WEBVTT

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[Music] Welcome

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to Managing Progress Monitoring

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in the Classroom.

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My name is Kristy Shoaff,

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and I teach first grade here

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at Tri-Community Elementary School.

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The teachers here

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at the school conduct skills groups.

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They also conduct the

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progress monitoring.

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My skills group is a benchmark

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skills group.

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I have 13 students who are considered

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to be on grade level.

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If you are a benchmark teacher,

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you will progress-monitor once a month

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unless you see

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that a child specifically needs

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to be progress-monitored

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on a more frequent occasion.

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In first grade we use three progress

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monitoring tests.

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We begin the school year

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with the phoneme segmentation test,

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where a child is given a word

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and they need to break the word

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into pieces.

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So if the word would be map,

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they have to say m-a-p.

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We are looking for a target score

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of 35 sounds in a minute.

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Once they have reached that benchmark,

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we move on to the nonsense word test,

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and they need to put those sounds

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together and make up that word.

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We look for, by February,

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a score of 50 words per minute.

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Finally, in first grade we do the oral

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reading fluency test,

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and by the end of the first-grade year,

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which would be June,

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we are looking for 40 words in a minute.

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The oral reading fluency test also has a

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retelling component,

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which it hasn't been mandated

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that we complete that in first grade,

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but the first-grade teachers,

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we just decided, why not--

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we will get them used to it,

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we will give them the practice,

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we can model for them.

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One of the challenges

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that teachers have would be

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classroom management.

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And the first question

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that I always ask myself before I teach

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a lesson is, if I am working

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on a certain skill,

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well I have one student beside me,

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what are the other 12 going

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to be doing while I am

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progress monitoring?

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I might consult with my team members

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in first grade just

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because we are all doing the same things

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and we communicate often,

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but we came to the conclusion we were

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going to give them their stories

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to read for fluency.

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We wanted to make sure

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that they had already read the stories

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so it wouldn't necessarily be--

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it would just be practice,

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it wouldn't be instruction.

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When I first started,

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when I gave them their stories

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to read while I was progress monitoring,

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I noticed some of them were coloring,

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some of them were writing,

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some of them were whispering

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to their neighbor maybe.

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So I thought, well,

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how can I hold them accountable

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for what they are doing during

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this time?

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So I thought, well,

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maybe if I just ask them what they read,

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that will give them practice

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with making sure

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that they know the titles of the stories

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and getting familiar with the stories,

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but also because it's holding them

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accountable for telling me what they

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were doing during

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that time while I was

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progress monitoring.

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I have had quite a few students

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where we have used progress monitoring

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to define what their interventions were

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going to be.

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I had a child two or three years ago

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who was eight years old

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and he had never been to school.

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When he came in, he just walked around

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and wanted to know what everything was.

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He would point to the pencil sharpener:

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"What does this do?"

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I mean, he was just looking

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for just a whole new vocabulary

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and whole new experiences.

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We could tell just

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by how quickly he picked things

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up that it wasn't necessarily

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that he had a special education issue.

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So we benchmarked him,

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and we knew what his initial

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scores were.

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And we placed him in interventions

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to kind of get him moving,

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and we were just able

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to see how quickly he was growing

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and base his interventions

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and his instructions

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on his actual progress

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monitoring scores.

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They are very clued

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in to their progress.

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They know as far as on the graph

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on the front of the progress monitoring,

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they know what their target score needs

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to be, and they are very interested

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in practicing to hit their target.

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And when they do hit their target,

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they are excited.

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They might have a different homeroom

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teacher than myself,

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so I will give them their book

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and I will say, "Well,

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go show your teacher."

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Or we can actually print out graphs

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and I can send it home.

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"Go home and show your parents,

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you know, all your green dots

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and how you made it to the target."

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And at conference time it's very helpful

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to show the parents, explain the tests

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to them, and then show them

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where their child is in relation

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to our graphs.

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The RtI program here

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at our school has definitely served

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to give us some consistency as far as,

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prior to RtI, behavior was

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very inconsistent.

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It was more that each teacher had their

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own behavior ideas.

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But for the students they need

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that consistency

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because they might not have the

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consistency and the routines

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and the structure at home.

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And as far as academics,

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I feel that RtI is wonderful

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because I can't imagine not having all

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that data to show parents

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and other teachers and team members.

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I wouldn't know how to go back

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and not have all that data

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to actually drive our instruction.

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[Music] To learn more

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about Managing Progress Monitoring

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in the Classroom,

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please explore the additional resources

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on the Doing What Works website.