RtI: Spanish Progress Monitoring
Tools for Reading
Jennifer Chavez, Lorena Gueny,
Yuliana Manriquez, and Jon
Jagemann
October 2014
Learning Intention
• How to administer, collect progress
monitoring data, and locate Spanish
progress monitoring tools in order to
present this information to bilingual
staff members at your school.
Success Criteria
• Review the logistics of how to use Spanish
progress monitoring tools
• Identify where Spanish progress
monitoring resources are located
• Begin to create an action plan for how
Spanish progress monitoring tools will be
presented to the bilingual staff members at
your school
Teaching the CHILD
• http://www.youtube.com/watch?v=1wuSaNCI
de4
RtI Process
a process for
achieving
higher levels
of academic
and
behavioral
success for all
students
Why Progress Monitor?
We CAN change outcomes for students.
Progress monitoring is one part of a
system.
Progress monitoring serves as an
indicator.
Focus is to teach the Basic Early Literacy
Skills explicitly and thoroughly.
Monitor progress frequently and efficiently.
Basic Early Literacy Skills
Phonics
• Phonemic
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Phonemic
Awarenes
s
Focus on specific literacy
skills can improve a child’s
ability to read.
Fluency
Vocabulary
Comprehension
Spanish Interventions for
Students in the Bilingual Program
• If a student is an English Language Learner (ELL),
formal academic interventions are to be used to
assess a student’s academic progress.
• Should be based on a student’s academic deficiency,
not lack of second language development
• Teachers and school teams should use the ELL
Language of Academic Intervention Considerations*
(handout) when considering what language would be
of academic intervention.
*adapted from Culturally and Linguistically Responsive RtI2 Planning Form – WIDA
Consortium
Please Keep in Mind:
• The purpose of this presentation is to share the
progress monitoring tools that are to be used with
students in a bilingual program that have been
identified for tier 2/3 interventions.
• Students identified for tier 2/3 interventions should
be progress monitored at instructional level.
• This presentation will not be referring to specifics
relating to the SLD referral process.
Please Keep in Mind:
• K4 - 2nd grades should use PALS Español and/or
easyCBM Spanish Literacy Benchmark results in the
screening process of aid in identifying students for
interventions.
• These results can also help guide teachers in
determining which basic early literacy skill students
need support
• Other formative and summative data should be used
taken into consideration such as Spanish Tesoros
Verifications, unit/weekly assessments, etc.
Please Keep in Mind:
• The following progress monitoring tools come in two
forms:
– Spanish Reading Progress Monitoring Packets
– easyCBM Probes
• References/content of Spanish Reading Progress
Monitoring Packets
– Combination of Tesoros, IDEL, and DIBELS resources
 Teachers should refrain from using the A Nivel
Cuaderno de Práctica fluency passages as
classwork/homework/etc. since they are used as
progress monitoring tools now
Letter Sounds - Overview
Area of Concern
Basic Early
Literacy Skill
Letter Sounds
Phonics
Instructional
Levels Available
K
Progress
Monitoring Tool
Spanish Progress Monitoring: Letter Sounds
EXCEED
Template Name
Spanish Letter Sounds
Frequency of
Progress
Monitoring
After every 5 intervention sessions
Letter Sounds - Directions
Timing
1 minute
Score
Student receives 1 point for each correct letter sound in a
minute.
Scoring Rules
•Leave blank any letter sound a student said correctly. The lower
case “L” may look like an upper case “I”. Give student point for
either saying the sound of an “L” or “I”.
•Put a slash (/) over any incorrect letter sound.
•Inserted sounds and repeated sounds are ignored and not
counted as errors.
•A sound is scored as incorrect if it is initially misread, but if the
student self-corrects within 3 seconds, mark SC above the letter
and score as correct.
•If a student skips a row cross out the entire row and count the
omitted sounds as errors.
Wait Rule
No response within 3 seconds, say the sound & cue them to say
the next sound
Discontinue Rule
Zero correct sounds in the first five letters
Letter Sounds - Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total sounds read correctly within the minute and
record it next to Total Correct.
Before implementing any intervention, student’s
baseline must be calculated
•Administer (3) Letter Sounds Progress Monitoring lists.
•Determine Total Sounds Correct for each list.
•Choose the Total Sounds Correct MEDIAN (middle)
score for the baseline.
For example, if a student scored a 10, 13, 11. Put in
order from least to greatest and choose the middle
score: Baseline would be 11.
Letter Sounds – samples
Letter Sounds –
scoring example
23
S.C.
S.C
]
Phoneme Segmentation Fluency -
Overview
Area of Concern
Basic Early
Literacy Skill
Phoneme Segmentation Fluency (identifying sounds in a
word)
Phonemic Awareness
Instructional
Levels Available
K-1 grade
Progress
Monitoring Tool
easyCBM Probes – Spanish: Syllable Segmenting
EXCEED
Template Name
Spanish Phonemic Segmentation Fluency
Frequency of
Progress
Monitoring
After every 10 intervention sessions
Phoneme Segmentation Fluency Directions
Timing
1 minute
Score
Student receives 1 point for each syllable said correctly in
a minute.
Scoring Rules
• Underline each syllable the student says correctly
• Put a slash through each syllable the student misses.
• Students are not penalized for saying extra words.
Wait Rule
No response within 3 seconds, say the word in syllables
and student continues to next word
Discontinue Rule Zero correct sound segments in the first five words
Phoneme Segmentation Fluency –
- Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total syllables said correctly within the minute and
record it next to # Correct.
Before implementing any intervention, student’s
baseline must be calculated
Find percentile of probe score:
• Path 1: above the 50th percentile, doesn’t
support need for intervention in that area
• Path 2: between the 10th and 50th percentile, use
the probe percentile score as baseline
• Path 3: below the 10th percentile, use lower level
probe making adjustments until the student is
scoring between the 10th and 50th percentile, use
the probe percentile score as baseline.
Phoneme Segmentation Fluency –
Sample
Phoneme Segmentation Fluency –
Scoring Example
2
2
2
2
2
2
1
2
1
1
17
Basic Phonics - Overview
Area of Concern
Basic Early
Literacy Skill
Basic Phonics Skills (vowels and syllables)
Phonics
Instructional
Levels Available
K-1 grade
Progress
Monitoring Tool
easyCBM Probes- Spanish: Syllable Sounds
EXCEED
Template Name
Spanish Phonemic Basic Phonics
Frequency of
Progress
Monitoring
After every 10 intervention sessions
Basic Phonics - Directions
Timing
1 minute
Score
Student receives 1 point for each correct syllable sound in a
minute.
•
•
Scoring Rules
•
•
•
•
Wait Rule
Discontinue Rule
Self corrects, write S.C. above syllable and count as correct.
Says incorrect syllable, slash through syllable, write the
response above and count as incorrect.
Skips syllable, circle the syllable and count as incorrect
Clearly loses his/her place, point to the next syllable.
Says one of the multiple correct syllable sounds, count as
correct. Example: for the syllable ra, either /ra/ or /rra/ is
acceptable.
Place a bracket (]) after the last word read.
No response within 3 seconds, say the syllable and count as
incorrect.
Zero correct sound syllables out of the first five
Basic Phonics –
Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total syllables read correctly within the minute and
record it next to # Correct.
Before implementing any intervention, student’s
baseline must be calculated
Find percentile of probe score:
• Path 1: above the 50th percentile, doesn’t
support need for intervention in that area
• Path 2: between the 10th and 50th percentile, use
the probe percentile score as baseline
• Path 3: below the 10th percentile, use lower level
probe making adjustments until the student is
scoring between the 10th and 50th percentile, use
the probe percentile score as baseline.
Basic Phonics – Sample
Basic Phonics –
Scoring Example
ti
S.C.
S.C
]
35
Reading Words - Overview
Area of Concern
Basic Early
Literacy Skill
Reading Words (applying phonics skills to decode)
Phonics
Instructional
Levels Available
1-2 grades
Progress
Monitoring Tool
easyCBM Probes – Spanish: Word Reading
EXCEED
Template Name
Spanish Real Word Reading
Frequency of
Progress
Monitoring
After every 10 intervention sessions
Reading Words - Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
•
Scoring Rules
•
•
Wait Rule
Discontinue Rule
If a student self corrects, write S.C. above the word and count
it as correct.
If they say an incorrect word, mark a slash through the word
and count it as incorrect.
If the students skips a word, circle the word and count it as
incorrect.
No response within 3 seconds, say the word (mark as incorrect)
& cue them to say the next word.
Zero correct sound segments in the first five words
Reading WordsScoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total words read correctly within the minute and
record it next to # Correct.
Before implementing any intervention, student’s
baseline must be calculated
Find percentile of probe score:
• Path 1: above the 50th percentile, doesn’t
support need for intervention in that area
• Path 2: between the 10th and 50th percentile, use
the probe percentile score as baseline
• Path 3: below the 10th percentile, use lower level
probe making adjustments until the student is
scoring between the 10th and 50th percentile, use
the probe percentile score as baseline.
Reading Words - Example
Reading Words –
Scoring Sample
S.C.
]
19
Sentence Fluency Rate –
Overview
Area of Concern
Basic Early
Literacy Skill
Sentence Fluency Rate
Fluency
Instructional
Levels Available
1-2 grades
Progress
Monitoring Tool
easyCBM Probes– Spanish: Sentence Reading
EXCEED
Template Name
Spanish Sentence Fluency Rate
Frequency of
Progress
Monitoring
After every 10 intervention sessions
Sentence Fluency Rate –
Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
•
•
Scoring Rules
•
•
Wait Rule
Discontinue Rule
If a student self corrects, write S.C. above the word and count
it as correct.
If they say an incorrect word, mark a slash through the word
and count it as incorrect.
If the students skips a word, circle the word and count it as
incorrect.
Place a bracket (]) after the last word read.
No response within 3 seconds, say the next word
Zero correct sound segments in the first five words
Sentence Fluency Rate –
Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total sounds read correctly within the minute and
record it next to Total Correct.
Before implementing any intervention, student’s
baseline must be calculated
Find percentile of probe score:
• Path 1: above the 50th percentile, doesn’t
support need for intervention in that area
• Path 2: between the 10th and 50th percentile, use
the probe percentile score as baseline
• Path 3: below the 10th percentile, use lower level
probe making adjustments until the student is
scoring between the 10th and 50th percentile, use
the probe percentile score as baseline.
Sentence Fluency Rate –
Sample
Sentence Fluency Rate –
Scoring Example
S.C.
S.C.
]
28
2
26
Passage Fluency Rate –
Overview
Area of Concern
Basic Early
Literacy Skill
Passage Fluency Rate
Fluency
Instructional
Levels Available
3-6 grades
Progress
Monitoring Tool
Spanish Progress Monitoring: Leveled Fluency
EXCEED
Template Name
Spanish Passage Fluency Rate
Frequency of
Progress
Monitoring
After every 5 intervention sessions
Passage Fluency Rate – Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
Scoring Rules
Wait Rule
Discontinue Rule
•To be counted as a correctly read word, the whole word must be read, not just sounds.
•Inserted words, repeated words, and phrases are ignored and not counted as errors.
•A word is scored as incorrect if it is initially misread, but if the student self-corrects
within 3 seconds, mark SC above the word and score as correct.
•Proper nouns read with correct pronunciation or with any reasonable phonetic
pronunciation are counted as correct.
•Put a slash (/) through any errors.
 Errors include:
-Words read incorrectly -Substitutions -Omitted words
-Hesitations more than 3 seconds -Words read out of order
-Words that are sounded out, but not read as a whole word
•If the students skips a word, circle the word and count it as incorrect.
•If a student skips a row cross out the entire row and count the omitted words as errors.
If no response in 3 seconds, say the word and mark it as incorrect. If necessary,
indicate for the student to continue reading.
If no words are read correctly in the first line, say PARA, record a score of “0.” If student
earns a score of “0,” then progress monitor at the next instructional level below.
Passage Fluency Rate –
Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Add total sounds read correctly within the minute and
record it next to Total Correct.
Before implementing any intervention, student’s
baseline must be calculated
•Administer (3) Letter Sounds Progress Monitoring lists.
•Determine Total Sounds Correct for each list.
•Choose the Total Sounds Correct MEDIAN (middle)
score for the baseline.
For example, if a student scored a 10, 13, 11. Put in
order from least to greatest and choose the middle
score: Baseline would be 11.
Passage Fluency Rate –
Sample
Passage Fluency Rate –
Scoring Example
42
3
39
S.C.
S.C.
]
Comprehension – Overview
Area of Concern
Basic Early
Literacy Skill
Reading Comprehension
Comprehension
Instructional
Levels Available
2-6 grades
Progress
Monitoring Tool
Spanish Progress Monitoring: Leveled Comprehension
EXCEED
Template Name
Spanish Monitoring Comprehension
Frequency of
Progress
Monitoring
After every 5 intervention sessions
Comprehension – Directions
Retelling Guidelines
Score
Scoring Rules
Students may read passage to self or aloud. Reading strategies of referring back to
the text and repeated readings may be practiced and encouraged during reading
intervention instruction. In order to monitor the effectiveness of these strategies in
enhancing student comprehension, student should read the passage once and
while retelling, student should not have the passage in front of them for general
or explicit reference.
Use rubric found below the comprehension passage to determine final score.
Quality of Response:
(Note: If the student provides only a main idea, it is considered one detail)
0 Cannot provide any details about the story.
1 Provides 2 or fewer details.
2 Provides 3 or more details.
3 Provides 3 or more details in a meaningful sequence.
4 Provides 3 or more details in a meaningful sequence that captures the main idea.
Wait/Reminder
If a student has not said anything at all, provides a very limited response, or provides
an off-track response, ask
¿Puedes decirme algo sobre lo que leíste?
or
¿Me puedes dar más detalles o información importante sobre lo que acabas de leer?
Discontinue Rule
After the reminder, if the student does not say anything, say “Gracias” and discontinue
the task.
If student gets off-track, repeat the directions.
Comprehension –
Scoring and Baseline
Calculating Final
Score
Determining
Baseline
Use rubric found below the comprehension passage to
determine final score.
Before implementing any intervention, student’s baseline
must be calculated
•Administer (3) Comprehension Progress Monitoring
Passages.
•Determine the rubric score for each passage.
•Find the MEDIAN (middle) score for the baseline.
For example, if a student scored a 1, 2, 1. Put in order from
least to greatest and choose the middle score: Baseline would
be 1.
Comprehension – Sample
Comprehension –
Scoring Example
Example:
-Se trata de niños que juegan y hombres
que están preparando una canoa. Las
mujeres cocinan también.
“It is about children who are
playing and men who are
preparing a canoe. The women cook, too.”
(Student gives three details, but not in a
meaningful sequence)
Grades 7th – 8th
• These progress monitoring tools are to
be used for students that are in 7th or 8th
grade and have been identified for
Spanish Reading intervention.
Additional Resources - handouts
• Bilingual Reading RtI Instructional Resources
– An overview of the multi-level tiers of support in Spanish Reading
• Bilingual (Spanish) Literacy RtI Alignment
– Aligns area of concern, progress monitoring tool, instructional levels
available, EXCEED templates and frequency of progress monitoring.
• Bilingual (Spanish) Literacy Baseline/Goal Guide
– Provides a quick guide to baseline setting and goal setting for all the progress
monitoring tools. Also provides passage fluency rates.
• easyCBM Percentile Table
– Concise list of easyCBM Spanish literacy progress monitoring scores
converted into percentiles
• Bilingual Literacy Intervention EXCEED BASICS
– Direction in how to create an EXCEED plan using bilingual (Spanish) EXCEED
template
Locating Progress
Monitoring Resources
① Go to the MPS
Homepage
② Click on
Families
③ Click on RtI &
PBIS
Locating Progress
Monitoring Resources Cont.
① On the right
side of the RtI
& PBIS
homepage,
click on
Resources
Locating Progress
Monitoring Resources Cont.
Scroll down to
Spanish Bilingual
Resources
Click here for
documents directly
related to Progress
monitoring Resources
Click here to find all
Spanish Progress
Monitoring Tools
Locating Progress
Monitoring Resources Cont.
Locating Progress
Monitoring Resources Cont.
 Scroll down to
Literacy
Resources
 Click here for
documents
directly related to
easyCBM
 For any EXCEED
resources
SLD Process
•If a student is moving toward a process of a SLD
determination, intervention progress monitoring
must occur at grade-level and weekly.
•For more information on the SLD
determination process as it relates to a RtI,
contact your school psychologist.
Next Steps – Action Planning
• Guiding Questions
– How and when will this information be shared
with all bilingual staff members?
– How and when will bilingual teachers be offered
Spanish progress monitoring resource support
after information is initially shared?
Any additional questions about these
progress monitoring tools? Please contact
your RtI/PBIS Coach 
RtI: Spanish Progress Monitoring Tools for Reading
MPS Board of School Directors
Senior Team
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives