Progress Monitoring in Reading:
How to Use the Data
A module for pre-service and in-service
professional development
MN RTI Center
Authors: Lisa Habedank Stewart, PhD & Adam Christ, graduate
student Minnesota State University Moorhead
www.scred.k12.mn.us click on RTI Center
MN RtI Center
1
MN RTI Center Training Modules


This module was developed with funding from the MN legislature
It is part of a series of modules available from the MN RTI Center
for use in preservice and inservice training:
Module Title
Authors
1. RTI Overview
Kim Gibbons & Lisa Stewart
2. Measurement and RTI Overview
Lisa Stewart
3. Curriculum Based Measurement and RTI
Lisa Stewart
4. Universal Screening (Benchmarking): (Two
parts)
Lisa Stewart
What, Why and How
Using Screening Data
5. Progress Monitoring: (Two parts)
Lisa Stewart & Adam Christ
What, Why and How
Using Progress Monitoring Data
MN RtI Center
6. Evidence-Based Practices
Ann Casey
7. Problem Solving in RTI
Kerry Bollman
8. Differentiated Instruction
Peggy Ballard
9. Tiered Service Delivery and Instruction
Wendy Robinson
10. Leadership and RTI
Jane Thompson & Ann Casey
11. Family involvement and RTI
Amy Reschly
12. Five Areas of Reading
Kerry Bollman
13. Schoolwide Organization
Kim Gibbons
2
Overview

This module is Part 2 of 2
 Part 1: Why, What, How to Progress Monitor

Part 2: Using Progress Monitoring Data
MN RtI Center
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Why Progress Monitor?

When teachers USE progress monitoring




Students learn more!
Teachers design better
instructional programs
Teacher decision
making improves
Students become more
aware of their performance
Safer & Fleishman, 2005
MN RtI Center
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MN RtI Center
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words correct per min (grade level passage)
Is this student making progress?
Adam Gr 4
Repeated Reading 1:1, 20 min day
140
Repeated Reading 1:1, 10 min 2xday
130
120
110
100
90
80
70
wr
err
60
50
40
30
20
10
0
week
5
Graphing/Displaying the Data
“A picture is worth a thousand words”
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Making a Graph
Show
changes in
instruction
with “lines”
and labels
Label
your
axes
MN RtI Center
Have an “aimline” that
shows what the end goal is
7
Use Graphs!
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Aimline

Shows general trajectory needed for student to
reach his/her goal

Typically set so student gets back “on target” or “on grade level”
within a set amount of time (e.g., by the end of the year) if
possible

Simply draw a straight line from the student’s first data point on
the graph to the date and score representing his target or goal

Use SMART goals: specific, measurable, attainable, realistic,
with a clear timeframe
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Aimline and Setting Goals (Cont’d)

For setting CBM goals

Can use local norms or benchmark targets set by
your district or based on national datasets and
research (e.g., DIBELS targets, AIMSweb targets)

Can use information on the amount of progress
students who were successful have made in the
past in this intervention or curriculum (e.g., what
was the slope of progress in the research?)
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Example Gr 1-5 “Targets” for Aimline
Based on the St. Croix River Education District 08-09 Targets
linked to success on Minnesota Comprehensive Assessment – II
Grade Measure
Target
1
Nonsense Word Fluency
January = 52 letter sounds correct/min
1
CBM Grade Level Oral
Reading Fluency (ORF)
Spring = 52 words correct/min
2
CBM ORF
Spring = 90 words correct/min
3
CBM ORF
Spring = 109 words correct/min
4
CBM ORF
Spring = 127 words correct/min
5
CBM ORF
Spring = 141 words correct/min
6
CBM ORF
Spring = 166 words correct/min
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Early CBM national “norms” and growth
rates in oral reading (words correct per min.)
Grade
Percentile
1
50
2
75
50
25
3
4
5
6+
Fall ORF
Winter ORF
Spring ORF
Weekly
Progress
27
54
1.80
82
53
23
106
78
46
124
94
65
1.66
75
50
25
107
79
65
123
93
70
142
114
87
1.18
75
50
25
125
99
72
133
112
89
143
118
92
1.01
75
50
25
126
105
77
143
118
93
151
128
100
0.58
50
125-150
125-150
125-150
0.66
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Hasbruck & Tindal 1992, Teaching Exc. Children, Deno et al, 2001 School Psych Review
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words correct per min (grade level passage)
Draw an Aimline for Adam (Gr 4)
Adam Gr 4
Repeated Reading 1:1, 20 min day
140
MN RtI Center
Repeated Reading 1:1, 10 min 2xday
130
120
110
100
90
80
70
wrc
errors
60
50
40
30
20
10
0
week
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words correct per min (grade level passage)
Adam’s Aimline Example
Using SCRED Targets
Adam Gr 4
Repeated Reading 1:1, 20 min day
140
MN RtI Center
Repeated Reading 1:1, 10 min 2xday
130
120
110
100
90
80
70
60
50
40
30
20
10
0
week
14
Looking at the Graphs

Is there “go upness”????

Is there ENOUGH “go upness”????
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Basic Visual Analysis: “Go Upness”?
Moira, Grade 3
words correct per min. (grade level passages)
120
110
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
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Weeks
16
Using an Aimline
Moira, Grade 3
words correct per min. (grade level passages)
120
110
AIMLINE
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Weeks
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Data Decision Guidelines

If the student has some data points above and
some below the aimline (doing the “aimline hug”),
keep doing what you are doing!

If the student has 4 consecutive data points above
the aimline, consider moving the student to less
intervention (e.g., decreasing minutes, or moving
from Tier 2 to Tier 1 or Tier 3 to Tier 2)

Also use other pieces of information

Continue to progress monitor
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Data Decision Guidelines (Cont’d)

If the student has 4 consecutive data points below the
aimline, ASK THE FOLLOWING QUESTIONS (and
continue to progress monitor):

What does the “other” evidence available suggest about the
student’s progress?

Error rates? Behavior during the intervention?

What is the general “trend” of the data? Is the student likely to get
where we want if this continues?

Use visual analysis and other evidence

Use “trendlines” and “aimlines”
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Trendline

Shows the general “trend” or trajectory of the
student’s data so far



Web-based programs typically use an Ordinary Least Squares
regression line

AIMSweb, DIBELS data system, Excel
Need approx. 7 to 9 data points
Trendlines on few data points or on highly variable data are
NOT reliable!!!

Christ, T. (2006). Short term estimates of growth using
CBM ORF: Estimating Standard Error of Slope to construct
confidence intervals. School Psychology Review, 35(1)
128-133.
MN RtI Center
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Trendline and Aimline
Moira, Grade 3
words correct per min. (grade level passages)
120
110
AIMLINE
100
90
80
70
60
50
40
TRENDLINE
30
y = -0.8x + 64.6
R2 = 0.0623
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Weeks
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How Much Progress is “Enough”?

What is “adequate” progress?




Criterion referenced

Will student meet goal? In reasonable amount of time?

Growth is at or above “target” growth rate
Norm referenced

Growth is at or above growth of grade level peers
Individually referenced

Growth is better than before
“Intervention”/research referenced

Growth is similar to what was seen in research on this
intervention (with similar population)
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Remember to Use your Brain!
(And Eyes and Ears)
These are guidelines, THINKING is REQUIRED…
If overall trend of progress is good
but s/he happens to have 4
data points just barely below
the aimline, you may decide to
continue your intervention for a
week and see what happens.
Use convergence of data (teacher
report, mastery monitoring,
behavioral indicators)
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Practice Exercises:
Is there go upness?
Is there enough go upness?
What else would you like to know?
What would you do?
1.
2.
3.
4.
•
•
•
Exit to less intense service
Keep going and collect more data
Problem solve and change something
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MN RtI Center
week
25
5/19/2010
5/5/2010
4/21/2010
4/7/2010
3/24/2010
3/10/2010
2/24/2010
90
2/10/2010
1/27/2010
1/13/2010
12/30/2009
12/16/2009
12/2/2009
11/18/2009
11/4/2009
10/21/2009
100
10/7/2009
110
9/23/2009
9/9/2009
words correct per min (grade level passage)
Finn Gr 2 CBM-ORF
Finnegan Grade 2
120
Reading Links 1:5 for 15 min.
Aimline
80
70
60
50
40
30
20
10
0
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week
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5/19/2010
5/5/2010
4/21/2010
4/7/2010
3/24/2010
3/10/2010
2/24/2010
2/10/2010
1/27/2010
1/13/2010
Reading Links 1:5
for 15 min.
12/30/2009
12/16/2009
12/2/2009
11/18/2009
11/4/2009
10/21/2009
90
10/7/2009
100
9/23/2009
110
9/9/2009
words correct per min (grade level passage)
Finn Gr 2 CBM-ORF (Cont’d)
Finnegan Grade 2
120
Added distributed practice and preteaching
Aimline
80
70
60
50
40
30
20
10
0
Justan Gr 1 NWF
Is Justan Making Progress?
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And Now?
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And Now????
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On Track…
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What Decision Would You Make?
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And Now?
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Is There “Enough” Go Upness?
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Can Also Make Decisions About Exiting
to Less Intensive Service!
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What Can You Do About “Bounce”
in the Data?
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Dealing With Bounce

Is there a “measurement” problem?

Fidelity of administration and scoring

Materials aren’t well designed or are too difficult

Who, where, and when measurement takes place
can matter (esp. for some kids)

Motivation issues (can’t do vs. won’t do)
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Dealing with Bounce (Cont’d)

Other ways to minimize bounce or make
decisions despite bounce


Do more probes at one time and take median or
average score
Do more frequent measurement (e.g., weekly or 2x
week)



Look at trend over time with many data points
Look at ALL data together (errors, mastery data, etc.)
Use the least dangerous assumption…
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What if There isn’t Adequate Progress?
If you keep doing what you’ve been
doing then you will keep getting
what you’ve got.
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Back to Problem Solving
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What if There isn’t Adequate Progress?

Is the intervention being done with fidelity?

Has fidelity checks been done?

Is the student in the right level of materials?

Has the student been in school? Are they
getting enough minutes of intervention per
week?
MN RtI Center
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What if There isn’t Adequate Progress?
(Cont’d)

Should the intervention be “tweaked”? Changed?
Is there an intervention better “matched” to this
student’s needs?

Changes could include trying a different intervention or just
“tweaking” the current intervention such as adding a 5th repeat
to a repeated reading or a sticker incentive for accurate
reading.

Grade level or problem solving team members work together to
discuss the data, the student, and what intervention changes
would have the best chance of success.
MN RtI Center
DRAFT May 27, 2009
41
What Could We Change?

Focus or skill

Teaching strategies: More explicit, more modeling, more
practice, more previewing, better matched with core

Materials: Easier, better matched (cultural, interests, etc.)

Arrangements: Size group, location, who is teaching?

Time: Amount of time, days per week, time of day

Motivation: Interests, goals, rewards, home/school
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Adam, Gr 4

Benchmark data

Winter: 85 wrc (target= 114)

Fall: 89 wrc (target= 93)

Error rate moderate (4, 4, & 6)

Very inconsistent academically; good attendance but attention,
accuracy and work completion issues; basic decoding skills ok; can
correct errors; can read better (with expression, meaning) in high
interest material?

Grade Level Team put Adam in Tier 2 intervention- working with MRC
1:1 on repeated reading intervention 20 min per day
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words correct per min (grade level passage)
Is the Intervention Working?
Adam Gr 4
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
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w rc
errors
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If We Do Change, What Should We Change?

What else would you want to know about Adam and
his intervention, curriculum and class?

What are at least 5 different ideas for changes that
could be made?

Is this likely to be a tweak or a major shift?

How would you know if you made a good decision?
MN RtI Center
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Repeated Reading 1:1, 20 min day
Adam Gr 4
Repeated Reading 1:1, 10 min 2xday
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
w rc
errors
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words correct per min (grade level passage)
And Now?
w eek
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Sharing the Data

Just having progress monitoring data is not
enough. You need to USE it.

Scheduled graph review dates

Grade level meetings

Problem solving meetings
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Remember:
Garbage IN…. Garbage OUT….

Make sure your data have
integrity or they won’t be good
fer nuthin…



Training
Integrity checks/refreshers
Well chosen measures and
materials
MN RtI Center
48
Avoid Common Mistakes


Don’t use the same passage/probe every
week! 
Have an organized system in place




Progress monitoring schedule for students
Preprinted passages/probes in a binder
An easy way to graph and look at the data
Scheduled time to share/look at the data
MN RtI Center
49
Remember…

When teachers USE progress monitoring




Students learn more!
Teachers design better
instructional programs
Teacher decision
making improves
Students become more
aware of their performance
Safer & Fleishman, 2005
MN RtI Center
50
Web Resources

Research Institute on Progress Monitoring


http://progressmonitoring.net/
Includes…
A Study Group Content Module with 15 sections on CBM
including activities

http://progressmonitoring.org/pdf/cbmMOD1.pdf

Progress Monitoring Leadership Team Content Module
with 6 sections (e.g. measureable goals, decision making)
including activities

http://progressmonitoring.org/pdf/cbmMODldrshp.pdf

Handouts, videos, and power point presentations

Technical reports of CBM measures
MN RtI Center

51
Web Resources, Cont’d

www.studentprogress.org


http://www.rti4success.org/


click on Progress monitoring on right side
www.interventioncentral.org


Growth rates, use in RTI model, etc
look for information on CBM, graphing, etc.
www.aimsweb.com, www.edcheckup.com,
dibels.uoregon.edu

Look for information about progress monitoring as
MN RtI Center
DRAFT May 27, 2009 and graphing for
well
as access to materials
progress monitoring
52
Print Resources available with this
module




Safer & Fleishman. (2005). How student progress monitoring improves
instruction, Educational Leadership, 62(5), 81-83.
Fuchs. Progress monitoring within a multi-level prevention system.
Retrieved June 5, 2009, from RTI Action Network Web site:
http://www.rtinetwork.org/Essential/Assessment/Progress/ar/MultilevelPrev
ention
Fuchs & Fuchs What is scientifically-based research on progress
monitoring? From the National Center on Student Progress Monitoring
(studentprogress.org). Retrieved June 14, 2009,
Jenkins, Hudson, & Hee Lee. Using CBM-Reading assessments to
monitor progress. Retrieved June 5, 2009, from RTI Action Network Web
site: http://www.rtinetwork.org/Essential/Assessment/Progress/ar/Using
CBM/1
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53
Other Recommended Articles & Texts

Riley-Tillman & Burns. (2009). Evaluating Educational
Interventions. Guilford Press.

Stecker, Lembke, & Fogen (2008). Using progressmonitoring data to improve instructional decision
making. Preventing School Failure, 52(2), 48-58.
 Case study included
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Activity for Teachers or Practicum
Students

Obtain progress monitoring probes and graphs

Passages and graphing materials self-created or downloaded



Sign up for an account with AIMSweb (instructor accounts and
student accounts available)




www.interventioncentral.org
dibels.uoregon.edu
www.aimsweb.org
Practice administration and scoring
Progress Monitor a “real” kid (ideally 2-4 kids of varying risk
levels monitored for at least 7-10 weeks)
Graph, analyze, and use data
MN RtI Center
DRAFT May 27, 2009
55
Articles

Safer & Fleishman. (2005). How student progress monitoring
improves instruction, Educational Leadership, 62(5), 81-83.

Fuchs & Fuchs What is scientifically-based research on progress
monitoring? From the National Center on Student Progress
Monitoring (studentprogress.org). Retrieved June 14, 2009, from
AIMSweb, Web site: ???
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DRAFT May 27, 2009
56
Quiz

1.) What shows the general trajectory of the student’s data so far?

A.) Axis

B.) Trendline

C.) Aimline

D.) Target

2.) What shows the general trajectory needed to reach the end goal?

A.) Axis

B.) Trendline

C.) Aimline

D.) Target
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DRAFT May 27, 2009
57
Quiz (Cont’d)

3.) When should you keep doing what you
are doing?




A.) If the student has 4 consecutive data points
above the aimline
B.) If the student has 4 consecutive data points
below the aimline
C.) If the student is doing the “aimline hug”
D.) None of the above
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DRAFT May 27, 2009
58
Quiz (Cont’d)

4.) Describe “go upness.”

5.) If the student has 4 consecutive data
points below the aimline, what would you
do?
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DRAFT May 27, 2009
59

Note: The MN RTI Center does not endorse any particular
product. Examples used are for instructional purposes only.

Special Thanks:


Thank you to Dr. Ann Casey, director of the MN RTI Center, for
her leadership
Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan
Rowe, Minnesota State University Moorhead graduate
students, for editing, writing quizzes, and enhancing the quality
of these training materials
MN RtI Center