Dr. Susan Rose University of Minnesota zDate submitted to deafed.net – May 15, 2006 zTo contact the author for permission to use this PowerPoint, please.

Dr. Susan RoseUniversity of Minnesota

Date submitted to deafed.net – May 15, 2006

To contact the author for permission to use this PowerPoint, please e-mail: [email protected]

To use this PowerPoint presentation in its entirety, please give credit to the author.

Monitoring Student Progress

Reading

Susan Rose, Ph.D University of Minnesota

Language Knowledge

Want to evaluate

Includes content, form and function areas e.g. prepositional

phrases, anaphoric references,

syntax, etc.

How to evaluate

Through miscue analysis and comprehension assessment as students read connected

text.

Word Recognition

Want to evaluate

Knowledge of sight

words, decoding ability, and level

of automaticity the student

possesses.

How to evaluate

Through procedures such as running records, miscue analysis, and Informal Reading Inventories.

Vocabulary

Want to evaluate

Background knowledge. …The extent of the

student’s vocabulary, including levels of

knowledge such asdenotation and

connotation.

How to evaluate

Student’s use of vocabulary in speaking, reading, and writing

as seen in daily classroom work, as seen in miscue

analysis, and as seen in more formal tests you might give.

Comprehension

Want to evaluate

Student’s ability to comprehend at

different levels, including

Independent, Instructional and

Frustration levels. Student’s

ability to comprehend at factual

interpretive and applicative levels.

Want to evaluate

Through student’s answering and asking questions as the

various levels of comprehension. Through

student’s recall, learning logs, and other more informal

techniques.

Rate and Fluency

Fluent readers can read text with speed and accuracy and proper expression (National Reading Panel, 2000, pp 3-1)

General Outcome Measure ofReading

Focus on Fluency

CBM-MAZE Passages

Measures general reading performanceHigh reliability w/SAT (.87)High reliability with Teacher Ratings (.92)Great face/ external validity

Creating MAZE Passage

Select a passage from the students’ curriculumDelete every seventh word and create two

“distractor” words as choices If the seventh word is a name, skip that choice

and proceed to the next word.Make sure that all the choices “fit” on the same

lineGive students 1-3 minutes to complete the maze

passage.

Sample MAZE Passage

A Camping Trip Reading Milestones Level 3/ Book 10.1

Judy, Lee, and Jeff like to camp. They like to climb,(and, from, age) they like to swim. (There, They, Young) liketo fish, and they (shell, like, shouted) to cook outside, too.(Last, Beat, Level) week, Judy, Lee, and Jeff went(college, camping, chicks). They climbed on some(running, rocks, sports). They swam, and they (fished,reading, grind). They cooked outside. They (would, have, towels) sleep outside, too. Camping (said, was, champion) fun.

Scoring MAZE Passages

Score as incorrectAny items that are skipped (no choice is made)Any items where two answers are circledAny items where the student’s choice cannot be determined

Mark a line through any incorrect choice that the student has made.

Count the number of correct maze choices to obtain the student score.

If a student makes three consecutive errors, stop scoring.

Return to the last correctly chosen wordCount the number of correct maze choices including and before the

last correctly chosen word. Do not count any choices made after the last correctly chosen word.

CBM: Reading

Oral Reading – best predictor Maze Passages – next best predictor

Grade 1 = 3.0 Grade 2 = 5.2 Grade 3 = 7.5 Grade 4 = 10.5 Grade 5 = 11.5 Grade 6 = 13.0

Spring Benchmarks Based on Hearing Students

0

24

6

8

1012

14

1 2 3 4 5 6

Grade

Nu

mb

er

co

rrect

Benchmarks

D/HH: Median Maze Scores

Median MAZE Scores - D/HH

0

5

10

Grade

Me

dia

n M

aze

sc

ore

s

Series1 0 2.78 4.05 5 5.11 7.57

1 2 3 4 5 6

Maze: Correct-Incorrect D/HH Self-Contained

0

2

4

6

8

10

12

Fall 03 Winter 04 Spring 04 Spring-Fall/Winter

Semester

Fre

qu

en

cy

Grade 2 & 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Maze: Correct-Incorrect 4th Grader in D/HH Self-contained

0

2

4

6

8

10

12

Fall 03 Winter 04 Spring 04 Spring-Fall

Semester

Fre

qu

en

cy

Student A

Kim Yang’s Progress (1)

Maze Median Scores

0

2

4

6

8

10

12

14

W01 Sp01 F01 W02 Sp02 F02 W03 Sp03

Year/Quater

Num

ber

Cor

rect

Series1

Series2

Spring 2003: Maze Scores

0

2

4

6

8

10

12

14

1 2 3 4 5 6

Grade

Nu

mb

er

co

rrect

D/HH Students

Benchmarks ofHearing Students

Deaf/Hard of Hearing Students' Writing Scores (TWW-mdn) -- Years 2002-2003

05

101520253035404550

1 2 3 4 5 6

Grade

Tota

l Wor

ds W

ritte

n

Resources

www.edcheckup.comwww.studentprogressmonitoring.org

Or contact:

Dr. Susan Rose

University of Minnesota

[email protected]