Dr. Susan Rose University of Minnesota

1. 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: srose@umn.edu • To use this PowerPoint presentation in its entirety, please give credit to the author.

2. Monitoring Student Progress • Reading • Susan Rose, Ph.D • University of Minnesota

3. Want to evaluate Includes content, form and function areas e.g. prepositional phrases, anaphoric references, syntax, etc. Language Knowledge How to evaluate Through miscue analysis and comprehension assessment as students read connected text.

4. Want to evaluate Knowledge of sight words, decoding ability, and level of automaticity the student possesses. Word Recognition How to evaluate Through procedures such as running records, miscue analysis, and Informal Reading Inventories.

5. Want to evaluate Background knowledge. …The extent of the student’s vocabulary, including levels of knowledge such as denotation and connotation. Vocabulary 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.

6. 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. Comprehension 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.

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

8. General Outcome Measure ofReading • Focus on Fluency

9. CBM-MAZE Passages • Measures general reading performance • High reliability w/SAT (.87) • High reliability with Teacher Ratings (.92) • Great face/ external validity

10. Creating MAZE Passage • Select a passage from the students’ curriculum • Delete 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 line • Give students 1-3 minutes to complete the maze passage.

11. 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) like to 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.

12. Scoring MAZE Passages • Score as incorrect • Any items that are skipped (no choice is made) • Any items where two answers are circled • Any 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 word • Count 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.

13. 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

15. D/HH: Median Maze Scores

18. Kim Yang’s Progress (1)

23. Resources • www.edcheckup.com • www.studentprogressmonitoring.org Or contact: Dr. Susan Rose University of Minnesota srose@umn.edu