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Progress Monitoring In the Regular Education Classroom
Kit GiddingsSalt Lake Community College
Today’s Objectives
• Understanding the role of progress monitoring
• Types of progress monitoring• Using progress monitoring data to
guide curriculum
What is Progress Monitoring?
• An on-going, non-diagnostic assessment used to evaluate how much or how well a child is learning across time (Salvia & Ysseldyke, 2004)
• Allows teachers to quickly identify which children need extra support, assess student’s academic performance, and evaluate the effectiveness of instruction (Torgesen, 2003)
Progress Monitoring Allows Teachers to…
• Determine if changes should be made to improve instruction on a daily basis as teachers measure student performance over time (Grek,
Howard, & Hook, 2003)
Maze & Cloze Passages
• Cloze Tests– Omits key words from a story and
requires a child to provide the appropriate response
• Maze Tests– Also omits key words but provides
three alternative responses for each deleted word
Creating Maze & Cloze Passages (University of Minnesota)
• Select a passage from the student’s curriculum (basal reader, newspaper, etc.)
• Delete every 7th word. For maze passages, create 2 distracter words as choices (distracter words should have the same # of letters as the correct word, + or - one letter. Distracter word should be a different part of speech & should NOT be a possible choice for that sentence.)
• If the 7th word is a name, skip that word and use the next word
Scoring Maze Passages
Score any skipped items as incorrect or
when more than 1 choice is circled
If a student makes 3 consecutive errors,
stop scoring and return to the last correctly
chosen word.
Count the # of correct choices including and
before the last correctly chosen word. Do not
count any choices after the last correctly
chosen word.
Informal Reading Inventories
Informal Reading Inventories• IRI’s are passages of increasing
difficulty (200 words) that are unfamiliar to student
• Estimates reading ability at three levels:– Independent Level
• 98-100% words read correctly• 90-100% accuracy in comprehension
– Instructional Level• 95% words read correctly• 75% accuracy in comprehension
– Frustrat ion Level• <90% words read correctly• <70% accuracy in comprehension
DIBELS
• DIBELS measures a child’s ability to orally segment words into their individual phonemes in a one minute timed assessment
• Once a child’s phonological awareness skills are identified, he/she can apply them to the decoding of letters and words
Curriculum Based Measurement
Curriculum Based Measurement (CBM)
– An alternative method of monitoring student rate and accuracy levels besides commercial instruments (Fuchs, Fuchs, Hamlett, & Ferguson, 1992)
– Quick and easy to administer
– Inexpensive to produce– Demonstrates strong validity (Fuchs,
Fuchs, & Maxwell, 1988)
Reading CBM
• Reading CBM is a one minute timed oral reading passage that measures the number of words read correctly and provides a valid and reliable assessment of oral reading rate (Fuchs & Deno, 1992)
One Minute Timed Reading Passage
• Select material students are expected to master by the end of the school year:– 200 word passages from a 4th grade
level basal reader (no poetry)
Administering a Reading CBM1. Randomly select a passage from the material you
want student to master2. The student and examiner each have a copy of the
passage3. Ask the student to read orally for 1 minute4. Score the student’s performance by adding up the
# of words read correctly out of total # of words read
# words read correctly total # of words read
Spelling CBM
• Select material students are expected to master by the end of the school year:– All words from a 4th grade spelling
curriculum divided into alternate test forms– May be used in place of traditional weekly
spelling tests (weekly tests do not separate a students actual spelling ability versus being able to memorize words)
Creating a Spelling CBM
• Choose different but grade level equivalent spelling lists
• Each list should have the same # of words per list and the same # of total letters
• 12 words for 1st and 2nd grade• 17 words for 3rd grade and above• Allow students 2 minutes per test (Hosp, Hosp, &
Howell, 2007)
Math CBM
• Select material students are expected to master by the end of the school year:
Alternate forms of 36 randomly selected computation problems that represent the 4th grade curriculum
Creating Math CBM
• Student is given 2 minute time limit• Count # of correct digits, not
correct answers• Math problems should represent
the skills students are expected to master by the end of the school year
What Does CBM Data Tell Us?
• Who are the low performers• Who needs special instruction• How to organize instructional
groups• How to plan instructional programs• What long-range goals to set
How Often Should I use CBM?
• Daily when student progress is rapid• Daily when student behavior fluctuate
and frequent adjustments are needed• Weekly or biweekly when student
progress is slow• Weekly, biweekly, or monthly when the
student has mastered the skill and all you are doing is monitoring progress (Kerr & Nelson, 2002)
Teacher Attitudes Influence Student Success
• We must believe that:– It is NEVER too late - Older students can become far
more literate and intervention can work if we do it right
– There is no BEST program - Use what works for you. Look for solid, research based programs that have been proven effective
– Intensity of instruction is key - Group students by need, smaller group sizes, be well prepared, and dedicated
– Students learn what they are taught - Use good materials, re-evaluate your teaching practices regularly
Resources• www.aimsedu.org• www.updc.org (Math Corner & R•EA•D•ING)• www.dibels.uoregon.edu• www.proquest12.com• www.judywood.com• www.fcrr.org/activities• www.greece.k12.ny.us/instruction/ela/6-12• www.howard.k12.md.us/langarts/Curriculum/strategie• [email protected]• www.scoe.org• www.readnaturally.com• www.studentprogress.org• www.scholastic.com
