1

Community ElementarySpecial Education Team

Progress Monitoring Book

The Coffeyville Community Elementary Special Education team, K-6, uses screening and diagnostic information to gather strengths and needs of a student in order to pinpoint deficit skill areas for intervention.

The following are assessments given by USD 445 to gather information about individual students. These assessments are used to identify students who are at academic risk and should be placed in a tiered group. Those students with significant need are referred to the Student Improvement Team.

Aimsweb – Oral Reading, Maze, Math Computation, and Math Concepts and ApplicationsLiteracy First – Phonemic Awareness, Phonics Continuum and Fluency STAR – Reading and Math

The CE Special Education team further uses the Aimsweb progress monitoring probes to track a student’s progress on their Individual Education Plan.

Suggested Progress Monitoring Subtests to Match the Focus of InstructionAlphabet Knowledge Letter Naming Fluency (LNF)Phoneme IsolationOnset/Rime

First Sound Fluency (FSF)

Phoneme Segmentation Phoneme Segmentation Fluency (PSF)Short Vowels Nonsense Word Fluency (NWF)Accuracy (Advanced Phonics) Oral Reading Fluency Passages (ORF/R-CBM)

(Accuracy Percentages)Fluency Oral Reading Fluency Passages

(ORF/R-CBM)Comprehension Maze Passages

Once an appropriate subtest is chosen, goal setting steps should be taken. Information from the subtest should be gathered to determine if on-grade-level monitoring will occur or if another grade level is more appropriate. If the student performs below the 10th percentile on the grade level benchmark the following procedure should be used to determine the grade level to be used for progress monitoring.

2

Selecting the Grade Level of the Material for Goals and Progress Monitoring

When a student’s performance is at or below the 10th percentile off-grade level instruction is indicated. The following process details the logical method of stepping back grade by grade until the student scores at or above a minimal level of performance (i.e., the 10th percentile). (A Norms table for 10th percentile, 50th percentile and rate of improvement or ROI is found in the appendix.)

1. Administer the screening probe(s) at the student’s current grade level.

2. Determine the national percentile rank of the student’s score on the screening probe. (Note: For R-CBM, use the median of the student’s three screening probe scores.) If the student’s score ranks above the 10th percentile, proceed with progress monitoring at grade level. If the student’s score ranks at or below the 10th percentile, proceed to step 3.

3. Step back one grade level and administer that grade’s screening probe(s). If the student’s score ranks below the 10th percentile, repeat step 3, stepping back one grade level at a time until the student achieves a score that ranks above the 10th percentile, and proceed with progress monitoring at that grade level.

3

Setting Off-Grade Goals

How to Use Rate of Improvement for Goal Setting

After determining the grade level to be monitored, consider using the Rate of Improvement (ROI) for that grade level to determine the goal for progress monitoring. (ROI is a measure calculated to reflect the average increase of a raw score per week.) (A Norms table for 10th percentile, 50th percentile and ROI is found in the appendix.) Your knowledge of the abilities and the curriculum for your grade level should also factor into your decision.

For example, the student you are monitoring has a raw score of 12 on the fifth grade Oral Reading subtest. The ROI for fifth grade is 1.5(an increase of 1.5 words per minutes per week.) Use the following formula to calculate the goal for this student.

ROI rate X 36weeks + raw score = Goal

For our example, 1.5 X 36 + 12 = 66 words per minute. Because we are using the ROI for fifth grade this goal should be reasonable.

For an ambitious goal add 10% the ROI, then make the calculations.

To determine benchmark goals for an IEP, subtract the initial score from the goal score, then divide by 4. For each benchmark, take base score or previous score and add this number.

Goal score – Initial score4

Benchmark 1: baseline + numberBenchmark 2: benchmark 1 + numberBenchmark 3: benchmark 2 + numberBenchmark 4: goal

Once the goal has been chosen for a student, weekly progress monitoring should occur. At CE a folder is created for each student with the appropriate probes for each area being monitored. The folders are given to each subsequent grade level as a student progresses through CE. In addition to the progress monitoring probes, a graph is placed in the folder or created on the computer for each area. After a probe is assessed, the teacher or student record the data on the graph and a chart is created over time.

How to Apply Decision Rules to Graph Scores to Know When to Revise Programs and Increase GoalsA Curriculum Based Measurement (CBM) can judge the adequacy of student progress and the need to change instructional programs. Researchers have

4

demonstrated that CBM can be used to improve the scope and usefulness of program evaluation decisions (Germann & Tindal, 1985) and to develop instructional plans that enhance student achievement (Fuchs, Deno, & Mirkin, 1984; Fuchs, Fuchs, & Hamlett, 1989a).After teachers draw CBM graphs and trend-lines, they use graphs to evaluate student progress and to formulate instructional decisions. Standard CBM decision rules guide decisions about the adequacy of student progress and the need to revise goals and instructional programs.

· Decision rules based on the four most recent consecutive scores:– If the four most recent consecutive CBM scores are above the goal-

line, the student’s end-of-year performance goal needs to be increased.– If the four most recent consecutive CBM scores are below the goal-

line, the teacher needs to revise the instructional program (the end-of-year performance goal should never decrease).· Decision rules based on the trend-line:

– If the student’s trend-line is steeper than the goal-line, the student’s end-of year performance goal needs to be increased.

– If the student’s trend-line is flatter than the goal-line, the teacher needs to revise the instructional program.

– If the student’s trend-line and goal-line are the same, no changes need to be made.

5

Appendixpage

Kindergarten Norms Table 7First Grade Norms Table 8Second Grade Norms Table 10Third Grade Norms Tables 11Fourth Grade Norms Tables 12Fifth Grade Norms Tables 13Sixth Grade Norms Tables 14Aimsweb Progress Monitoring Times for Administration 15Suggested IEP Goals 16Phonological Awareness Skill Sequence Chart 18Phonics Development Continuum 19Recourses 21

6

Kindergarten Norms Tables

  percentile Fall Winter Sprin

gRate of

ImprovementLetter Naming Fluency(LNF) 10% 2 18 29  

  50% 21 44 52 0.86 

Letter Sound Fluency 10% 0 6 18    50% 5 27 39 0.94

 Phonemic Segmentation

Fluency 10% 0 3 15    50% 7 30 48 1.14

 Nonsense Word Fluency 10%  n/

a 4  18  

  50%  n/a 25  40  n/a 

           Oral Counting(OCM) 10% 14 35 49  

  50% 39 64 78 1.08 

Number Identification(NIM) 10% 4 25 40    50% 33 52 56 0.64

 Missing Number(MNM) 10% 0 3 7  

  50% 5 12 16 0.31 Quantity Discrimination(QDM) 10%  1 6  12   

  50% 11  21  28  0.47            

Correct Word Sequences(WE-CWS) 10% 0 0 1  

  50% 4 7 9 0.14Total Words Written (WE-TTW) 10% 0 1 3

50% 1 5 10 0.25

7

First Grade Norms Tables

percentile Fall Winter Spring Rate of

Improvement

Letter Naming Fluency(LNF) 10% 26 30 35  

  50% 47 57 63 0.44 

Letter Sound Fluency(LSF) 10% 13 24 31  

  50% 31 48 54 0.64  

Phonemic Segmentation Fluency(PSF) 10% 14 31 36  

  50% 41 51 56 0.42 

Nonsense Word Fluency 10% 13 30 38  

  50% 34 54 68 0.94 

Oral Reading(OR) 10% 2 11 22  50% 13 36 67 1.5

 Maze 10% 0 1 2  

  50% 1 4 8 0.19           

Oral Counting(OCM) 10% 46 60 69    50% 72 86 94 0.61

8

First Grade Norms Table (continued)

  percentile

Fall Winter Spring Rate of

Improvement

Number Identification(NIM) 10% 17 38 45

  50% 43 61 66 0.64 

Missing Number(MNM) 10% 3 10 12  

50% 12 18 21 0.25 

Quantity Discrimination(QDM) 10% 6 18 24

50% 22 32 36 0.39

Mathematics Computation( M-COMP) 10% 2 11 21

  50% 9 28 39 0.83

Correct Word Sequences(WE-CWS) 10% 0 1 2  

  50% 2 5 11 0.25Total Words Written (WE-

TTW) 10% 2 5 950% 7 13 20 0.36

9

Second Grade Norms Tables

  percentile Fall Winter Spring

Oral Reading(OR) 10% 17 38 58  50% 62 88 106 1.22

Maze 10% 1 4 7  50% 4 11 15 0.31

  10% 6 14 22Mathematics

Computation( M-COMP) 50% 16 32 40 0.67

Mathematics Concepts and Applications (M-CAP) 10% 2 6 9

  50% 6 16 21 0.39

Correct Word Sequences (WE-CWS) 10% 2 5 8

  50% 9 16 21 0.33Total Words Written (WE-

TTW) 10% 5 11 16

50% 15 25 32 0.47

10

    Fall Winter Spring Rate of Improvement

Oral Reading(OR) 10% 37 55 71    50% 87 111 127 1.11

 Maze 10% 5 7 8  

  50% 13 15 16 0.08  10% 8 19 26  

Mathematics Computation( M-COMP) 50% 22 42 56 0.94

 Mathematics Concepts and

Applications (M-CAP) 10% 3 5 8    50% 7 11 15 0.22

 Correct Word Sequences 10% 5 9 13  

  50% 18 24 30 0.33Total Words Written (WE-

TTW) 10% 13 17 23

50% 26 34 39 0.36

Third Grade Norms Tables

11

Fourth Grade Norms Table

    Fall Winter Spring Rate of

ImprovementOral Reading(OR) 10% 61 77 89  50% 10

7 125 139 0.89

Maze 10% 6 11 11  50% 14 20 20 0.17

  10% 10 22 29Mathematics Computation( M-COMP) 50% 24 44 57 0.92

Mathematics Concepts and Applications (M-CAP) 10% 6 9 9  50% 12 16 18 0.17

Correct Word Sequences (WE-CWS) 10% 10 14 18  50% 28 34 38 0.28Total Words Written (WE-TTW) 10% 17 22 25

50% 35 41 45 0.28

12

Fifth Grade Norms Table

    Fall Winter Spring Rate of

ImprovementOral Reading(OR) 10% 72 86 96

50% 121 139 153 0.89

Maze 10% 8 12 1550% 17 22 27 0.2810% 5 8 12

Mathematics Computation( M-COMP) 50% 14 23 32 0.5

Mathematics Concepts and Applications (M-CAP) 10% 4 6 5

50% 8 11 11 0.08Correct Word Sequences (WE-

CWS) 10% 15 19 2250% 34 39 46 0.33

Total Words Written (WE-TTW) 10% 21 27 31

50% 4 48 51 0.28

13

Sixth Grade Norms Table

    Fall Winter Spring Rate of Improvement

Oral Reading(OR) 10% 89 104 113    50% 141 155 166 0.69

Maze 10% 11 17 16  0.17  50% 22 29 28

Mathematics Computation( M-COMP) 10% 6 11 13  

  50% 18 26 33 0.42

Mathematics Concepts and Applications (M-CAP) 10% 6 9 9  

  50% 13 17 19 0.17

Correct Word Sequences (WE-CWS) 10% 16 24 28  

  50% 37 47 53 0.44Total Words Written (WE-

TTW) 10% 24 33 3650% 46 55 59 0.36

14

Aimsweb Progress Monitoring Times for Administration

Aimsweb Subtest TimeLetter Naming Fluency (LNF) 1 minuteFirst Sound Fluency (FSF) 1 minute

Phoneme Segmentation Fluency (PSF) 1 minuteNonsense Word Fluency (NWF) 1 minuteOral Reading Fluency Passages (ORF/R-CBM) 1 minuteMaze Passage 3 minutes

Aimsweb Subtest TimeOral Counting (OC) 1 minuteNumber Identification (NI) 1 minuteQuantity Discrimination (QD) 1 minuteMissing Number (MN) 1 minuteMathematics Concepts and Applications (M-CAP)

8 minutes

Mathematics Computation (M-CAP) 8 minutes

Aimsweb Subtest TimeWritten Expression Curriculum Based Measurement (WE-CBM)

1 minute to think3 minutes to write

Written Expression Curriculum Based Measurement (WE-TTW)

1 minute to think3 minutes to write

15

Suggested IEP GoalsReading:By date, given a ____________ grade maze probe, student’s name will complete ________ responses in three minutes.

By date, given a ____________ grade fluency probe, student’s name will read ________ words in one minute.

By date, given a _______ grade letter naming probe, student’s name will name _________ letters in 1 minute.

By date, given a ______ grade letter sound probe, student’s name will say the sound for ______ letters in 1 minute.

By date, when presented with a ______ grade phonemic segmentation probe, student’s name will say _________ correct sounds in 1 minute.

By date, given a ______ grade nonsense word probe, student’s name will read ______ sounds or nonsense words in 1 minute.

Math:By date, given a _________ grade computation probe, student’s name will compute a score of ______ in 8 minutes.

By date, when asked to count orally, student’s name will count to ______ in 1 minute.

By date, given a ______ grade quantity discrimination probe, student’s name will state the larger number for a score of ______ correct responses in 1 minute.

By date, given a ______ grade number identification probe, student’s name will identify ______ numbers in 1 minute.

By date, given a ______ grade a missing number probe, student’s name will state the missing number in a string of 3 for a score of ______ correct responses in 1 minute.

Suggested IEP Goals continued

Writing:Correct Word Sequences

16

By date, given a story starter with one minute to think and 3 minutes to write, student’s name will write _______ correct word sequences.

Total Words WrittenBy date, given a story starter with one minute to think and 3 minutes to write, student’s name will write _______ total words.

17

Phonological Awareness Skill Sequence Chart SKILL EXAMPLE TYPICALLY MASTERED

Concept of Spoken Word

Distinguishes words in a sentence.

I like apples. How many words in the sentence?

Pre-K

Rhyme

Rhyme Recognition Does pick rhyme with stick?

Pre-K

Rhyme Completion Complete this rhyme: The bug crawled on the _____.

Kindergarten

Rhyme Production What word or pretend word rhymes with ball?

Kindergarten

Syllables

Syllable Blending What word is made when we put foot and ball together?

Kindergarten

Syllable Segmentation Say the two syllables in rainbow.

Kindergarten

Syllable Deletion Say outside without side.

Kindergarten

Phonemes Phoneme isolation of initial sounds

What is the first sound in dot?

Kindergarten

Phoneme isolation of final sounds

What is the last sound in sun?

Kindergarten

Phoneme blending- onset and rime

What is this word? /t/ /op/

Kindergarten

Phoneme blending- all phonemes

What is this word? /p/ /i/ /g/

First Grade

Phoneme Segmentation

What are the sounds in pot?

First Grade

Phoneme deletion of initial sound

Say take without /t/.

First Grade

Phoneme deletion of final sound

Say big without /b/.

First Grade

Phoneme Manipulation

Adding phonemes Say it. Now add /s/ at the beginning.

Kindergarten

Phoneme substitution of initial sound

Replace the first sound in back with /t/.

First Grade

18

Phonics Developmental Continuum

PHONICS CATEGORY TYPICAL EXAMPLES TYPICALLY MASTERED

Letter names (uppercase and lowercase)

b, m, r, a, s, t, g, n, i, p, c, h, f, o, d, l, k, u, j, w, e, y, z, v, q, x Kindergarten

1. Consonant Letter-Sound Correspondence (uppercase and lowercase)

b, m, r, s, t, g, n, p, c, h, f, d, l, k, j, w, y, z, v, q, x

Kindergarten

2. Vowel Letter-Sound Correspondence (uppercase and lowercase)

a, i, o, u, e Kindergarten

3. 50 High Frequency Words

See High Frequency Word List- Kindergarten

Kindergarten

4. CVC Words/Short Vowel a in sat, i in fit, o in top, u in cup, e in let

First Grade

5. Onset and Rime/Short Vowel

b/at, t/in, r/ob, t/ug, s/et First Grade

6. First 100 High Frequency Words (List A)

See High Frequency Word List A. First Grade

7. Endings (not tested)* -ing, -s, -es, -er, -ed (3 sounds): grabbed /d/, stopped /t/, waited /ed/

First Grade

8. Consonant Digraphs (beginning)

ch, ph, sh, th, wh: change, phone, shut, thick, when

First Grade

9. Consonant Digraphs (ending)

ch, ck, dge, ng, sh, tch: much, nick, bridge, ring, bush, catch

First Grade

10. Consonant Blends (beginning)

br, cr, dr, fr, gr, pr, tr: broke, crack, drop, frog, grab, price, tree bl, cl, fl, gl, sl, pl: black, clap, flap, glove, slow, plate sc, sk, sl, sm, sn, sp, st, sw: scab, skin, slice, small, snack, spin, stop, sweat scr, spl, spr, squ, str: scream, splash, spring, square, straw

First Grade

11. Multisyllabic Words Closed syllable: mis/hap, nap/kin, rab/bit

First Grade

12. Consonant Blends (ending)

ft, ld, lf, mp, nd, nk, nt, sk, st: lift, cold, belt, jump, and, drink, plant, desk, nest

First Grade

13. Long Vowel/Silent e a in fade, i in bite, o in note, u in First Grade

19

cube

14. Letter-Sound Variations and Generalizations (not tested)*

qu: queen soft g: gem soft c: city x: excite /k/, mix /ks/, exit /gz/

First Grade

15. Vowel Digraphs (long)

ai, ay, er, ea, ey: pain, play, eight, great, hey oa, oe, ow, ou, ew: boat, doe, grow, though, sew ee, ea, ei, ie, ey: see, seat, either, chief, key ie, ye: tie, eye

First Grade

16. Second 100 High Frequency Words (List B)

See High Frequency Word List B First Grade

17. Vowel Digraphs (other)

ew, oo, oe, ue, ui: chew, food, shoe, cue, suit oo: foot ou: tough au, aw: haul, paws

Second Grade

18. Vowel Diphthongs oi, oy: oil, boy ou, ow: out, cow

Second Grade

19. R- or L- Controlled er: fern, ir: bird, ur: turn, ar: park, or: short, al: halt, talk, air: pair Second Grade

20. Other Beginnings (not tested)*

wr: wrong, write kn: knew, knife

Second Grade

21. Multisyllabic Words Open Syllables: be/low, sea/son, di/al, o/pen

Second Grade

22. 300 High Frequency Words (List C)

See High Frequency Word List C Second Grade

Grade Level Mastery: End of Kindergarten= All Kindergarten Skills

End of First Grade= All Kindergarten and First Grade Skills End of Second Grade= All skills completed *Phonic continuum categories 7, 14, and 20 are not tested by the Literacy First Phonics Assessment.

20

Curriculum ResourcesResources Provided by USD 445Literacy First processes and resourcesEveryday MathStevenson Language ProgramWilson Reading System

Resources Provided by Tri-County Special Ed.Touch MathEdmark Reading Evan-Moore Math Assessments

Web ResourcesDistrict Tri-County AppsReading A-Z Raz-Kids ExpressSTAR Scoot Pad Splash MathAR Reading

21