PROGRESS MONITORING AND DATABASED DECISION MAKING
PARTICIPANT OUTCOMES
THE PARTICIPANTS WILL BE ABLE TO …


Explain why progress monitoring is critical in
making instructional decisions.
Use a seven step process for implementing
progress monitoring for students using oral
reading fluency.
YOU GOTTA PAY ATTENTION TO WHERE
YOU’RE GOING – OR YOU COULD HAVE A
REALLY BAD DAY
OPENING PROGRESS MONITORING
ACTIVITY
Work in pairs
 Take out two copies of the map of the united
states
 Decide who is number one and who is number
two

OPENING PROGRESS MONITORING
ACTIVITY – ROUND 2
1s close your eyes
 2s place an “X” somewhere on the map as a
destination
 2s, place writing utensil in 1’s hand
 Place the tip on Orange County
 When I say begin, 1’s start your progress toward
the destination #2 put an X on
 Twos, you can provide no feedback, but only tell
your partner when they get there.
 BEGIN

OPENING PROGRESS MONITORING
ACTIVITY – ROUND 2
2s close your eyes
 1s place an “X” somewhere on the map as a
destination
 1s, place writing utensil in 2’s hand
 Place the tip on Orange County
 When I say begin, 2’s start your progress toward
the destination #1 put an X on
 One’s, you can provide “hot”/”cold” feedback, but
only tell your partner when they get there.
 BEGIN

DEBRIEF
 What
was the difference in the
experiences?
 How do those differences translate
into monitoring students progress or
not? Why might progress
monitoring be important?
30 YEARS OF RESEARCH DOCUMENTS…


Progress monitoring produces accurate,
meaningful information about students’ academic
levels and their rates of improvement.
Progress monitoring is sensitive to student
improvement.
30 YEARS OF RESEARCH DOCUMENTS…


Progress monitoring corresponds well with high
stakes tests.
When teachers use progress monitoring to inform
their instructional decisions, students achieve
better.
SEVEN STEP PROCESS FOR
PROGRESS MONITORING
1.
2.
3.
4.
5.
How to place students in CBM reading tasks for
progress monitoring.
How to identify level of material for monitoring
progress for oral reading fluency.
How to administer and score oral reading
fluency.
How to graph scores.
How to set ambitious goals.
SEVEN STEP PROCESS FOR
PROGRESS MONITORING
6. How to apply decision rules to graphed scores to
know when to make instructional changes and/or
increase goals.
7. How to use oral reading fluency qualitatively to
describe students strengths and weaknesses.
STEP ONE: HOW TO PLACE STUDENTS IN A
READING CBM TASK
Grade Level
CBM Task
Kindergarten
Phoneme segmentation fluency
Nonsense word fluency
First Grade
Nonsense word fluency
Oral reading fluency
Second Grade - Fifth Grade
Oral reading fluency
STEP TWO: HOW TO IDENTIFY THE LEVEL OF
MATERIAL FOR MONITORING PROGRESS
Typically, the students use the oral reading
fluency passages prepared for their grade level.
 However, some students may need to read from a
different grade level if they are well below grade
level expectations.

STEP TWO: LEVEL OF MATERIAL FOR
PROGRESS MONITORING
Determine grade level of student.
 General objective is to select the level of passages
where you expect the student to be performing
proficiently at the end of a year (or after multiple
months)
 You want to be ambitious and realistic – this is
the kind of goal that produces the best results
 So basically, you want to find their instructional
level, then select monitoring materials from a
year ahead.

NOT AT GRADE LEVEL?
Universal screening data does not always
reflect accurate measurement of skills.
In some cases, Universal Screening data
show that grade-level passages are too
frustrating for some students.
What do we do to get a better understanding
of a student’s current performance level?
SURVEY LEVEL ASSESSMENT (SLA)
•
Process to determine Current Performance Levels when student
is not working at grade level.
•
Can be used for RTI or IEP purposes.
•
Student is tested in successive levels, beginning with current
grade placement, until he/she scores anywhere within the
“Average range.”


Create SLA table, using Aggregate Norm Tables. Find score at or
above the 25th%ile for the particular grade and time of year.
Scoring anywhere within the “Green” on AIMSweb Individual or
Comparison reports.
CREATE SURVEY LEVEL ASSESSMENT TABLE
• Sally is a 4th grade student who was tested in the Fall.
• Use AIMSweb Aggregate Growth Tables (next slide).
Grade of
Passage
Passage 1 Passage 2 Passage 3 Median Instructional
(WRC/E)
(WRC/E)
(WRC/E) (WRC/E)
Range?
4
51/6
38/11
59/2
51/6
3
60/4
58/3
42/7
58/4**
At-Risk
“Average”
*Using Survey Level Assessment, Sally’s performance is Average given a
3rd grade AIMSWEB R-CBM probe (Fall).
Using AIMSweb Individual or Comparison Reports:
Box Plots
¼ of scores
Above
Average
¼ of
scores
Averag
e
¼ of
scores
¼ of scores
Below
Average
Fourth Quartile
(75th – 100th%ile)
Third Quartile
(50th- 74th %ile)
Median or Middle
Score
Second
Quartile
(25th-49th
First %ile)
Quartile
(0-24th%ile)
John
Conducting a Survey
John
3rd grade
4th grade
Levelpassage
Assessmentpassage
62/4
49/7
John
5th grader:
5th grade passage
26/12
Guidelines for administering SLA probes
• Administer probes from successive grade-levels, beginning at the
student’s current grade placement or one year above the student’s
functioning level.
 Reading-CBM: Use median score of 3 probes.
 Rule of Thumb on R-CBM: If WRC is 20 or fewer, stop
administering probes on this level and move one level below.
 (For middle/high school students, suggested starting point is 6th
grade passages. Survey levels higher or lower as needed).
STEP THREE: HOW TO ADMINISTER AND
SCORE ORAL READING FLUENCY PROBES
Students read passage for one minute.
 Student reads out loud while teacher marks
mistakes.
 The number of words read correct and accuracy is
calculated and graphed on student graph.

CBM ORAL READING FLUENCY (ORF)
 For
students in grades 1-6
 Student reads grade-appropriate
passage for 1 minute from ORF Student
copy
 Teacher marks errors on ORF Teacher
copy
CBM Passage Reading Fluency (ORF)

ORF Student
copy
CBM Oral Reading Fluency (ORF)

ORF Teacher
copy
 Numbers along
margin allow for
easy calculation
of words
attempted
CBM Oral Reading Fluency (ORF)
 Scoring
guidelines:
Repetitions, self-corrections, insertions, and
dialectical differences are all scored as CORRECT
– Mispronunciations, word substitutions, omitted
words, hesitations (word not said within 3
seconds), and reversals are all scored as ERRORS
–
CBM Oral Reading Fluency (ORF)

Additional scoring
guidelines:
 A skipped line is
counted as
1 error
 Every word but 1
of the words is
subtracted from
the total number
of words
attempted
CBM Oral Reading Fluency (ORF)
 Reggie’s
CBM ORF
 Words read
incorrectly marked
with a slash (/)
 Lines omitted
marked with a
horizontal line
 Last word read in
1 minute marked
with a slash
CBM ORAL READING FLUENCY (ORF)
135 words attempted in
1 minute
 14 of 15 words
omitted in 4th line
subtracted from 135
(135 – 14 = 121)
 1 omission error and
8 reading errors
subtracted from 121
(121 – 9 = 112)
 Reggie’s wrc = 112
 Accuracy = 83%

Step 4: How to Graph CBM ORF Scores
Graphing student scores is vital
 Graphs provide teachers with a
straightforward way of
– Reviewing a student’s progress
– Monitoring the appropriateness of student
goals
– Judging the adequacy of student progress
– Comparing and contrasting successful and
unsuccessful instructional aspects of a
student’s program

Step 4: How to Graph CBM ORF Scores

Teachers can use computer graphing programs
–
DIBELS website
Excel template
 Teachers can create their own graphs
– Create template for student graph
– Use same template for every student in the
classroom
– Vertical axis has range of student scores
– Horizontal axis has number of weeks
–
STUDENT IMPROVEMENT GRAPH
STUDENT IMPROVEMENT GRAPH
STUDENT IMPROVEMENT GRAPH
LABEL VERTICAL AXIS
Reading
Student Improvement is Job #1 Goal Area
Jacob
Name
Goal Statement
Expected Level of Performance
Service Providers
Parent Participation
District
South Iowa
#1
School
East Elementary
#2
#3
Year 01-02 Teacher
Ruso
#4
120
110
100
90
80
70
60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
LABEL HORIZONTAL AXIS
Reading
Student Improvement is Job #1 Goal Area
Jacob
Name
Goal Statement
Expected Level of Performance
Service Providers
Parent Participation
District
South Iowa
School
#1
East Elementary
#2
#3
Year 01-02 Teacher
Ruso
#4
120
110
100
90
80
70
60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Chart Baseline
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
Goal Statement
120
110
100
90
80
Words/
70
min. 60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Chart Baseline
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
Goal Statement
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Chart Baseline
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06Teacher
Ruso
Goal Statement
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Draw a Line to
Separate Baseline Data
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
Goal Statement
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Label the Baseline Data
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
Baseline
Goal Statement
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Mark the Median Score
Goal Area
Name
Jacob
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
Baseline
Goal Statement
X
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
APPLICATION ACTIVITY
Determine which score is the median
score
• Use data from one of the grade levels
you will be teaching
APPLICATION ACTIVITY-READING
 Oral
reading fluency scores:
 3rd:
83 wrc, 94% acc.; 87 wrc, 95%
acc.; 89 wrc, 95% acc.
 4th: 102 wrc, 98% acc.; 95 wrc, 98%
acc.; 98 wrc, 98% acc.
 5th: 110 wrc, 95% acc.; 102 wrc, 96%
acc.; 103 wrc, 96% acc.
Step 4: How to Graph ORF Scores
Correctly Read Words Per Minute
The vertical axis is labeled with the
range of student scores.
100
90
80
70
60
50
The horizontal axis is labeled with
the number of instructional weeks.
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
STEP 4: HOW TO GRAPH ORF SCORES
Student scores are plotted on graph and a line is
drawn between scores
100
Correctly Read Words Per Minute

90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
STEP 5: HOW TO SET AMBITIOUS GOALS
 Once
a few scores have been graphed, the
teacher decides on an end-of-year
performance goal for each student
 Three options for making performance
goals:
End-of-Year Benchmarking
– National Norms
– Intra-Individual Framework
–
STEP FIVE: HOW TO SET
AMBITIOUS GOALS
Selection Criteria
 Grade level benchmarks

Cut scores

Teacher expectation

Peer performance

Research standards

Use Convergent sources
Step 5: How to Set Ambitious Goals
End-of-Year
Benchmarking
 For typically
developing students,
a table of benchmarks
can be used to find
CBM end-of-year
performance goal

Grade
Benchmark
1st Grade
50 words correct per minute
(NWF)
40 words correct per minute
(CBM ORF)
2nd Grade
90 words correct per minute
(CBM ORF)
3rd Grade
110 words correct per
minute (CBM ORF)
4th Grade
120 words correct per
minute (CBM ORF)
5th Grade
130 words correct per
minute (CBM ORF)
Weekly growth rates for ORF
(Words Read Correctly per Minute [WCPM] in 1 minute)
Grade
Realistic Weekly
Growth Rates
Ambitious Weekly
Growth Rate
1
2 WCPM
3 WCPM
2
1.5 WCPM
2 WCPM
3
1 WCPM
1.5 WCPM
4
.85 WCPM
1.1 WCPM
5
.5 WCPM
.8 WCPM
6
.3 WCPM
.65 WCPM
From Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)
Step 5: How to Set Ambitious Goals
Slope Norms
 For typically
developing students, a
table of average rates
of weekly increase can
be used to find end-ofyear performance goal

Grade
ORF Norms
1st Grade
2.00
2nd Grade
1.5
3rd Grade
1.0
4th Grade
0.90
5th Grade
0.50
6th Grade
0.30
Step 5: How to Set Ambitious Goals
Median: 29
 4th Grade PRF Norm:
0.90
 Multiply by weeks
left: 16 × 0.90 = 14.4
 Added to median:
14.4 + 29 = 43.4
 43.0 is
end-of-year
performance goal

Grade
ORF Norms
1st Grade
2.00
2nd Grade
1.5
3rd Grade
1.0
4th Grade
0.90
5th Grade
0.50
6th Grade
0.30
Write a Goal
Goal Area
Jacob
Name
120
110
100
90
Words/ 80
min.
Baseline
Goal:
District
South Iowa
School
East Elementary
Reading
Year
05-06 Teacher
Ruso
In __ weeks, given passages from
3rd grade curriculum, Jacob will
read aloud 101 words correct in 1
min. with at least 95% accuracy.
70
60
50
40
30
20
10
0
X
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Mark the Goal
Goal Area
Goal Statement
120
110
100
90
Words/ 80
min. 70
60
50
40
30
20
10
0
Jacob
District
South Iowa
School
East Elementary
Year
05-06 Teacher
Ruso
In 36 weeks, given passages 3rd grade curriculum, Jacob will read aloud 101 words correct in one
minute.
Goal
X
Baseline
Name
Reading
X
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Draw the Goal Line
Goal Area
Goal Statement
120
110
100
90
Words/ 80
70
min.
60
50
40
30
20
10
0
Jacob
District
South Iowa
School
East Elementary
Year
05-06 Teacher
Ruso
In 36 weeks, given passages from the 3rd grade curriculum, Jacob will read aloud 101 words correct in one minute.
Goal
X
Baseline
Name
Reading
X
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
APPLICATION ACTIVITY – PARTNER ACTIVITY
Write a goal using the standard format
Conditions, student, behavior, criterion
Mark the goal
Draw a goal line
BEGIN INSTRUCTION
Goal Area
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read aloud 101 words correct per minute on 3rd grade material.
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
Baseline
Jacob
Name
District
South Iowa
Reading
Fluency Instruction
5x/week for 25 mins
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
Monitor Progress
Goal Area
East Elementary
Year 01-02 Teacher
School
In 36 weeks, Jacob will read aloud 101 words correct per minute on 3rd grade material.
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
Baseline
Jacob
Name
District
South Iowa
Reading
Ruso
Goal
Fluency Instruction
5x/week for 25 minutes
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
STEP SIX: HOW TO APPLY DECISION
MAKING RULES TO GRAPHED SCORES
 Data
are only useful if we use it to
make instructional decisions.
 Decision making rules:
Trend line Analysis – Most accurate but
more difficult to obtain
 Four Point Rule – Less accurate but
easy to implement

TRENDLINE ANALYSIS
 Actual
rate of student progress over time.
 Allows you to compare the rate of
progress in your goal to the rate of
progress actually achieved.
 Remember to collect at least 7 to 12 data
points prior to doing a trendline analysis
TRENDLINE ANALYSIS
 DIBELS
progress monitoring graph
calculates trendline for you
 Excel can calculate trendline for you
 You can calculate the trendline by hand

Must recalculate the trendline regularly as
you add data points
TRENDLINE ANALYSIS: MAKING
DECISIONS

For ascending goals:




If the student’s data (trendline) is higher than the goal
line, this indicates the student is making greater
progress than anticipated. Consider raising the goal.
If the student’s data (trendline) is comparable to the goal
line, this indicates the student is making progress as
expected. Continue instruction.
If the student’s data (trendline) is below the goal line,
this indicates the student is not making adequate
progress. This indicates the need for an instructional
change.
For descending goals:

Inverse rules
Goal Line
Reading Mastery
Date
Linear (Reading Mastery)
6/14/06
6/7/06
5/31/06
5/24/06
5/17/06
5/10/06
5/3/06
4/26/06
4/19/06
4/12/06
4/5/06
3/29/06
3/22/06
3/15/06
3/8/06
3/1/06
2/22/06
2/15/06
2/8/06
2/1/06
1/25/06
1/18/06
1/11/06
1/4/06
12/28/05
12/21/05
12/14/05
12/7/05
11/30/05
11/23/05
11/16/05
11/9/05
11/2/05
10/26/05
10/19/05
10/12/05
10/5/05
9/28/05
9/21/05
9/14/05
9/7/05
8/31/05
8/24/05
8/17/05
Words Read Correct
Student’s data (trendline) is higher than the goal line, consider
raising the goal.
Dylan
100
90
80
70
60
50
40
30
20
10
0
Goal Line
Reading Mastery
Date
Linear (Reading Mastery)
6/14/06
6/7/06
5/31/06
5/24/06
5/17/06
5/10/06
5/3/06
4/26/06
4/19/06
4/12/06
4/5/06
3/29/06
3/22/06
3/15/06
3/8/06
3/1/06
2/22/06
2/15/06
2/8/06
2/1/06
1/25/06
1/18/06
1/11/06
1/4/06
12/28/05
12/21/05
12/14/05
12/7/05
11/30/05
11/23/05
11/16/05
11/9/05
11/2/05
10/26/05
10/19/05
10/12/05
10/5/05
9/28/05
9/21/05
9/14/05
9/7/05
8/31/05
8/24/05
8/17/05
Words Read Correct
Student’s data (trendline) is comparable to the goal line, continue
instruction.
Dylan
100
90
80
70
60
50
40
30
20
10
0
Goal Line
Reading Mastery
Date
Linear (Reading Mastery)
6/14/06
6/7/06
5/31/06
5/24/06
5/17/06
5/10/06
5/3/06
4/26/06
4/19/06
4/12/06
4/5/06
3/29/06
3/22/06
3/15/06
3/8/06
3/1/06
2/22/06
2/15/06
2/8/06
2/1/06
1/25/06
1/18/06
1/11/06
1/4/06
12/28/05
12/21/05
12/14/05
12/7/05
11/30/05
11/23/05
11/16/05
11/9/05
11/2/05
10/26/05
10/19/05
10/12/05
10/5/05
9/28/05
9/21/05
9/14/05
9/7/05
8/31/05
8/24/05
8/17/05
Words Read Correct
Student’s data (trendline) is lower than the goal line, an instructional
change is necessary.
Dylan
100
90
80
70
60
50
40
30
20
10
0
FOUR-POINT DECISION MAKING
 Collect
at least 3 weeks of data
AND at least 6 data points
before using this decision
making rule
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES


If 4 consecutive data points fall above line, consider
raising goal.
If 4 consecutive data points fall below goal line,
consider changing instruction/intervention.

Typically, if 4 points are below, instruction should change


Unusual circumstances (prolonged illness) may required the
use of professional judgment to determine if instructional
change is required. All decisions must be documented on the
graph.
If no consistent pattern, this indicates the student is
making appropriate progress, continue intervention
and maintain goal.
FOUR DATA POINT
INSTRUCTIONAL DECISION MAKING



Analyze data after at least 6-8 data points are
collected over 3 weeks of time.
After initial data are collected and adequate
progress is being made, analyze data every time
data are charted by inspecting the new data and
the three previous pieces of data. (Last 4
consecutive data points)
When you make any instructional change, analyze
data after at least 6-8 new data points are
collected over a minimum 3 weeks of time.
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
4 consecutive data points fall above goal line, consider
raising goal.
Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
Reading
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

District
South Iowa
Fluency Instruction
5x/week for 25 mins
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
IF DATA INDICATES YOU SHOULD RAISE
AN ASCENDING GOAL

Use last 3 data points to determine new
baseline

Find the median (NOT average)
Scores are : 65, 70, 67
 Median = 67


Set a new goal
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
If 4 consecutive data points fall below goal line, change
instruction and continue to collect data.
Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
Fluency
instruction
District
South Iowa
Reading
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

Add sight
word
instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
CHANGING INSTRUCTION
When changing interventions:

Visually mark the graph with a solid line, called a
PHASE LINE

Change instruction based on student need

Collect at least 3 weeks of NEW data AND at least 6
data points

Continue to use 4 data point decision making
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
If 4 consecutive data points fall below goal line, change intervention
and continue to collect data.
Student Improvement is Job #1 Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
Fluency
instruction
District
South Iowa
Reading
East Elementary
Year 01-02 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

Add sight word
instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
If no consistent pattern, continue instruction and maintain
goal.
Student Improvement is Job #1 Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
South Iowa
Reading
East Elementary
Year 01-02 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
District
Jacob
Name
Baseline

Fluency
instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
FOUR DATA POINT GUIDELINES

After initial data are collected and
adequate progress is being made, analyze
student’s progress every time data are
charted by inspecting the new data and the
three previous pieces of data. (Last 4
consecutive data points)

Data needs to be charted regularly and frequently in
order to make timely instructional decisions
FOUR DATA POINT GUIDELINES:
ASCENDING
GOAL LINES
If no consistent pattern, continue intervention and maintain
goal.
Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
District
South Iowa
Reading
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

Fluency
instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
If no consistent pattern, continue intervention and
maintain goal.
Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
District
South Iowa
Reading
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

Fluency
Instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
FOUR DATA POINT GUIDELINES:
ASCENDING GOAL LINES
If no consistent pattern, continue intervention and maintain
goal.
Goal Area
Goal Statement
120
110
100
90
80
70
60
50
40
30
20
10
0
District
South Iowa
Reading
East Elementary
Year 05-06 Teacher
School
In 36 weeks, Jacob will read 101 words correct per minute on 3rd grade material.
Jacob
Name
Baseline

Fluency Instruction
Ruso
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
INSTRUCTIONAL DECISION: CHANGING
INSTRUCTION
Some possible ways to modify the student’s
instruction:
 Analyze student error patterns and determine
additional areas of instructional focus (decoding
patterns, math fact accuracy, regrouping on
subtraction, regular spelling patterns, etc.)


Research based-strategies, explicit instruction
Group size


More intense student needs typically require smaller group
Many research based materials given recommendations for
group size
INSTRUCTIONAL DECISION: CHANGING
INSTRUCTION
Frequency and/or duration of instruction
(increase number of instructional minutes,
increase days per week instruction is provided,
opportunities for distributed practice)
 Integrity of implementation (use of research
based materials implemented as designed)
 Increase frequency of feedback and opportunities
for student responses

PAM
Goal Area
240
220
200
180
160
140
120
100
80
60
40
20
0
Baseline
Goal Statement
District
Central Iowa School
East Elementary
Year 01-02 Teacher
In 36 weeks, Pam will read 122 words correct per minute on 5th grade material.
Pam
Name
Reading
Jones
6 Min. Solution
3 times per wk.
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
PHASE CHANGE

For students who are not progressing as
expected

Make a change in instruction

Collect at least 6 new data points over 3 weeks

Make new instructional decision
PAM
Goal Area
Central Iowa School
East Elementary
Year 01-02 Teacher
In 36 weeks, Pam will read 122 words correct per minute on 5th grade material.
Goal Statement
240
220
200
180
160
140
120
100
80
60
40
20
0
Baseline
Pam
Name
Reading
District
6 Min. Solution
3 times per wk.
Jones
6 Min. Solution
Daily
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
PAM
Goal Area
240
220
200
180
160
140
120
100
80
60
40
20
0
Baseline
Goal Statement
District
Central Iowa School
East Elementary
Year 01-02 Teacher
In 36 weeks, Pam will read 122 words correct per minute on 5th grade material.
Pam
Name
Reading
6 Min. Solution
3 times per wk.
Jones
6 Min. Solution
Daily
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
PAM
Goal Area
200
180
160
140
120
100
80
60
40
20
0
Baseline
Goal Statement
District
Central Iowa School
East Elementary
Year 05-06 Teacher
In 36 weeks, Pam will read 122 words correct per minute on 5th grade material.
Pam
Name
Reading
6 Min. Solution
3 times per wk
Jones
6 Min. Solution
Daily
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
PAM
Goal Area
240
220
200
180
160
140
120
100
80
60
40
20
0
Baseline
Goal Statement
District
Central Iowa School
East Elementary
Year 05-06 Teacher
In 36 weeks, Pam will read 122 words correct per minute on 5th grade material.
Pam
Name
Reading
6 Min. Solution
3 times per wk
Jones
6 Min. Solution
Daily
Goal
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
Day
APPLICATION ACTIVITY





Use graph you started earlier
Plot the data points
Review the data and make an instructional
decision
Draw in visual marker that analysis has
occurred (a phase line or a dashed line)
Decide on a change in instruction, if necessary
Week 1
Week 2
Week 3
87, 82,
96, 98,
105, 104,
80, 85,
100, 99,
106, 105,
88, 91,
97, 96,
109, 110,
Week 4
Fluency Data:
*Grade 3:
•Grade 4:
•Grade 5:
93, 96
97, 98
113, 115
STEP 7: HOW TO USE DATA TO DESCRIBE
STUDENT STRENGTHS AND WEAKNESSES
Using CBM PRF, student miscues may be
analyzed to describe possible student strengths
and weaknesses
 Student reads a CBM PRF passage and teacher
writes down student errors
 First 10 errors are analyzed using a Quick
Miscue Analysis Table

STEP 7: HOW TO USE DATA TO DESCRIBE
STUDENT STRENGTHS AND WEAKNESSES
Correctly Read Words Per Minute
CASE STUDY #1: SASCHA
200
180
160
Sascha’s
goal-line
Sascha‘s
’
trend-line
140
120
Sascha’s
trend-line
100
80
X
60
X
X
X
40
20
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
WHAT QUESTIONS DO YOU HAVE?
STUDENT IMPROVEMENT GRAPH