Progress Monitoring Tools for Reading Interventions

K-12 Reading Interventions Progress Monitoring Resources:

PROGRESS MONITORING Unpacked and Explained

You can't improve student performance and your reading intervention programs,  if you are not actively measuring progress or the lack thereof.

Progress monitoring is the scientifically based practice of assessing students' academic performance on a regular basis for three key purposes:

1. To determine whether students are profiting appropriately from the instructional program, including the curriculum
2. To build more effective programs for the children who do not benefit
3. To estimate rates of student improvement

Progress monitoring is a set of weekly or monthly assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring the effectiveness of corrective or compensatory curriculum. Progress monitoring should be based on grade level norms and be based on researched best practice. Progress monitoring is used to assess a student's academic progress or lack of progress and evaluate the effectiveness of interventions and instructional support. Progress monitoring tells the teacher what your child has learned and what still needs to be taught. The school interventionist and or special education teachers should be collecting weekly/monthly data and creating graphs that show the student's progress and growth.

Progress monitoring for IEPs or SSTs: Special education teacher or intervention teacher uses short formative or summative tests to evaluate a child's academic progress. The most effective progress monitoring is done every week or two with all data graphed and shared with all the stakeholders. 

        RtI Programs, Section 504, and Special Education Programs need to use valid progress monitoring tools that measure, track and identify a student's strengths and weaknesses. Schools that do not use a suite of comprehensive progress monitoring tools will leave the students and the teachers at a disadvantage. School systems today may use some form of computer-based monitoring programs like the NWEA MAP assessments and or classroom-based assessment tools like the DRA for progress monitoring. My first four years of teaching special needs students taught me the power of using a comprehensive progress monitoring program 1:1 with students multiple times every quarter. Sitting with a student and assessing them vs. sitting them in front of a computer and having them take an assessment is gold vs. bronze in my opinion. 
     Helping teachers and students increase academic skills starts with valid, comprehensive, effective tools that identify strengths and weaknesses. Diagnosing academic strengths, weaknesses and potential problems using RtI diagnostic screens and assessments is one of the first steps. The Brigance Comprehensive Inventory of Basic Skills and The Woodcock-Johnson® III Tests of Achievement are the two I was trained to use. Both are 1:1, giving the teacher great insight into a students academic attitude/aptitude, thinking and reasoning skills, confidence, perseverance, self-regulation, and overall communication skills. You miss most of that when you rely on computer-based monitoring.

Progress Monitoring Resources and Assessment resources that range from screening to progress monitoring and standardized reading assessment practice.

[PDF]Response to Intervention Progress Monitoring Resources for Grades K ...
general outcome measures in foundational reading skills at the elementary grades. ....

[PDF]K-2 Progress Monitoring Resources - Florida Department of Education
Screening assessments for reading comprehension (grades 2-5) as well ... easyCBM contains screening and progress monitoring resources for assessing reading ...

[PDF]SECONDARY ASSESSMENTS: Universal Screening ... - CT.gov
SECONDARY ASSESSMENTS: Universal Screening, Diagnostic, & Progress Monitoring ... Assess critical skills and concepts. • Brief (under 10 .... Reading-Assessment Instruments – a review of 34 assessments covering K-12.

[PDF]Toolkit for Struggling Readers - Utah Education Network
The older struggling reader may need instruction in skills they missed in .... 8–9 weeks. Chart 4 includes a list of potential progress monitoring tools. .r.

[PDF]Progress Monitoring - South Carolina Department of Education - SC.gov
carefully matching progress monitoring tools to interventions provided to gauge ... highly reflective of the construct being measured (reading, writing, math ... DRA2 is a valid measurement of accuracy, fluency, and comprehension with ..... on Response to Intervention has posted on the website a manualauthored by Lynn.

[PDF]SECTION IV Progress Monitoring - South Carolina Department of ...
In addition, intervention programs may have built-in progress monitoring tools. ... monitor the development of pre-reading and early reading skills. Intervention ...

[PDF]Progress Monitoring Tools Chart - National Center on Intensive ...
This tools chart reflects the results of the review of progress monitoring tools by the Center's Technical Review Committee (TRC). .... Reading - Passage Reading.

[PDF]Progress monitoring at the Middle School Level - Idaho Falls School ...
In years past, we have used AIMSweb progress monitoring tools to ... content/uploads/2016/01/EasyCBM_Lite_Deluxe_Teachers_Manual.pdf ... There are nine Passage

[PDF]Progress Monitoring in Reading IF 9.1.16
There are two types of progress monitoring tools: mastery measures and ... as a CBMs (e.g. a grade level reading passage) and are generally norm-referenced.

[PDF]Response to Intervention: it i Progress Monitoring
Progress monitoring is a researched-based ti th t. l l ( kl bi kl ... ongoing information about basic skills. ... Excellent discussion tool for general educators looking at ... Oral Reading Fluency. 1 minute. IndividualCorrectly (WRC). Errors. Reading:.

[PDF]Assessing and tracking progress in reading comprehension - ETS.org
Assessing and Tracking Progress in Reading Comprehension: ... developing reading assessments for the National Assessment of Adult Literacy (NAAL) and the ...... http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.

[PDF]Transcript: What Is Progress Monitoring? - Center on Response to ...
tools and implementing progress monitoring in a district or a school. My name is ..... Slide 26: This is the student copy of a CBM passage reading fluency probe.

[PDF]Progress Monitoring - Center on Response to Intervention
RTI Implementer Series: Module 2: Progress Monitoring—Training Manual. ..... progress monitoring tools, evaluate and make decisions about instruction, establish .... different instructional and behavioral strategies for various groups of students within ..... Sarah's progress on the number of words readcorrectly looks like.

[PDF]Use of ongoing progress monitoring to improve reading instruction
progress monitoring assessments for students receiving instructional ... Florida Assessment for Instruction in Reading system, oral reading fluency passages ...

[PDF]using cbm for progress monitoring in reading - Eric
Using Curriculum-Based Measurement for Progress Monitoring in Reading ... Is the Difference Between Traditional Assessments and Progress Monitoring? ... Step 2: How to Identify the Level of Material for Monitoring Progress for Passage .... In this manual, we discuss one form of progress monitoring: Curriculum-Based ...

[PDF]Response to Intervention in Primary Grade Reading - National ...
 Education progress monitoring to track at-risk students' ... assessments), select screening measures to ... appropriate grade-level reading skills, such ..... Reading (PDF).

(PDF) Using Progress-Monitoring Data to Improve... - ResearchGate
https://www.researchgate.net/.../254198183_Using_Progress-Monitoring_Data_to_Impr...The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and ...

How to be a TEXT Detective?

TRAINING YOUR STUDENTS TO BE TEXT DETECTIVES!

Close and analytical reading is purposeful reading that uses strategies to discover the deepest meaning of a text. Highly effective readers engage in close reading strategies to extract the most meaning from a complex and demanding text.

UNRAAVEL Reading Strategies Graphic Organizer

UNRAVELReading Comprehension Strategy

Unravel/Unpack/Ropes Reading Strategies (Bookmarks).pdf
How to be a Reading Detective By Cheryl Feucht, Reading Interventionist, grades 3-5 

Become A Nonfiction Reading Detective!

CLOSE AND CRITICAL READING Handout

UNRAAVEL Strategy Student Handout

The FIVES strategies for better reading comprehension

The Super 7 Reading Comprehension Strategies

THINK LITERACY: Cross-Curricular Approaches, Grades 7-12Reading Strategies

501Reading Comprehension Questions

UNDERSTANDING (Reading)

U – Unpack the Genre, what and why are you reading? • Read the title as you underline it, read the reading comprehension questions, AND read the first and last sentence of each paragraph • Skimming the text will help you know what the reading selection is mainly about. (Numbering each paragraph is optional: NOT an OPTION with online test:)

N – Nexus with the text • Predict the main idea, and or themes of the passage based on your initial skimming • Use prior knowledge from similar passages to make connections • Use the title, heading, subheadings, pictures, graphs, etc. • Ask the text questions as you read • Nexus (“the act of binding together; bonding”)

D – Deduce and detect important ideas, concepts, facts, opinions, claims, and inferred ideas "keywords" • Deduce the important keywords and double underline each “idea” word if possible • This will help you locate the answers later. • It makes it easier to organize your writing and thoughts.

E – Eliminate the unimportant details, distractors, foofaraw, and any obviously wrong answers (Distractors are the multiple choice response options that are not the correct ANSWER)

R – Rank the text • Rank keys ideas in order of importance 1-5, 1-3, Roman numerals, etcetera …

S – Subitize the main ideas and keywords. • Place the main ideas and keywords into groups. • What ideas or keywords keep showing up the most? THAT IS THE MAIN IDEA!

T – Text code it! • Confirm thoughts, Contradicts your thoughts, Raises a new question, Confuses you, Super important, Answers a question, Is new idea, interesting, or surprising An unknown word or a word that gets repeated

A – Answer the Reading Comprehension Questions in your mind and or your notes? • So you think you know what to look for and where to find it in the text • The reading comprehension questions usually explain the main ideas of the whole passage. • Do NOT answer anything yet • Mark where you found the answer

N – Nexus with the reading questions again • Is the question asking you to infer, find the main idea, draw a conclusion. Deduce the author's viewpoint, the main ideas, inferred ideas, themes and or ideas of the passage based on your initial skimming • Use prior knowledge from past close reading to make connections • Use the pictures, graphs, etc. • Ask the text questions as you read

D – Deduce, detect, and delete bogus “distractors” answers • Wrong, phony, false, fake ideas, concepts, facts, opinions, claims, and or inferred ideas must be eliminated! • Cross out any silly extraneous answers

I – Inspect your answer and find the exact answers in your text • Write the NUMBER of the paragraph and line number where you found your answer (or inferred answer) next to the question you selected

N – NEVER SKIP, NEVER RUSH, NEVER DOUBT YOUR ABILITY TO BE A TEXT DETECTIVE!

G – Go for the WIN, answer the question!

SkyDancing World Championships Sky Dancing Brain Break

SkyDancing World Championships 

STAAR Released Test Answer Keys 2018-2019 Mathematics and Reading

STAAR Mathematics and Reading Test Forms and Answer Keys 

Texas STAAR Released Test Answer Keys 2019-2020 Mathematics and Reading STAAR Mathematics and Reading Test Forms and Answer Keys

Grade	Test Forms	Answer Keys
3	Mathematics: 2019 | 2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 | 2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 | 2016 | 2015 | 2014| 2013	Reading: 2019 |  2018| 2017 | 2016 | 2015 | 2014| 2013
4	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019|  2018 | 2017 2016 | 2015 | 2014 | 2013
	Writing: 2019 |  2018 | 2017 2016 | 2015 | 2014 | 2013	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
5	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 | 2016 2015 | 2014 | 2013
	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Science: 2019 |  2018 | 2017| 2016 2015 | 2014 | 2013
6	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
7	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
8	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Social Studies: 2019 |  2018 2017 | 2016 | 2015 | 2014 2013	Social Studies: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
High School	Algebra I: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Algebra I: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	English I: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing	English I: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing
	English II: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing	English II: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing
	Biology:2019 | 2018 | 2017 2016 | 2015 | 2014 | 2013	Biology: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	U.S. History: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	U.S. History: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013

Praxis in Pedagogy: Theory, Action, Doing, Refection

Aristotle's Praxis "Pedagogy" Process in Education: Theoria (THINKING ), Poiesis (MAKING), and Praxis (ACTION/DOING)! 

Using the Praxis Process requires involving all stakeholders in the ongoing communication of ideas, theories, tasks, structures, and institutions to be transformed. Praxis requires cogent communication that is entwined with reflection, cyclical review, and reciprocity.  The praxis process seeks to find the best practices that benefit and liberate the neglected, marginalized, and or "left behind."

Like action researchers, those who engage in praxis-oriented research involve the community or group under study in the research process. ... Praxis-based researchis a long process that involves establishing mutually beneficial relationships between the researcher and members of the community of study.  methods.sagepub.com

Theoria (Thinking): The word theoria is a cyclical form of critical thinking, it is the foundation for Socratic inquiry, to look deeper, or to seek or see a truth, virtue, or knowledge. Adroit knowing is a mind's eye way of seeing, a sort of intellectual seeing.

Inquiry, Questioning. and Thinking: audit, inspect, examine, survey, go through, scrutinize, check, probe, vet, investigate, inquire into, assess, verify, appraise, evaluate, review, analyze, study; WHY, WHAT, and HOW!

Audit Process

The following is a list of steps that comprise a cost-benefit analysis of ideas or theories.

• Define clear goals, objectives, competencies measures, and or desired outcomes of critical learning procedures, activities, pedagogical reform theories, or new educational systems being considered for adoption. 
• List alternative ideas, projects, systems, theories, programs.
• List all stakeholders.
• Select clear benefit measures,  and measure all cost/benefit elements.
• Predict all possible outcomes negative and positive, examine the cost, the amount of time, real wages, buy-in, and the measurable benefits over the relevant time period.
• Convert all "possible costs" and "possible benefits" into a common language and value.
• Apply a value for the negative reciprocity over time.
• Calculate net present value of project options.
• Perform sensitivity analysis. +1 to -1 correlation 
• Adopt the recommended choice based on real value and reforms that have a strong statistical correlation.

Poiesis (Making): Poiesis  is "the activity in which a person brings something into being that did not exist before, a kind of making/creating, developing new knowledge, skills, virtues, or a poiesis."

Demiurge (Makers/Creators): With teacher-students and students-teachers developing and co-creating learning activities with real-world applications that are hands-on. These real-world tasks encourage active learning and active into (skilled educated worker) a craftsman, artisan, producer, and or a creator of ideas, knowledge, and skills.

Martin Heidegger refers to poiesis as a 'bringing-forth' (physis as emergence), using this term in its widest sense. He explained poiesis as the blooming of the blossom, the coming-out of a butterfly from a cocoon, the plummeting of a waterfall when the snow begins to melt. The last two analogies underline Heidegger's example of a threshold occasion: a moment of ecstasis when something moves away from its standing as one thing to become another. (These examples may also be understood as the unfolding of a thing out of itself, as being discloses or gathers from nothing [thus nothing is thought also as being]). Additional example: The night gathers at the close of day. 


Dreyfus and Dorrance Kelly urge each person to become a sort of “craftsman” whose responsibility it is to refine their faculty for poiesis in order to achieve existential meaning in their lives and to reconcile their bodies with whatever transcendence there is to be had in life itself: “The task of the craftsman is not to generate the meaning, but rather to cultivate in himself the skill for discerning the meanings that are already there.”

Praxis in education starts with critical thinking about problems within pedagogical institutions and or educational systems. New actions, structures, systems, ideas and or theories that may solve the problems are always being analyzed. Comprises, review, further reflections, action,  and reexamination of the efficacy of actions are key parts to praxis. Praxis can be viewed as an ongoing progression of cognitive and physical actions:

1. Taking the action
2. Considering the impacts of the action
3. Analysing the results of the action by reflecting upon it
4. Altering and revising conceptions and planning following reflection
5. Implementing these plans in further actions

This creates a cycle which can be viewed in terms of educational settings, learners and educational facilitators.

13 Math Heuristics

What are the 13 Problem-solving Math Heuristics!

Top-Down Approach to Teaching Problem Solving Heuristics in Mathematics

A heuristic technique, or heuristics, is an approach to problem-solving, learning, and/or discovery method that employs a mental shortcut/tactic, it is not always optimal, perfect, logical, or rational, but instead efficient for reaching an immediate solution or answer. Where finding an optimal solution is not apparent, impossible, and/or impractical, heuristic methods can be used to speed up the process of finding a satisfactory solution. Heuristics can be mental shortcuts that ease the cognitive load of making a decision. Examples that employ heuristics include using a rule of thumb, an educated guess, an intuitive judgment, a guesstimate, stereotyping, profiling, or common sense. Math Heuristics, Act it out, Draw a diagram or use a model, Use guess-and-check, Make a systematic list, Look for patterns, Work backwards, Use before-after concept, Make suppositions, Restate the problem in another way, Simplify the problem, Solve part of the problem, Think of a related problem, and finally use equations.

(PDF) Math Heuristics - ResearchGate

[PDF]Top-Down Approach to Teaching Problem Solving Heuristics in ...
identified thirteen heuristics that are applicable to mathematical problem solving. ... 13. Use equations. (Heuristics 12 and 13 are not in the primary syllabus.) ..... January 7 th. , 2005, from http://www1.moe.edu.sg/syllabuses/doc/Maths_Pri.pdf.

[PDF]A Metacognitive Approach to Support Heuristic Solution - NIE Digital ...
Together they describe the process of mathematical problem solving. ... Ministry of Education Singapore (MOE), have identified 13 heuristics that are applicable to mathematical ..... from http://www1.moe.edu.sg/syllabuses/doc/Maths_Pri.pdf.

[PDF]CIRCLES - Maths Heuristics
Heuristics is a specialisedmathematical problem-solving concept. Mastering it .... Page 13 ...

[PDF]Loren C. Larson - Problem-Solving Through Problems - (Problems ...
The book is both an anthology of problems and a manual of instruction. .... will be concerned with theheuristics of solving mathematical problems. ... Page 13 ...


[PDF]LEARNING PROBLEM SOLVING HEURISTICS FROM ... - CiteSeerX
Much human learning of mathematics takes place from worked examples, yet this is a ... the heuristicswere learned through attempts at problem solving, and not through ..... Proceedings of the 13thInternational Joint Conference on Artificial ...

[PDF]Learning Problem-Solving Strategies by Using Math Games 1.2312016
Computer Programming as a Game. Chapter 9 of this book briefly discusses ...... In attempting to understand a math problem, a sometimes-useful heuristic is to draw a picture.


[PDF]Heuristic Strategies and Deductive Reasoning in Problem Solving
Use of Heuristics in Mathematical Problem Solving. 4. 2.1 Introduction to ... 4.2.1 Deduction as a Formal Syntactic Process based on Rules 13.

[PDF]Mathematical problem solving in primary school - Utrecht University ...
Early attempts to teach problem solving focused on heuristic training (Kantowski, 1977; .... 13. More specifically, the non-routine problems in this study contain ...

[PDF]Problem Solving in Mathematics Education - DiVA
Problem Solving in Mathematics Education. Proceedings from the 13th ProMath conference. September 2 " 4, 2011, in Ume , Sweden. Editor: Tomas Bergqvist.
Missing: heuristics ‎| ‎Must include: ‎heuristics

[PDF]problem solving in school mathematics based on heuristic strategies
“Problem Solving in School Mathematics Based on Heuristic .... 28 pupils aged 13) and two upper secondary grammar ..... pisaproducts/48852548.pdf.

[PDF]heuristics in problem solving for the teaching and ... - Estudo Geral
heuristic mathematical problem solving and simultaneously learn with your personal ... purpose to create a problem solving Manual, to be further tested. ...... established compulsory education for children between 7 and 13 years old, reinforced ...

[PDF]Learning to prove: The idea of heuristic examples - Mathematical ...
proving in designing the single sub-steps of a heuristic example. We illustrate our ... items in the 12th grade (respectively 13th grade) TIMSS test that could be ...

[PDF]Nonmanut Pongsakdi – Bridging Mathematics With Word ... - UTUPub
. 13 solve word problems that resemble maths-problem situations encountered in their everyday life (Verschaffel ... implemented one year of heuristic problem-solving instruction with middle school students.

[PDF]Untitled
Mathematical problem solving can be seen as a process in which cognitive and affective .... otherheuristic is available to solve a specific problem or that the allotted .....

[PDF]An investigation into the use of problem-solving heuristics to improve
Heuristics, problem-solving processes and mathematical modelling. 12. 2.1.1Heuristics ..... These four phases have 13 grades in total and in theory, the ages of ...... http://www.math.kent.edu/~edd/HeidPaper.pdf. Arnon, I.