Dr. Susan Rose University of Minnesota zDate submitted to deafed.net – May 15, 2006 zTo contact the author for permission to use this PowerPoint, please zTo use this PowerPoint presentation in its entirety, please give credit to the author.

Monitoring Student Progress yReading ySusan Rose, Ph.D yUniversity of Minnesota

Language Knowledge Want to evaluate zIncludes content, form and function areas e.g. prepositional phrases, anaphoric references, syntax, etc. How to evaluate Through miscue analysis and comprehension assessment as students read connected text.

Word Recognition Want to evaluate Knowledge of sight words, decoding ability, and level of automaticity the student possesses. How to evaluate Through procedures such as running records, miscue analysis, and Informal Reading Inventories.

Vocabulary Want to evaluate Background knowledge. …The extent of the students vocabulary, including levels of knowledge such as denotation and connotation. How to evaluate Students use of vocabulary in speaking, reading, and writing as seen in daily classroom work, as seen in miscue analysis, and as seen in more formal tests you might give.

Comprehension Want to evaluate Students ability to comprehend at different levels, including Independent, Instructional and Frustration levels. Students ability to comprehend at factual interpretive and applicative levels. Want to evaluate Through students answering and asking questions as the various levels of comprehension. Through students recall, learning logs, and other more informal techniques.

Rate and Fluency zFluent readers can read text with speed and accuracy and proper expression (National Reading Panel, 2000, pp 3-1)

General Outcome Measure of Reading zFocus on Fluency

CBM-MAZE Passages zMeasures general reading performance zHigh reliability w/SAT (.87) zHigh reliability with Teacher Ratings (.92) zGreat face/ external validity

Creating MAZE Passage zSelect a passage from the students curriculum zDelete every seventh word and create two distractor words as choices zIf the seventh word is a name, skip that choice and proceed to the next word. zMake sure that all the choices fit on the same line zGive students 1-3 minutes to complete the maze passage.

Sample MAZE Passage A Camping Trip Reading Milestones Level 3/ Book 10.1 Judy, Lee, and Jeff like to camp. They like to climb, (and, from, age) they like to swim. (There, They, Young) like to fish, and they (shell, like, shouted) to cook outside, too. (Last, Beat, Level) week, Judy, Lee, and Jeff went (college, camping, chicks). They climbed on some (running, rocks, sports). They swam, and they (fished,reading, grind). They cooked outside. They (would, have, towels) sleep outside, too. Camping (said, was, champion) fun.

Scoring MAZE Passages zScore as incorrect xAny items that are skipped (no choice is made) xAny items where two answers are circled xAny items where the students choice cannot be determined zMark a line through any incorrect choice that the student has made. zCount the number of correct maze choices to obtain the student score. zIf a student makes three consecutive errors, stop scoring. xReturn to the last correctly chosen word xCount the number of correct maze choices including and before the last correctly chosen word. Do not count any choices made after the last correctly chosen word.

CBM: Reading zOral Reading – best predictor zMaze Passages – next best predictor yGrade 1 = 3.0 yGrade 2 = 5.2 yGrade 3 = 7.5 yGrade 4 = 10.5 yGrade 5 = 11.5 yGrade 6 = 13.0

D/HH: Median Maze Scores

Kim Yangs Progress (1)

Resources zwww.edcheckup.comwww.edcheckup.com zwww.studentprogressmonitoring.orgwww.studentprogressmonitoring.org Or contact: Dr. Susan Rose University of Minnesota