Progress Monitoring

A crucial part of the IEP is developing and reporting on measurable annual goals.  In order for West Shore School district to comply with Federal and State Guidelines and ensure success for all our students with disabilities, Progress Monitoring Techniques must integrated into our Special Education Instruction.  As a committed Educational Professional, we must evaluate student learning on an ongoing, consistent manner to ensure that are students are accessing our curriculum, applying taught concepts and maintaining adequate progress. 

West Shore School District has embraced this commitment by providing resources and professional training for all Special Education teachers.  Student Progress is our highest priority and Progress Monitoring reinforces our district mission, vision, values and standards.  All students can and will learn.

There are a variety of resources to Progress Monitor Student Learning.  Resources that are researched based, standardized, and curriculum based are essential.  AIMSWEB is one such tool.  AIMSWEB provide researched based, standardized, curriculum based assessments in the areas of:

  • Reading
  • Reading Comprehension
  • Math Computation
  • Written Expression  
  • Early Literacy
  • Early Numeracy

Aggregrate Norms are available by logging onto AIMSWEB, clicking on the Report tab at the top of the screen, then clicking on the AIMSWEB tab located on the left of the screen, then selecting a subject area and the clicking on Aggregate Norm Table.  These are updated yearly and provides comparative student data of all students nationwide (Regular and Special Education) who participate in the AIMSWEB assessments.

WSSD is continuing to investigate various methods to support our Progress Monitoring Commitment.  As these methods are implemented we will also be evaluating the effectiveness of these tools.

Reading-R-CBM

Oral Reading Fluency

Oral Reading Fluency-Students read aloud for 1 minute from the Standard Reading Assessment Passages of meaningful, connected text. These passages are administered at least bi-monthly. Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal. R-CBM is measured by Words Read Correct (WRC) and percentage of accuracy is calculated. There are two sets of ORF assessment passages.
  1. Benchmark Assessment-3 established assessment passages are administered in one session 3 times a year to establish a baseline score.  The grade level of the assessment should be based on the student's current grade level.
  2. Strategic Monitoring Assessments-1 assessment passage is administered at least bi-monthly.  Assessments should be based on the student's instructional reading level.
IEP Sample Goal: Given a series of 1 minute timed ____ grade level oral reading fluency passages, (student name) will read ____ words read correct (WRC) with a minimum of 90% accuracy on three consecutive bi-weekly passages.
 
How progress will be measured
Bi-weekly probes using frequency graphs reported at least quarter

Benchmark Assessments

File 1a.pdf
1st grade ORF Benchmark A
File 1b.pdf
First Grade ORF Benchmark B
File 1c.pdf
First Grade ORF Benchmark C
File 2a.pdf
Second Grade ORF Benchmark A
File 2b.pdf
Second Grade ORF Benchmark B
File 2c.pdf
Second Grade ORF Benchmark C
File 3a.pdf
Third Grade ORF Benchmark A
File 3b.pdf
Third Grade ORF Benchmark B
File 3c.pdf
Third Grade ORF Benchmark C
File 4a.pdf
Fourth Grade ORF Benchmark A
File 4b.pdf
Fourth Grade ORF Benchmark B
File 4c.pdf
Fourth Grade ORF Benchmark C
File 5a.pdf
Fifth Grade ORF Benchmark A
File 5b.pdf
Fifth Grade ORF Benchmark B
File 5c.pdf
Fifth Grade ORF Benchmark C
File 6a.pdf
Sixth Grade ORF Benchmark A
File 6b.pdf
Sixth Grade ORF Benchmark B
File 6c.pdf
Sixth Grade ORF Benchmark C
File 7a.pdf
Seventh Grade ORF Benchmark A
File 7b.pdf
Seventh Grade ORF Benchmark B
File 7c.pdf
Seventh Grade ORF Benchmark C
File 8a.pdf
Eighth Grade ORF Benchmark A
File 8b.pdf
Eighth Grade ORF Benchmark B
File 8c.pdf
Eighth Grade ORF Benchmark C

Strategic Monitoring Assessments

File K ORF Passages
Kindergarten ORF Probes
File 1 ORF Passages
Grade 1 Probes
File 2 ORF Passages
Grade 2 ORF Probes
File 3 ORF Passages
Grade 3 ORF Probes
File 4 ORF Passages
Grade 4 ORF Probes
File 5 ORF Passages
Grade 5 ORF Probes
File 6 ORF Passages
Grade 6 ORF Probes
File 7 ORF Passages
Grade 7 ORF Probes
File 8 ORF Passages
Grade 8 ORF Probes

Reading Comprehension

MAZE Reading Comprehension-Students read aloud for 3 minutes individually or silently in a small group from the R-MAZE multiple-choice cloze passage.  These passages are administered at least bi-monthly.  Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal.
 
R-MAZE is measured by Responses Correct (RC) and percentage of accuracy is calculated. There are two sets of MAZE assessment passages.  
  1. Benchmark Assessment-3 established assessment passages are administered in one session 3 times a year to establish a baseline score.  The grade level of the assessment should be based on the student's current grade level.
  2. Strategic Monitoring Assessments-1 assessment passage is administered at least bi-monthly.  Assessments should be based on the student's instructional reading comprehension level.
IEP Sample Goal:
Given a series of 3 minute timed ____ grade level Maze Comprehension passages, (student name) will complete ____ response correct (RC) with a minimum of 90% accuracy on three consecutive bi-weekly passages.
 
How progress will be measured
Bi-weekly probes using frequency graphs reported at least quarterly

Benchmark Assessments

File 1aMAZE
1st grade MAZE Benchmark A
File 1bMAZE
1st grade MAZE Benchmark B
File 1cMAZE
1st grade MAZE Benchmark C
File 2aMAZE
2nd grade MAZE Benchmark A
File 2bMAZE
2nd grade MAZE Benchmark B
File 2cMAZE
2nd grade MAZE Benchmark C
File 3aMAZE
3rd grade MAZE Benchmark A
File 3bMAZE
3rd grade MAZE Benchmark B
File 3cMAZE
3rd grade MAZE Benchmark C
File 4aMAZE
4th grade MAZE Benchmark A
File 4bMAZE
4th grade MAZE Benchmark B
File 4cMAZE
4th grade MAZE Benchmark C
File 5aMAZE
5th grade MAZE Benchmark A
File 5bMAZE
5th grade MAZE Benchmark B
File 5cMAZE
5th grade MAZE Benchmark C
File 6aMAZE
6th grade MAZE Benchmark A
File 6bMAZE
6th grade MAZE Benchmark B
File 6cMAZE
6th grade MAZE Benchmark C
File 7aMAZE
7th grade MAZE Benchmark A
File 7bMAZE
7th grade MAZE Benchmark B
File 7cMAZE
7th grade MAZE Benchmark C
File 8aMAZE
8th grade MAZE Benchmark A
File 8bMAZE
8th grade MAZE Benchmark B
File 8cMAZE
8th grade MAZE Benchmark C

Strategic Monitoring Assessments

File Maze Cover Sheet
Maze Cover Sheet
File K MAZE Passages
Kindergarten MAZE Probes
File 1 MAZE Passages
Grade 1 MAZE Probes
File 2 MAZE Passages
Grade 2 MAZE Probes
File 3 MAZE Passages
Grade 3 MAZE Probes
File 4 MAZE Passages
Grade 4 MAZE Probes
File 5 MAZE Passages
Grade 5 MAZE Probes
File 6 MAZE Passages
Grade 6 MAZE Probes
File 7 MAZE Passages
Grade 7 MAZE Probes
File 8 MAZE Passages
Grade 8 MAZE Probes

Reading Comprehension- CAIU questions

The CAIU developed comprehension questions that go along with the AIMSweb oral reading fluency passages.  You can use these instead of the MAZE comprehension questions if it's more appropriate for your student.  Below you will find the administration directions, recording form, and student/teacher copies of the questions.

File directions_for_administering_student_comprehension_questions
File recording_form
File primer_-_student_copy
File primer_-_teacher_copy
File grade-1---student-copy
File grade-1---teacher-copy
File grade-2---student-copy
File grade-2---teacher-copy
File grade-3---student-copy
File grade-3---teacher-copy
File grade-4---student-copy
File grade-4---teacher-copy
File grade-5--student-copy
File grade-5---teacher-copy
File grade-6-student-copy
File grade-6-teacher-copy
File grade-7-student-copy
File grade-7-teacher-copy
File grade-8-student-copy
File grade-8-teacher-copy

Math Computation

Math Computation

Math Computation-Students are administered a 2 page (front/back) assessment probe containg math computation problems.  These probes can be administered individually, small group or class-wide. The Math Computation measure requires students to complete various math computation problems.Questions are worth 1, 2, or 3 points, depending on the difficulty level.  The student has 8 minutes to complete as many problems as he/she can.
 
These probes are administered at least bi-monthly.  Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal.

M-COMP is measured by Points Correct (PC) and percentage of accuracy is calculated.

There are two sets of Math Computation assessment probes. 
  1. Benchmark Assessments-3 established assessment probes are administered in one session 3 times a year to establish a baseline score.  The grade level of the assessment should be based on the student's current grade level.  AIMSWEB provides 3 benchmark probes per grade level.
  2. Strategic Monitoring Assessments-1 assessment probes is administered at least bi-monthly.  Assessments should be based on the student's instructional mathlevel. AIMSWEB provides 30 probes per grade level.
IEP Sample Goal:
Given a series of ____ minute timed ____ grade level Math Computation probes, (student name) will earn____ points correct (PC) with a minimum of 85% accuracy on three consecutive bi-weekly passages.
How progress will be measured
Bi-weekly probes using frequency graphs reported at least quarterly

Written Expression

Written Expression Fluency-Students are orally given a story starter and are allowed 1 minute to brainstorm and 3 minutes to write a story.  These passages are administered at least bi-monthly.  Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal.

Written Expression Fluency can be measured in three ways in addition to calculating percentage of accuracy. 

  • Total Words Written (TWW)
  • Correct Sequences Written (CSW)
  • Words Spelled Correct (WSC)

There are at least two occassions when Written Expression Fluency should be administered. 

  1. Benchmark Assessment-3 established assessment opportunities are administered in one session 3 times a year to establish a baseline score.  
  2. Strategic Monitoring Assessments-1 assessment opportunity is administered at least bi-monthly. 

IEP Sample Goal:

Given a writing prompt, 1 minute to plan, 3 minutes to write, and 1 minute to look over, (student name) will write _____ correct word sequences (CWS) on 3 consecutive bi-weekly prompt administrations.

How progress will be measured

Bi-weekly probes using frequency graphs reported at least quarterly

Early Literacy

Early Literacy-AIMSWEB Early Literacy Measures are used to identify students at risk for reading difficulties and monitor the progress of students in Kindergarten and early Grade 1.  The four measures are:
  1. Letter Naming Fluency- Say the names of visually presented letters for 1 minute (measured by LNM-Letter Name per Minute)
  2. Letter Sound Fluency-Say the sounds of the visually presented letters for 1 minute (measured by LSM-Letter Sounds per Minute)
  3. Phoneme Segmentation Fluency-Identify the specific phonemes in orally presented words for one minute (measured by PSF-Phoneme Segmentation per Minute)
  4. Nonsense Word Fluency-Say the sounds of visually presented non-real words for one minute (measured by NWM-Nonsense Word per Minute)
These passages are administered at least bi-monthly.  Percentage scores are also calculated.  Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal.
There are two sets of assessment passages for each Early Literacy Measure. 
  1. Benchmark Assessment-3 established assessment passages are administered in one session 3 times a year to establish a baseline score.  The grade level of the assessment should be based on the student's current grade level.
  2. Strategic Monitoring Assessments-1 assessment passage is administered at least bi-monthly.  Assessments should be based on the student's instructional reading skill level.
Sample Goals:

Given a series of Letter Name fluency probes, (student name) will accurately state_____letters per minute (LNM) with a minimum of 90% accuracy on three consecutive bi-weekly passages.

Given a series of Letter Sound fluency probes, (student name) will accurately verbalize_____sound of letters per minute (LSM) with a minimum of 90% accuracy on three consecutive bi-weekly passages.

Given a series of Phoneme Segmentation fluency probes, (student name) will accurately identify_____phonemes per minute (PSF) with a minimum of 90% accuracy on three consecutive bi-weekly passages.

Given a series of Nonsense Word fluency probes, (student name) will accurately read_____nonsense words per minute (NWM) with a minimum of 90% accuracy on three consecutive bi-weekly passages.

How progress will be measured

Bi-weekly probes using frequency graphs reported at least quarterly

File AdminAndScoringEarlyLiteracy
Early Literacy Administratin Powerpoint
File AdminandScoringEarlyLiteracy Training Workbook
Early Literacy - Administration and Scoring Manual
File Early Literacy Assessment Schedule
Early Literacy Assessment Schedule
File Letter Naming Fluency Ka
Kindergarten LMF Benchmark A
File Letter Naming Fluency Kb
Kindergarten LNF Benchmark B
File Letter Naming Fluency Kc
Kindergarten LNF Benchmark C
File Letter Naming Fluency 1
Grade 1 LNF Benchmark
File Letter Sound Fluency Ka
Kindergarten LSF Benchmark A
File Letter Sound Fluency Kb
Kindergarten LSF Benchmark B
File Letter Sound Fluency Kc
Kindergarten LSF Benchmark C
File Letter Sound Fluency 1
Grade 1 LSF Benchmark
File Phoneme Segmentation Fluency Ka
Kindergarten PSF Benchmark A
File Phoneme Segmentation Fluency Kb
Kindergarten PSF Benchmark B
File Phoneme Segmentation Fluency 1a
Grade 1 PSF Benchmark A
File Phoneme Segmentation Fluency 1b
Grade 1 PSF Benchmark B
File Phoneme Segmentation Fluency 1c
Grade 1 PSF Benchmark C
File Nonsense Word Fluency Ka
Kindergarten NWF Benchmark A
File Nonsense Word Fluency Kb
Kindergarten NWF Benchmark B
File Nonsense Word Fluency 1a
Grade 1 NWF Benchmark A
File Nonsense Word Fluency 1b
Grade 1 NWF Benchmark B
File Nonsense Word Fluency 1c
Grade 1 NWF Benchmark C
K and 1 Letter Naming Fluency Probes

K and 1 Letter Sound Fluency Probes

K and 1 Nonsense Word Fluency Probes

K and 1 Phoneme Segmentation Probes

Early Numeracy

Early Numeracy-AIMSWEB Early Numeracy Measures are used to identify students at risk for math difficulties and monitor the progress of students in Kindergarten and early Grade 1.  The four measures are:
  1. Oral Counting-students orally count numbers on probe for one minute (measured by Correct Oral Counts-COC)
  2. Number Identification-student says the visually numbers that are presented in random order (measured by Correct Number Identifications -CND)
  3. Quantity Discrimination-student chooses between two numbers and states the bigger number (measured by Quantity Discrimination (QD)
  4. Missing Number-students are given 2 numbers with one value missing.  The student says the number that is missing (measured by Missing Number-MN)

These passages are administered at least bi-monthly.  Percentage scores are also calculated.  Results can be documented on individualized student data chart and graphed to monitor rate of progress and trend toward reaching an established goal.

There are two sets of assessment passages for each Early Numeracy Measure. 

  1. Benchmark Assessment-3 established assessment passages are administered in one session 3 times a year for each measure in grades K and 1 to establish a baseline score.  The grade level of the assessment should be based on the student's current grade level.
  2. Strategic Monitoring Assessments-1 assessment passage is administered at least bi-monthly.  Assessments should be based on the student's instructional math skill level.  30 Strategic Monitoring probes are provided for each measure

IEP Sample Goals:

Given a series of Oral Counting fluency probes, (student name) will accurately count _____numbers (COC) with a minimum of 85% accuracy on three consecutive bi-weekly passages.

Given a series of Number Identification fluency probes, (student name) will accurately identify_____numbers (CND) with a minimum of 85% accuracy on three consecutive bi-weekly passages.

Given a series of Quantity Discrimination fluency probes, (student name) will accurately discriminate _____numbers (QD) with a minimum of 85% accuracy on three consecutive bi-weekly passages.

Given a series of Missing Number fluency probes, (student name) will accurately state _____missing numbers (MN) with a minimum of 85% accuracy on three consecutive bi-weekly passages.

How progress will be measured

Bi-weekly probes using frequency graphs reported at least quarterly

Additional Resources

Instructional Interventions

The key to Progress Monitoring IEP goals is to continually evaluate student growth.  If students are not making the expected progress, then interventions must be determined, carried out and reviewed for effectiveness.  The intervention chosen depends on the student's individual strengths, needs, areas of interest, specific skill deficiency and relevance to the curricular area.  Interventions can can vary in level of intensity.  Less intense interventions should be attempted initially but if students continue to lack progress more intense interventions can be added or increased.  Below are possible interventions that can be utilized.  Interventions are not limited to this list and appropriate interventions depend on the individual child. 

Less Intensive Interventions

  • more prompting (verbal/physical)
  • physical prompting
  • seating change
  • increase in the reward/frequency of reward
  • highlighting key words/symbols
  • reduction of work samples
  • etc

More intense Interventions

  • grouping change
  • more direct instruction
  • additional practice
  • increased documentation of interferring behavior
  • etc.

When implementing interventions continue to critically look at the positive impact of Specially Designed Instruction and supports that can be provided to increase a student's access to the curriculum and progress within that curriculum.

In addition to interventions, various instructional strategies and activites can be utilized.

Reporting on Progress

Under federal and state guidelines, a student's IEP must contain annual, measurable goals, a description of how the progress will be measured towards those goals and when quarterly reports are provided.  In addition the IEP team is responsible for reviewing the IEP periodically to determine whether the annual goals are being achieved using your progress monitoring as the vehicle to assist in your decision making.
 

In order to fulfill this requirement, Special Education Teachers are expected to monitor student progress towards the IEP goals on an ongoing basis in addition, report on that progress using the progress monitoring/data tools.  This is done through the IEP Goal Progress Report process.

Assessing students on a predetermined scheduled based on the IEP (ie. daily, bi-weekly, monthly, etc), recording their performance and demonstrating that performance on a chart/graph is the most ideal method in fullfilling this expectation.  The Excel data sheet and graphs can be used for AIMSWEB assessments in addition to other skill specific goals.  If the Excel worksheet cannot be used for a specific IEP goal, other methods can be utlized for recording and reporting on data. 

Minimally, the Special Education Teacher must provide a narrative with data when commenting on student progress within the IEP goal progress report.  An example of this would be:

GOAL:  Max will independently write daily assignments in his planner for 4 out of 5 subjects with no more than 1 teacher prompt weekly for 4 consecutive weeks.

REPORT:  Of the last 3 assessments of this goal, Max achieved 4 out of 5 on 12/1/07, 5 out of 5 on 12/14/07 and  5/5 out of 1/3/08.  He has needed one prompt for each assignment.

Technology

AIMSWEB offers a web-based management system to input student data and provide progress reports on individual students and class lists.  This is optional for Special Education Teachers and may be utilized through the AIMSWEB website by logging in with the customer id, username and password.  You would then click on the Progress Monitor tab.  Below is a Training Script that may help you utilize this system.
 

If a Special Education Teacher opts to not use the AIMSWEB web-based reporting system they must use an alternative method to track and report on student progress. Currently WSSD has provided teachers with an Excel worksheet to fulfill this expectation.  The worksheet provides data sheets (documents IEP goal, baseline scores, sets goals and records student's raw scores) and graphs (aimline, trendline, and data points) that support each skill area.  In addition, a task graph is provided to track and report on task performance goals. 

Additional methods can be used to track and report on progress.  (Methods to Report of Progress is described on the Reporting on Progress page)   In order to track student progress multiple skill graphs or teacher created data sheets, graphs, and charts can be used.  In order for those methods to meet the guidelines of effective IEP data collection tools they must be able to:

  1. States the IEP goal
  2. Document the student performance of that goal on a predetermine schedule (daily, weekly, monthly, etc). 
  3. Demonstates the student's progress/lack of progress toward that goal in order for you to evaluate the effectiveness of instruction and need for incorporating interventions.

Involve your students as much as possible within the process of recording their performance.  Students will become knowledgeable about their individual learning trends, build ownership for their IEP goals and reflect upon their personal progress.  Students are their own valuable resource.

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