1st Grade
• Collaborative Writers’
Workshop
• Deirdre Quinn
• 3rd Grade
• Level 1 & 2 Pull Out ELD
• Level 3+ Collaborative
Social Studies
• ASD / SPED

4. Learning Targets
• I can administer WIDA-Inspired CBM progress
monitoring assessments of
reading, speaking, and writing, in ten minutes or
less.
• I can interpret assessment data and determine
growth toward language goals.

5. Why Progress Monitoring?
• Goal for EL PLC: with a 6 teacher team, planned to create
a common formative assessment
• Rita Platt and John Wolfe MPS PD Work Sessions
• http://www.mplsesl.wikispaces.com/ (Search CBM3D)
•ritaplatt@hotmail.com
• john.wolfe@mpls.k12.mn.us
•http://www.weteachwelearn.org/tag/rita-platt/
•http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
• @johnwolfe3rd

6. Our Context
• School Population* School District
• Native American 13% 4%
• African American 67% 34%
• Asian American 4% 7%
• Hispanic American 7% 20%
• White American 10% 34%
• EL Students 50% 25%
• Free & Reduced Lunch 93% 64%
• SPED 17% 13%
• WIDA Data becomes outdated quickly
• Where are our students now?
• Are the students learning? *MPS Website

7. Data-Based Decision Making
1. Assess
2. Analyze results
3. Set goals for student growth-
plan interventions to meet
goals
4. Teach for growth toward goals
5. Reassess
6. Tweak plans
Repeat  Repeat  Repeat
Slide by Rita Platt & John Wolfe

8. In ESL, this Has Been Hard
• ACCESS is not frequent enough
• There are few tools for PM with ELs
• The tools are expensive and/or take a LONG time to
administer…
…until now!
Slide by Rita Platt & John Wolfe

9. What is a CBM?
• Leveled timed-reading task
• AIMS Web, Easy CBM, DIBELS
Slide by Rita Platt & John Wolfe

10. Why Use a CBM
• It is free
• It is EASY to use
• It focuses attention on growth
• It can help us learn to look at data
productively
• Similar to Running Records
• It’s easy to document
• It can be VERY motivating
Slide by Rita Platt & John Wolfe

11. A CBM with WIDA prompts and rubrics!
WIDA-Inspired CBMs
•Easy CBM
•www.easycbm.com
•Clear directions
•Grades K-8
•9 free passages
Slide by Rita Platt & John Wolfe

12. How to Use WIDA-Inspired PM
• Choose a passage
at the student’s
actual reading
level (NOT grade
level)
• Follow the
directions and
administer the
assessment
• Enjoy the chance
to listen to your
student!
Slide by Rita Platt & John Wolfe

13. •At actual reading
level
•One minute oral
reading
•Student finishes
passage (silently
or orally)
•Teacher scores
oral reading
fluency (ORF) w/
correct words per
minute (WPM)
Slide by Rita Platt & John Wolfe

14. •Pictures as
visual supports
up thru level 4
•Student orally
retells the story
•Teacher scores
comprehension
rubric
•Teacher scores
speaking level
Slide by Rita Platt & John Wolfe

15. •Comprehension
Rubric could be
any – we use
Lori Helman
from the U of M
•Reading A-Z
has Fiction /
NonFiction
Slide by Rita Platt & John Wolfe

16. •Student orally
retells the story
•Teacher scores
speaking level
using the WIDA
speaking rubric
•Can get 3
scores (CVC)
Slide by Rita Platt & John Wolfe

17. •Student does
a written retell
•Student uses
visual support
•Teacher
scores WIDA
writing level
using the
adapted rubric
•Can get 4
scores (CVC)
Slide by Rita Platt & John Wolfe

18. Slide by Rita Platt & John Wolfe
•Complexity
“Organization”
“Sentences”
•Vocabulary
“Vocabulary”
•Control
“Conventions”

19. •Track the data
•Create student-
centered goals
Slide by Rita Platt & John Wolfe

20. Here’s an Example!
• 3rd Grade
• 10 months in US
• Oromo-speaker
• Sept 2012 Intro MODEL Test 1.6
• F&P Level C
• Progress Monitoring K - 1

21. Fluency Assessment

22. Speaking Rubric

23. Reading Comp Rubric

24. Writing Sample

25. Writing Rubric

26. How Did We Get Here… Video Debrief
Challenges
• EL Perspective
• CBMs only give us a number, but a
not a level
• F&Ps give us their level, but what
does that mean?
• Therefore, we give the CBMs at
their level
• Finding Appropriate Visuals
WIDA Levels 1-4 need visual support
• Reading Comprehension Rubric
Reading A-Z? U of M?
In the story, what does (important
word from text) mean?
Aha Moments
• In only 10
minutes, speaking, reading, writi
ng, and fluency data is collect
• Test is easy to administer (e.g.
AmeriCorps, volunteers, EAs)
• Data is easy to interpret / share
(classroom
teachers, EAs, admin)

27. How We Use This Data
• Common language with
content teachers
• Student grouping
• Get specific, set goals
• Frequent and motivating

28. Now it’s your turn!
• 7rd Grade
• Arrival in US: Oct 2011
• Somali-speaker
• Feb 2012 WIDA 1.9
• Progress Monitoring 3 - 1

29. Summary Discussion
Please take 5 minutes to discuss these questions with a
partner:
• What data did you obtain about this student’s
reading, speaking, and writing proficiencies?
• What did you find familiar/easiest about administering the
assessment?
• What did you find strangest/most confusing about administering the
assessment?
• How can you see this tool being helpful in your practice (inc.
student motivation, classroom teacher/parent communication, etc.)
• What might be some challenges in using this tool? What could you
do to mitigate those obstacles

30. What About PreK-Kinder and PreLiterate?
• Read the passage to
the student and do a
retell
• Count number of
words in retell
• Phonemic
Awareness
Assessments
• Check out the WIKI!
Slide by Rita Platt & John Wolfe

31. Any Questions?
• Thank you!
• Please fill the
evaluation and leave it
with one of us.
• Feel free to contact us
with any questions
• Laura Byard
laura.byard@mpls.k12.mn.us
• James Kindle
james.kindle@mpls.k12.mn.us
• Kaitlin Lindsey
kaitlin.lindsey@mpls.k12.mn.us
• Deirdre Quinn
deirdre.quinn@mpls.k12.mn.us