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Using the PMER &PMBR
Overview of Progress Monitoring and the
assessments available
http://www.youtube.com/watch?v=AV0fmNo7474
Copyright Notification
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The contents of this presentation are to be used
only to facilitate TPRI Training-of-Trainers and
teacher training.
The materials are copyrighted by the University of
Texas System and the Texas Education Agency.
Without the express written permission of the
University of Texas System and the Texas
Education Agency the materials may not be
reproduced in any form for any purpose other
than delivering TPRI training. You may not sell or
use the materials in any other capacity.
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SECTION 1: WHY?
Goal: Clarify the purpose of the PM kits.
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Turn and Talk
Turn and Talk with a partner about what we know about Student A and Student B.
High
Grade Level
General
Reading
Performance
Intervention
Begins
Low
Beginning
Of Year
Middle
Of Year
Time of Year
End
Of Year
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Why Progress Monitor?
The purpose of a progress monitoring assessment is to help teachers work with
students so that the outcome for a student like student B is more like this:
High
Grade Level
General
Reading
Performance
Intervention
Intensifies
Low
Intervention
Begins
Beginning
Of Year
Intervention
Begins
Middle
Of Year
Time of Year
End
Of Year
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What is a Progress Monitoring
Assessment?
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Progress Monitoring Assessments are assessments
used to help teachers determine whether students
are responding to instruction.
Progress Monitoring Assessments are usually:
• Administered every 2 or 3 weeks
• Brief (take a few minutes or so to administer)
• Used with students who are struggling and/or
receiving extra help (Intervention)
• Matched with the instruction students are
receiving
Progress Monitoring & Other Types of
Assessments
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• The TPRI includes three types of assessments:
Screening, Benchmark and Progress Monitoring.
• For more information, review:
– Assessment Types Handout
Progress Monitoring and RTI
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RTI = Response to Intervention OR Response to
Instruction
a framework for effectively addressing the instructional
needs of all students in a school.
• Different students get different types and amounts of
instruction.
• Instruction is research based.
• Assessment helps us know what instruction to give
and whether it is working.
Review the RTI Handout towards the back of your
packet for more information on Progress Monitoring and
RTI.
Goals for This Training
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Why
Clarify the purpose of the PMER & PMBR kits.
What
Learn what is assessed on the PMER & PMBR.
How
Discover when and how to administer the PMER
& PMBR kit with students and practice giving
parts of the assessment.
What Next
Explore the implications for instruction of PMER
& PMBR results.
Why Main Idea
We use progress monitoring assessments with
struggling students to be sure our instruction is
working, and so we can make adjustments if it is
not.
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SECTION 2: WHAT?
Goal: Learn about the progress monitoring
assessments available.
What is the PMER?
• The PMER is used with students:
– Who are not meeting grade level standards.
– Who are receiving intervention instruction in reading.
• Assesses key skills related to early reading:
Phonics, Phonemic Awareness and Listening
Comprehension.
• Sets of tasks administered to students every 2
weeks.
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What Skills are Assessed
on the PMBR?
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The PMBR assesses reading:
• Fluency in WCPM (rate, but not prosody)
• Accuracy – Percent of words read correctly
– Teachers assess accuracy on the PMBR by marking the
words a student reads incorrectly.
• Comprehension
– Assessed on the PMBR by asking students questions
about what they read.
Why Fluency?
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Turn and Talk: What abilities does a student need to
have in order to read fluently? How does reading
fluently help readers?
To read fluently,
students need
to…
Reading fluently helps
readers…
– Read with
– Instantly recognize
comprehension
many words
– Stay motivated or
– Decode unknown
maintain interest in
words quickly
reading
– Have strategies for
what to do when
– Build a stronger
they encounter
vocabulary
unknown words
Fluency, Comprehension &
Vocabulary
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There is a close and important relationship between
the development of fluency, comprehension and
vocabulary.
Review the Fluency,
Comprehension
and Vocabulary Handout towards the
back of your packet for more information about
these relationships.
What Main Idea
We assess fluency because it is quick and easy to
assess, and it is closely tied to phonics, word
recognition, vocabulary and comprehension.
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SECTION 3: HOW?
Goal: Discover when and how to
administer the PM kits with students.
PMER Kit Materials
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Giving the PMBR: What You’ll Need
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Ensuring Correct and Consistent
Administration
Reminders for administering the PMBR:
• Student sits to your side and slightly in front.
• Introduce each task using the script.
• Have your stopwatch ready.
• Be positive and encouraging.
• Don’t give specific feedback.
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Administration Schedules: 2-Week
and 6-Week
2-Week Schedule
6-Week Schedule
Use With
Struggling readers
“Average” readers
Frequency
Every 2 weeks
Every 6 weeks
Story Selection
Method
Begin with story 1
Word List for story
placement
Length of Reading
2 minutes
Entire story
Assessing
Comprehension
2 generic questions
6 story specific
questions
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When is the PMER administered?
• Used in Kindergarten and Grade 1
– Typically in Grade 1 it is used just between BOY and
MOY.
– Typically in Kinder it is used just between MOY and
EOY.
• Begin use 2 weeks after BOY and MOY
assessments are completed.
• Assess students every 2 weeks.
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Goal: Explore the implications for instruction
of PM results.
Completing the Student Data
Form
10/3 1
1
Inst. 45
X
X
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Completing the Student Progress
Chart
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The “Quick Review” Sheet
At the back of your
packet there’s a Quick
Review sheet.
Tear off this sheet, fold it
in half and stick it in your
Teacher’s Guide for
reference while
administering the
assessment.
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How do I use the PMBR to help plan 50
instruction?
Slow progress with fluency suggests a
need for work with one or more of the
following:
• Decoding (phonics)
• Sight Words
• Fluency
Use the GK and Fluency Sections of the
TPRI Intervention Activities Guide to plan
additional instruction in these areas.
How Do Students Improve Fluency?
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• The primary strategy for developing reading
fluency is to provide extensive reading
opportunities for reading aloud with text at each
student’s independent or instructional level.
• Feedback from more skilled readers and models
of fluent reading are critical for improving reading
fluency.
Questions
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TPRI Website and Contact
Information
• For more information, IAG
Blackline Masters and
updates or news go to
http://tpri.org.
• All TPRI questions can be
emailed to
tpri@uth.tmc.edu.
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Additional Training Modules
The purpose of TPRI is to provide information that
helps teachers teach!
TEA Recommends that all professionals administering
or using TPRI should complete, at a minimum:



 Administration Module
 Grouping Students
 Using the Intervention Guide
There are also training modules for:
 Analyzing word reading and spelling results
 Progress Monitoring kits

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Summary of Main Ideas
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Why
We use progress monitoring assessments with struggling students to be
sure our instruction is working, and so we can make adjustments if it is not.
What
The PMER measures students progress with important skills related to
early reading: phonemic awareness, phonics and listening comprehension.
How
Teachers determine whether to give an optional task to a student based on
whether they need additional instructional information for the student. In
general, optional tasks should be given when they assess skills that are a
current focus of instruction.
What Next
There are four aspects of instruction we can modify.
–Type
–Pace
–Frequency
–Intensity
Summary of Main Ideas
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Why – We use progress monitoring assessments with struggling students
to be sure our instruction is working, and so we can make adjustments if it
is not.
What – We assess fluency because it is quick and easy to assess, and it is
closely tied to phonics, automaticity, vocabulary and comprehension.
How – There are three rules for selecting a story on the 2-Week Schedule
when moving from one administration to the next.
–Present the next story.
–The student may attempt no more than 2 stories in an administration.
–A story can be the final story only twice.
What Next – To determine progress, consider story grade level, story
difficulty (number) and fluency rate. If fluency progress is slow, changes
can be made to some or all aspects of the instruction a student receives:
–Type
–Pace
–Frequency
–Intensity
http://www.youtube.com/watch?v=R5IhYLxSqhg