Monitoring Student Progress in Core Skills Areas
Problem Statement: Determining the effectiveness of instruction and the resultant rate
of student progress, when working with students who have a hearing loss, can be a
challenging process. Standardized assessments are often inappropriate, unreliable or
too broad in the skills areas measured to be of practical use. The mandates for
accountability, closing the gap between learners who are deaf or hard of hearing is
critical. In addition, there has been an ongoing need for tools which support the
development of IEP goals and objectives, in core skills areas such as reading, writing
and math, which are sensitive enough to measure progress over time, easy to
administer, interpret and explain to parents. To address these issues, a protocol was
established and training provided during the 2001-02 school year and piloted in 200203. The following outlines the process involved in establishing the routine for continuous
progress monitoring.
Solution: The University of Minnesota’s Deaf Education Program and the Deaf/Hard of
Hearing Programs of the Saint Paul Public Schools have a long history of dynamic
collaboration. Given this relationship, it was a natural tendency for the SPPS staff to
work with the University in exploring new and better ways to determine if the general
instructional approaches utilized within the elementary self-contained and resource
classrooms were meeting students’ needs. Stan Deno, Ph.D., has long been a
developer, researcher and a proponent of using Curriculum-Based Measures (CBM) to
monitor student progress on a routine basis. When approached for assistance, Dr. Deno
along with Susan Rose trained the staff in the rudiments of CBM and assisted in the
collection of student data.
The initial step involved training staff in the concept and components of CBM. The first
session included the definition of terminology and the rationale for its use. Subsequent
sessions provided staff with the opportunity to examine the actual probes to be utilized,
become comfortable with administration procedures, and determine an evaluation
protocol that would work for them and their students. Finally, teachers were apprised of
data management and interpretation procedures, as well as given information regarding
the determination of adequate yearly student progress (AYP). Future sessions will
address potential interventions to be implemented if the student is not making AYP.
The Como team determined, with input from Dr. Rose, that reading and written
language would be the content areas initially monitored. Dr. Rose suggested an
assessment protocol using a maze approach (similar to a cloze procedure but with word
choices provided) for monitoring reading, and a correct word sequence analysis for
written language. (Adaptations were made for K-1 students). Both areas would be
evaluated three times a year: fall, winter and spring. Individual student and group data
would be recorded and graphed each trimester with assistance from the University.
In addition to determining progress, the Como staff had a need to increase its data
support related to IEP development. The curriculum-based measurement system lends
itself well to creating goals and objectives that are appropriate, easily measurable and
pertinent to the curriculum. This school year, Como IEP managers have been involved
in developing pragmatic routines, in the areas of reading and written language, using
CBM data to enhance IEP development. This information is also used as the basis for
reviewing a student’s progress toward attainment of goals and objectives.
Impact: Implementing a protocol for continuous progress monitoring based on
curriculum-based measurement has had a very positive impact on the efficacy of
instruction in our program and the determination of students’ academic achievement.
The following summarizes some of the benefits as recounted by Como Elementary
teachers of the Deaf/Hard of Hearing:

CBM provides a manageable means of individualizing instruction for an increasingly
diverse student population;

CBM provides an efficient way to compare student progress and a common
language among service providers in which to discuss achievement-related issues;

The inclusion of CBM in IEP development enhances and expedites the process and
increases accountability;

CBM data help teachers track the impact of specific modes of instruction and/or
materials on their students’ learning and helps document the need for interventions.

CBM , which is easily represented visually, allows the students to monitor their own
progress.

CBM-generated data provide a graphic and easily comprehendible means of
conveying information to parents.
Yet to Be Done…
Como Park Elementary teachers are becoming increasingly more comfortable with the
CBM routine, but still require additional training in refining their data analysis and
expanding their interventions “toolbox”. In 2003-2004, teachers will also explore
integrating technology into the assessment and recordkeeping procedures.
On a district scale, the concept of CBM will be expanded to include the junior and senior
high school programs serving students with hearing loss. It is the expectation that, by
the end of the 2004-05 school year, all teachers of the D/HH in Saint Paul Public
Schools will be proficient in the use of CBM as a means of documenting their students’
academic growth.
For additional information, please contact:
Kathy Arnoldi
Lead Resource: K-12 Deaf/Hard of Hearing Programs
Saint Paul Public Schools
Saint Paul, Minnesota
kathy.arnoldi@spps.org