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The Coffeyville Community Elementary Special Education team, K-6, uses screening
and diagnostic information to gather strengths and needs of a student in order to
pinpoint deficit skill areas for intervention.
The following are assessments given by USD 445 to gather information about
individual students. These assessments are used to identify students who are at
academic risk and should be placed in a tiered group. Those students with
significant need are referred to the Student Improvement Team.
Aimsweb – Oral Reading, Maze, Math Computation, and Math Concepts and
Applications
Literacy First – Phonemic Awareness, Phonics Continuum and Fluency
STAR – Reading and Math
The CE Special Education team further uses the Aimsweb progress monitoring
probes to track a student’s progress on their Individual Education Plan.
Suggested Progress Monitoring Subtests to Match the Focus of Instruction
Alphabet Knowledge
Letter Naming Fluency (LNF)
Phoneme Isolation
First Sound Fluency (FSF)
Onset/Rime
Phoneme Segmentation
Phoneme Segmentation Fluency (PSF)
Short Vowels
Nonsense Word Fluency (NWF)
Accuracy (Advanced Phonics)
Oral Reading Fluency Passages (ORF/R-CBM)
(Accuracy Percentages)
Fluency
Oral Reading Fluency Passages
(ORF/R-CBM)
Comprehension
Maze Passages
Once an appropriate subtest is chosen, goal setting steps should be taken.
Information from the subtest should be gathered to determine if on-grade-level
monitoring will occur or if another grade level is more appropriate. If the student
performs below the 10th percentile on the grade level benchmark the following
procedure should be used to determine the grade level to be used for progress
monitoring.
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Selecting the Grade Level of the Material for Goals and
Progress Monitoring
When a student’s performance is at or below the 10th percentile off-grade level
instruction is indicated. The following process details the logical method of
stepping back grade by grade until the student scores at or above a minimal level
of performance (i.e., the 10th percentile). (A Norms table for 10th percentile, 50th
percentile and rate of improvement or ROI is found in the appendix.)
1. Administer the screening probe(s) at the student’s current grade level.
2. Determine the national percentile rank of the student’s score on the
screening probe. (Note: For R-CBM, use the median of the student’s three
screening probe scores.) If the student’s score ranks above the 10th
percentile, proceed with progress monitoring at grade level. If the student’s
score ranks at or below the 10th percentile, proceed to step 3.
3. Step back one grade level and administer that grade’s screening probe(s). If
the student’s score ranks below the 10th percentile, repeat step 3, stepping
back one grade level at a time until the student achieves a score that ranks
above the 10th percentile, and proceed with progress monitoring at that
grade level.
3
Setting Off-Grade Goals
How to Use Rate of Improvement for Goal Setting
After determining the grade level to be monitored, consider using the Rate of
Improvement (ROI) for that grade level to determine the goal for progress
monitoring. (ROI is a measure calculated to reflect the average increase of a raw
score per week.) (A Norms table for 10th percentile, 50th percentile and ROI is
found in the appendix.) Your knowledge of the abilities and the curriculum for your
grade level should also factor into your decision.
For example, the student you are monitoring has a raw score of 12 on the fifth
grade Oral Reading subtest. The ROI for fifth grade is 1.5(an increase of 1.5
words per minutes per week.) Use the following formula to calculate the goal for
this student.
ROI rate X 36weeks + raw score = Goal
For our example, 1.5 X 36 + 12 = 66 words per minute. Because we are using the
ROI for fifth grade this goal should be reasonable.
For an ambitious goal add 10% the ROI, then make the calculations.
To determine benchmark goals for an IEP, subtract the initial score from the goal
score, then divide by 4. For each benchmark, take base score or previous score
and add this number.
Goal score – Initial score
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Benchmark 1: baseline + number
Benchmark 2: benchmark 1 + number
Benchmark 3: benchmark 2 + number
Benchmark 4: goal
Once the goal has been chosen for a student, weekly progress monitoring should
occur. At CE a folder is created for each student with the appropriate probes for
each area being monitored. The folders are given to each subsequent grade level
as a student progresses through CE. In addition to the progress monitoring
probes, a graph is placed in the folder or created on the computer for each area.
After a probe is assessed, the teacher or student record the data on the graph
and a chart is created over time.
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How to Apply Decision Rules to Graph Scores to Know
When to Revise Programs and Increase Goals
A Curriculum Based Measurement (CBM) can judge the adequacy of student
progress and the need to change instructional programs. Researchers have
demonstrated that CBM can be used to improve the scope and usefulness of
program evaluation decisions (Germann & Tindal, 1985) and to develop instructional
plans that enhance student achievement (Fuchs, Deno, & Mirkin, 1984; Fuchs,
Fuchs, & Hamlett, 1989a).
After teachers draw CBM graphs and trend-lines, they use graphs to evaluate
student progress and to formulate instructional decisions. Standard CBM decision
rules guide decisions about the adequacy of student progress and the need to
revise goals and instructional programs.
· Decision rules based on the four most recent consecutive scores:
– If the four most recent consecutive CBM scores are above the goal-line,
the student’s end-of-year performance goal needs to be increased.
– If the four most recent consecutive CBM scores are below the goal-line,
the teacher needs to revise the instructional program (the end-of-year
performance goal should never decrease).
· Decision rules based on the trend-line:
– If the student’s trend-line is steeper than the goal-line, the student’s endof year performance goal needs to be increased.
– If the student’s trend-line is flatter than the goal-line, the teacher needs
to revise the instructional program.
– If the student’s trend-line and goal-line are the same, no changes need to
be made.
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Appendix
page
Kindergarten Norms Table
First Grade Norms Table
Second Grade Norms Table
7
8
10
Third Grade Norms Tables
Fourth Grade Norms Tables
11
12
Fifth Grade Norms Tables
Sixth Grade Norms Tables
Aimsweb Progress Monitoring Times for Administration
13
14
15
Suggested IEP Goals
Phonological Awareness Skill Sequence Chart
16
18
Phonics Development Continuum
Recourses
19
21
6
Kindergarten Norms Tables
percentile
Letter Naming Fluency(LNF)
Letter Sound Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Oral Counting(OCM)
Number Identification(NIM)
Missing Number(MNM)
Quantity Discrimination(QDM)
Correct Word Sequences(WECWS)
Total Words Written (WE-TTW)
Fall Winter
Spring
Rate of
Improvement
10%
2
18
29
50%
21
44
52
10%
0
6
18
50%
5
27
39
10%
0
3
15
50%
7
30
48
10%
n/a
4
18
50%
n/a
25
40
10%
14
35
49
50%
39
64
78
10%
4
25
40
50%
33
52
56
10%
0
3
7
50%
5
12
16
10%
1
6
12
50%
11
21
28
10%
0
0
1
50%
10%
4
0
7
1
9
3
0.14
50%
1
5
10
0.25
7
0.86
0.94
1.14
n/a
1.08
0.64
0.31
0.47
First Grade Norms Tables
percentile
Letter Naming Fluency(LNF)
Letter Sound Fluency(LSF)
Phonemic Segmentation
Fluency(PSF)
Nonsense Word Fluency
Oral Reading(OR)
Maze
Oral Counting(OCM)
Fall Winter
Spring
10%
26
30
35
50%
47
57
63
10%
13
24
31
50%
31
48
54
10%
14
31
36
50%
41
51
56
10%
13
30
38
50%
34
54
68
10%
2
11
22
50%
13
36
67
10%
0
1
2
50%
1
4
8
10%
46
60
69
50%
72
86
94
8
Rate of
Improvement
0.44
0.64
0.42
0.94
1.5
0.19
0.61
First Grade Norms Table (continued)
percentile
Number Identification(NIM)
Missing Number(MNM)
Quantity Discrimination(QDM)
Mathematics Computation( MCOMP)
Correct Word Sequences(WECWS)
Total Words Written (WETTW)
Fall Winter
Spring
10%
17
38
45
50%
43
61
66
10%
3
10
12
50%
12
18
21
10%
6
18
24
50%
22
32
36
10%
2
11
21
50%
9
28
39
10%
0
1
2
50%
2
5
11
10%
2
5
9
50%
7
13
20
9
Rate of
Improvement
0.64
0.25
0.39
0.83
0.25
0.36
Second Grade Norms Tables
percentile Fall
10%
17
50%
62
Winter Spring
38
58
88
106
1.22
10%
50%
1
4
4
11
7
15
0.31
10%
6
14
22
Mathematics Computation( MCOMP)
50%
16
32
40
Mathematics Concepts and
Applications (M-CAP)
10%
2
6
9
50%
6
16
21
10%
2
5
8
50%
9
16
21
10%
5
11
16
50%
15
25
32
Oral Reading(OR)
Maze
Correct Word Sequences
(WE-CWS)
Total Words Written (WETTW)
10
0.67
0.39
0.33
0.47
Third Grade Norms Tables
Fall Winter
Oral Reading(OR)
Spring
Rate of
Improvement
10%
50%
37
87
55
111
71
127
1.11
10%
50%
5
13
7
15
8
16
0.08
10%
8
19
26
Mathematics Computation( MCOMP)
50%
22
42
56
Mathematics Concepts and
Applications (M-CAP)
10%
3
5
8
50%
7
11
15
0.22
10%
50%
5
18
9
24
13
30
0.33
10%
13
17
23
50%
26
34
39
Maze
Correct Word Sequences
Total Words Written (WETTW)
11
0.94
0.36
Fourth Grade Norms Table
Fall Winter
Oral Reading(OR)
Spring
10%
61
77
89
50%
107
125
139
10%
6
11
11
50%
14
20
20
10%
10
22
29
Mathematics Computation( MCOMP)
50%
24
44
57
Mathematics Concepts and
Applications (M-CAP)
10%
6
9
9
50%
12
16
18
10%
10
14
18
50%
28
34
38
10%
17
22
25
50%
35
41
45
Maze
Correct Word Sequences
(WE-CWS)
Total Words Written (WETTW)
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Rate of
Improvement
0.89
0.17
0.92
0.17
0.28
0.28
Fifth Grade Norms Table
Fall Winter
Oral Reading(OR)
Spring
10%
72
86
96
50%
121
139
153
10%
8
12
15
50%
17
22
27
10%
5
8
12
Mathematics Computation( MCOMP)
50%
14
23
32
Mathematics Concepts and
Applications (M-CAP)
10%
4
6
5
50%
8
11
11
10%
15
19
22
50%
34
39
46
10%
21
27
31
50%
4
48
51
Maze
Correct Word Sequences (WECWS)
Total Words Written (WETTW)
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Rate of
Improvement
0.89
0.28
0.5
0.08
0.33
0.28
Sixth Grade Norms Table
Oral Reading(OR)
Maze
Mathematics Computation( MCOMP)
Mathematics Concepts and
Applications (M-CAP)
Correct Word Sequences
(WE-CWS)
Total Words Written (WETTW)
Fall
Winter
Spring
10%
89
104
113
50%
141
155
166
10%
11
17
16
50%
22
29
28
10%
6
11
13
50%
18
26
33
10%
6
9
9
50%
13
17
19
10%
16
24
28
50%
37
47
53
10%
24
33
36
50%
46
55
59
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Rate of
Improvement
0.69
0.17
0.42
0.17
0.44
0.36
Aimsweb Progress Monitoring Times for Administration
Aimsweb Subtest
Letter Naming Fluency (LNF)
First Sound Fluency (FSF)
1 minute
1 minute
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
Oral Reading Fluency Passages (ORF/R-CBM)
Maze Passage
1 minute
1 minute
1 minute
3 minutes
Aimsweb Subtest
Oral Counting (OC)
Number Identification (NI)
Quantity Discrimination (QD)
Missing Number (MN)
Mathematics Concepts and Applications (MCAP)
Mathematics Computation (M-CAP)
Aimsweb Subtest
Written Expression Curriculum Based
Measurement (WE-CBM)
Written Expression Curriculum Based
Measurement (WE-TTW)
Time
Time
1 minute
1 minute
1 minute
1 minute
8 minutes
8 minutes
Time
1 minute to think
3 minutes to write
1 minute to think
3 minutes to write
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Suggested IEP Goals
Reading:
By date, given a ____________ grade maze probe, student’s name will complete
________ responses in three minutes.
By date, given a ____________ grade fluency probe, student’s name will read
________ words in one minute.
By date, given a _______ grade letter naming probe, student’s name will name
_________ letters in 1 minute.
By date, given a ______ grade letter sound probe, student’s name will say the
sound for ______ letters in 1 minute.
By date, when presented with a ______ grade phonemic segmentation probe,
student’s name will say _________ correct sounds in 1 minute.
By date, given a ______ grade nonsense word probe, student’s name will read
______ sounds or nonsense words in 1 minute.
Math:
By date, given a _________ grade computation probe, student’s name will compute
a score of ______ in 8 minutes.
By date, when asked to count orally, student’s name will count to ______ in 1
minute.
By date, given a ______ grade quantity discrimination probe, student’s name will
state the larger number for a score of ______ correct responses in 1 minute.
By date, given a ______ grade number identification probe, student’s name will
identify ______ numbers in 1 minute.
By date, given a ______ grade a missing number probe, student’s name will state
the missing number in a string of 3 for a score of ______ correct responses in 1
minute.
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Suggested IEP Goals continued
Writing:
Correct Word Sequences
By date, given a story starter with one minute to think and 3 minutes to write,
student’s name will write _______ correct word sequences.
Total Words Written
By date, given a story starter with one minute to think and 3 minutes to write,
student’s name will write _______ total words.
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Phonological Awareness Skill Sequence Chart
SKILL
EXAMPLE
TYPICALLY MASTERED
Concept of Spoken Word
Distinguishes words in a
sentence.
I like apples.
How many words in the
sentence?
Pre-K
Rhyme
Rhyme Recognition
Rhyme Completion
Rhyme Production
Does pick rhyme with
stick?
Complete this rhyme: The
bug crawled on the
_____.
What word or pretend
word rhymes with ball?
Pre-K
Kindergarten
Kindergarten
Syllables
Syllable Blending
Syllable Segmentation
Syllable Deletion
What word is made when
we put foot and ball
together?
Say the two syllables in
rainbow.
Say outside without side.
Kindergarten
Kindergarten
Kindergarten
Phonemes
Phoneme isolation of
initial sounds
Phoneme isolation of
final sounds
Phoneme blending- onset
and rime
Phoneme blending- all
phonemes
Phoneme Segmentation
Phoneme deletion of
initial sound
Phoneme deletion of
final sound
Phoneme Manipulation
Adding phonemes
Phoneme substitution of
initial sound
What is the first sound in
dot?
What is the last sound in
sun?
What is this word?
/t/ /op/
What is this word?
/p/ /i/ /g/
What are the sounds in
pot?
Kindergarten
Kindergarten
Kindergarten
First Grade
First Grade
Say take without /t/.
First Grade
Say big without /b/.
First Grade
Say it. Now add /s/ at
the beginning.
Replace the first sound in
back with /t/.
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Kindergarten
First Grade
Phonics Developmental Continuum
PHONICS CATEGORY
Letter names (uppercase and
lowercase)
TYPICAL EXAMPLES
b, m, r, a, s, t, g, n, i, p, c, h, f, o, d, l, k,
u, j, w, e, y, z, v, q, x
TYPICALLY MASTERED
Kindergarten
1. Consonant Letter-Sound
Correspondence
(uppercase and lowercase)
b, m, r, s, t, g, n, p, c, h, f, d, l, k, j, w,
y, z, v, q, x
Kindergarten
2. Vowel Letter-Sound
Correspondence
(uppercase and lowercase)
a, i, o, u, e
Kindergarten
3. 50 High Frequency
Words
See High Frequency Word ListKindergarten
Kindergarten
4. CVC Words/Short Vowel
a in sat, i in fit, o in top, u in cup, e
in let
First Grade
5. Onset and Rime/Short
Vowel
b/at, t/in, r/ob, t/ug, s/et
First Grade
6. First 100 High Frequency
Words (List A)
See High Frequency Word List A.
First Grade
7. Endings (not tested)*
-ing, -s, -es, -er, -ed
(3 sounds): grabbed /d/, stopped /t/,
waited /ed/
First Grade
8. Consonant Digraphs
(beginning)
ch, ph, sh, th, wh: change, phone,
shut, thick, when
First Grade
9. Consonant Digraphs
(ending)
ch, ck, dge, ng, sh, tch: much, nick,
bridge, ring, bush, catch
First Grade
10. Consonant Blends
(beginning)
br, cr, dr, fr, gr, pr, tr: broke, crack,
drop, frog, grab, price, tree
bl, cl, fl, gl, sl, pl: black, clap, flap,
glove, slow, plate sc, sk, sl, sm, sn,
sp, st, sw: scab, skin, slice, small,
snack, spin, stop, sweat scr, spl,
spr, squ, str: scream, splash,
spring, square, straw
First Grade
11. Multisyllabic Words
Closed syllable: mis/hap, nap/kin,
rab/bit
First Grade
12. Consonant Blends
(ending)
ft, ld, lf, mp, nd, nk, nt, sk, st: lift,
cold, belt, jump, and, drink, plant,
desk, nest
First Grade
13. Long Vowel/Silent e
a in fade, i in bite, o in note, u in
cube
First Grade
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14. Letter-Sound Variations and
Generalizations (not tested)*
15. Vowel Digraphs (long)
16. Second 100 High
Frequency Words (List B)
17. Vowel Digraphs (other)
18. Vowel Diphthongs
qu: queen soft g:
gem soft c: city
x: excite /k/, mix /ks/, exit
/gz/
ai, ay, er, ea, ey: pain, play, eight,
great, hey
oa, oe, ow, ou, ew: boat, doe,
grow, though, sew ee, ea, ei, ie, ey:
see, seat, either, chief, key ie,
ye: tie, eye
See High Frequency Word List B
ew, oo, oe, ue, ui: chew,
food, shoe, cue, suit oo:
foot ou: tough au, aw: haul,
paws
oi, oy: oil, boy ou,
ow: out, cow
First Grade
First Grade
First Grade
Second Grade
Second Grade
19. R- or L- Controlled
er: fern, ir: bird, ur: turn, ar: park,
or: short, al: halt, talk, air: pair
20. Other Beginnings (not
tested)*
wr: wrong, write kn:
knew, knife
Second Grade
21. Multisyllabic Words
Open Syllables: be/low, sea/son,
di/al, o/pen
Second Grade
22. 300 High Frequency
Words (List C)
Grade Level Mastery:
See High Frequency Word List C
Second Grade
Second Grade
End of Kindergarten= All Kindergarten Skills
End of First Grade= All Kindergarten and First Grade Skills
End of Second Grade= All skills completed
*Phonic continuum categories 7, 14, and 20 are not tested by the Literacy First Phonics Assessment.
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Curriculum Resources
Resources Provided by USD 445
Literacy First processes and resources
Everyday Math
Stevenson Language Program
Wilson Reading System
Resources Provided by Tri-County Special Ed.
Touch Math
Edmark Reading
Evan-Moore Math Assessments
Web Resources
District
Reading A-Z
STAR
AR Reading
Tri-County
Raz-Kids
Apps
Express
Scoot Pad
Splash Math
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