Progress Monitoring Part 1: Data Collection & Documentation in ELA

Progress Monitoring Part 1: Data Collection & Documentation in ELA

Presented by: Katie Moffa, Instructional Coach

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Progress Monitoring

Decisions for Progress Monitoring

What It Is

What It Is Not

Progress Monitoring Graphs

• Graphing allows for data based decisions to be made
• Visual representation is sometimes easier to decipher than written information
• Make instructional changes if goal line is not being met for 6 data points

Progress Monitoring Best Practices

• Progress monitor one time per week
• Quiet and calm environment, if possible
• Use the same type of probe each week
• Make comments on your progress monitoring if the student is not emotionally baseline
• Plot data on a graph to check for trends and to decide when to make instructional changes

Measurable Components of Reading

• Phonological Processing
• First Sound Fluency
• Phoneme blending and segmentation
• Fluency/Accuracy
• Letter naming
• Oral reading fluency
• Decoding/accuracy
• Language Comprehension
• Vocabulary
• Retelling
• MAZE

Data Collection Tools for ELA

• Oral Reading Probes

• Checklists

• Rubrics

• Flashcards

• CVC Word Probes

• MAZE Probes

Fluency vs. Accuracy

• Accuracy: Percentage of words read correctly within a specified amount of time
• A lot of missed words
• May look like learning sight words, phonics, advanced phonics
• Fluency: Number of words read within a specified period of time

• Changes based on what is being read
• Be sure to ask comprehension questions after reading the passage

Acadience Progress Monitoring K-6

Assessment Delivery

Types of Reading Assessments

Acadience Progress Monitoring 7-8

• Gate 1: MAZE
• 3 minutes
• Score grade level or above grade level, no further assessments
• Score below grade level or well below grade level, move to Gate 2
• Gate 2: Silent Reading
• Score grade level or above grade level, no further assessments
• Score below grade level or well below grade level, move to Gate 3
• Gate 3: Oral Reading Fluency
• 1 minute
• Below grade level, strategic targeted support needed
• Well below grade level, intensive instructional support

Please fill out the survey for attendance credit

RAN- Use stopwatch to time, seconds Letter Naming Fluency- 1 minute First Sound Fluency- 1 minute Phoneme Segmentation Fluency- 1 minute Nonsense Word Fluency- 1 minute Oral Reading Fluency- 1 minute MAZE- 3 minutes

• What is the purpose of collecting data?
• What type of data am I collecting?
• Where will data be collected?
• How often will data be collected?
• Who will collect the data?

• Formative assessment
• Makes instructional decisions
• Evidence of progress towards goals/objectives
• Should be quick and easy to implement
• Analyzing data to make instructional decisions

• Letter Naming Fluency (RAN)
• Coloring Naming (RAN)
• First Sound Fluency
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• MAZE
• SIlent Reading
• Oral Reading Fluency

• Summative
• Simply collecting data
• Data points without instruction on goal/objectives
• Measuring an overview of skills.