PROGRESS MONITORING

ASSINGMENT
ETR 534

Abstract
This report contains information on a third-grade student’s reading history, progress monitoring
information scoring for Fall Oral Reading Fluency passages and recommendations for the
student.

Victoria M
 PROGRESS MONITORING REPORT

Name: D. D Date: December 3, 2018

Grade: Third School: H.H. Elementary School
Teacher: Ms. F. Examiner: Victoria Morris

Background Information
D.D. has had difficulties in reading and comprehension since kindergarten. She recently moved
and started at a new school this year and her parents have begun discussions with her current teacher
about those difficulties. At her previous school, D. D’s teacher spoke with the parents, but no additional
screenings were completed to assess what type of help was needed. Her mother was informed that she
would need to have D.D assessed at her new school for an intervention plan to be developed. At her
current school, her teacher has determined that she is currently reading below grade level but there is
no intervention currently taking place. Her teacher also thinks that D.D. is able to complete some skills
at her independent reading level, however, she does not always use the strategies that she has learned.
D.D’s struggles impact her confidence, which makes her dislike reading and her mother struggles to get
her to read independently at home. In the beginning of the school year, D.D. was identified as having a
problem warranting intervention in reading. After reading through nine reading Oral Reading Fluency
passages, her median score was below the 10th percentile for third grad. After initial screenings, D.D.
was assessed at a second-grade reading passage and it was decided to progress monitor at that level.

Purpose
This report contains information regarding the monitored progress of D. D’s reading of Oral
Reading Fluency assessment passages in fulfillment of the requirements for an ETR 534 assignment. The
purpose is to document D. D’s progress while working towards her goal of reading 44 words correctly
and 90% accuracy from randomly selected second-grade passages over a 10-week timeframe. This is to
show if D.D. is showing sufficient progress in second grade reading passages. This method was based on
D. D’s median score of 26 words read correctly with 83% accuracy on her previous assessments and a
Survey Level Assessment that was given to her at the second-grade level where she scored a median of
29 words read correctly and 85 percent accuracy.

Data Sources
Aimsweb Oral Reading Fluency Passages…………………………………………….…. October 29-November 22, 2018

Methods
Procedures. She was assessed two times a week over a four-week period in order to determine
if she was making sufficient progress towards her goal of 44 words read correctly. During each
assessment, she was given one minute to read a second-grade reading passage out loud and the number
of words, errors and accuracy percentage were recorded. This data is displayed on two graphs, each
containing two lines, an aimline and an error line. The projected progress throughout her intervention is
represented by the aimline. This information is joining the data collected before intervention, which is
displayed in the baseline week, and the final goal, which is recorded in the final week 10.
Decision rule. D.D’s number or words read correctly in the Oral Reading Fluency passages
during the intervention timeframe will be compared to the aimline. Her progress will be sufficient if the
last 4 points are above the aimline.
Results
The findings of the progress monitoring sessions that D.D. completed are shown on the next
page in Graph 1. D.D. started off below her baseline score, which was 29 words read correctly and 85%
accuracy on the second-grade reading passage. Although she started off with a lower score, her scores
increased drastically during week 2 and continued to increase. The last 4 points are above the aimline
and she has already reached the criterion of success and has already met and exceeded the goal of 44
words read correctly. Graph 2 shows her accuracy percentage. Five of the seven data points are at or
above the aimline, with one day during week 3 being exceptionally low. She also read a low amount of
words correctly on this day, and it should be noted that some other factor that might have impacted her
score.

Graph 1
D.D’s FALL Progress Monitoring Data- Words Read Correctly
Sample Progress Monitoring Graph
Long-Term Goal: In 10 Weeks, when given a randomly selected second grade passage from
AIMSweb and 1 minute to read, D.D. will read 44 words correctly with no more than 3 or
fewer errors.
Number of Words Read Correctly

100
90
80
70
60
50
40
30
20
10
0
MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F
1 2 3 4 5 6 7 8 9 10
Weeks
Aimline Words Read Correctly Linear (Words Read Correctly)

Note: The linear (Words Read Correctly) dotted line represents D. D’s trendline.
Graph 2
D.D’s FALL Progress Monitoring Data- Accuracy Percentage

D.D's Progress Monitoring Graph

Long-Term Goal: In 10 Weeks, when given a randomly selected second grade passage from
AIMSweb and 1 minute to read, D.D. will read at 90% accuracy.
100
95
90
85
Accuracy Percentage

80
75
70
65
60
55
50
MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F MTWR F
1 2 3 4 5 6 7 8 9 10

Weeks
Aimline Accuracy Percentage Linear (Accuracy Percentage)

Note: The linear (Accuracy Percentage) dotted line represents D. D’s trendline.

Summary and Recommendations

The purpose of these assessments was to determine if D. D is making enough progress with her
reading in order to obtain her long-term reading goal. Based on the outcome of the assessments scores,
she progressed faster than expected and has already exceeded her goal. Due to her current scores and
performance, it is recommended that her criterion of success be increased.

_____________________________
Victoria Morris, ERE Masters Student
 Progress Monitoring Questionnaire

1. What measure (oral reading fluency or MAZE) have you selected for progress monitoring? This decision
should be based, at least in part, on your review of the screening assessment results.
 D.D performed below standards on both the MAZE and ORF Passages. I have selected the oral
reading fluency passages for progress monitoring because D.D seemed to be more motivated to
complete those passages over the MAZE passages. With each passage, she tried to read more than
the previous. Since her confidence level with reading was already low, I chose to go with the passages
she felt more comfortable with.

2. Do you need to conduct a survey-level assessment in order to determine level of curriculum appropriate for
progress monitoring?
 Yes, I conducted the survey-level assessment at the second-grade level because D.D scored below the
10th percentile on her median third grade scores.

3. Attach a table summarizing data used to determine level of curriculum appropriate for progress monitoring.
Begin at the student’s current grade level and (when necessary) add a separate row for each additional grade
level assessed.
 See below.

4. What level of the curriculum have you selected for progress monitoring?
 I selected second-grade curriculum for progress monitoring based off of her median scores of 29
words read correctly at an 85% accuracy for 2nd grade reading passages. The ORF are 27-79 wrc for
the fall, so she was just over the 25th percentile range for 2nd grade and she is in 3rd grade.

5. What is the timeframe of your goal? At a minimum it should be the number of weeks until the next universal
screening/benchmark assessment.
 The time frame of my goal is 10 weeks because this is about the timeframe of her next universal
screening. There will need to be a two week break towards the end of the progress monitoring period
because of winter break.

6. Did you use slope or level norms to establish the criterion of success?
 After using slope and level norms to determine the criterion of success for D.D, I decided to use the
realistic criterion of success for the slope norm. The realistic criterion was 44 and the mid-year goal
for 2nd grade is 52. I chose to use the realistic slope norms because she performed barely within
typical performance range for her survey level assessment below her grade level.
7. Attach scored survey-level assessment probes if additional testing was necessary in order to determine level of
curriculum appropriate for progress monitoring.

Survey Level-Assessment Progress Monitoring

Number of Words Percent of

Total Percentile
Final Scores Read Words Read
Rank (25th-75th)
Correctly/Errors Correctly
Overall
Median (3rd 26/6 83% 49-103
Grade)
Survey Level
Assessment 29/5 85% 27-79
(2nd Grade)
 Progress Monitoring Record Sheet

Planned Date Actual Date Probe

Week Student Performance Comments (Optional)
and Day and Day Number
25 wrc, 5 errors, 83%
M: M: 33, 23, 33 wrc, 6 errors, 85% Median: 29 wrc, 5 errors,
10/29/2018 10/29/2018 22 29 wrc, 4 errors, 88% 85% accuracy
1
TH:
TH: 11/1/2018 25 31 wrc, 4 errors, 89%
11/1/2018
M:
M: 11/5/2018 26 24 wrc, 2 errors, 92%
11/5/2018
Increased drastically. D.D.
TH: stated she is trying to read
TH: 11/8/2018 27 42 wrc, 4 errors, 91%
11/8/2019 more but not receiving
2 additional support at school.
M: M:
28 37 wrc, 8 errors, 82%
11/12/2018 11/12/2019
TH: F:
30 50 wrc, 5 errors, 91%
3 11/15/2018 11/16/2018
M: M:
31 62 wrc, 8 errors, 90%
11/19/2018 11/19/2019
T:
T: 11/20/2018 32 54 wrc, 6 errors, 90%
4 11/20/2018
M:
21
11/26/2018
TH:
20
5 11/29/2018
M:
19
12/03/2018
TH:
18
6 12/06/2018
M:
17
12/10/2018
TH:
16
7 12/13/2018
M:
15
12/17/2018
TH:
14
8 12/20/2018
M: 1/07/2018 13
9 TH: 1/10/2018 12
M: 1/14/2018 11
10 TH: 1/17/2018 10