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Dr. Susan Rose University 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. Monitoring Student Progress.

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Dr susan rose university of minnesota l.jpg
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.


Monitoring student progress l.jpg
Monitoring Student Progress

  • Reading

  • Susan Rose, Ph.D

  • University of Minnesota


Language knowledge l.jpg

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.


Word recognition l.jpg

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.


Vocabulary l.jpg

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.


Comprehension l.jpg

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.


Rate and fluency l.jpg
Rate and Fluency

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


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General Outcome Measure ofReading

  • Focus on Fluency


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CBM-MAZE Passages

  • Measures general reading performance

  • High reliability w/SAT (.87)

  • High reliability with Teacher Ratings (.92)

  • Great face/ external validity


Creating maze passage l.jpg
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.


Sample maze passage l.jpg
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.


Scoring maze passages l.jpg
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.


  • Cbm reading l.jpg
    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




    Resources l.jpg
    Resources

    • www.edcheckup.com

    • www.studentprogressmonitoring.org

      Or contact:

      Dr. Susan Rose

      University of Minnesota

      srose@umn.edu