1. RtI: Spanish Progress Monitoring Tools for Reading
Jennifer Chavez, Lorena Gueny, Yuliana Manriquez, and Jon Jagemann
October 2014

2. Learning Intention
How to administer, collect progress monitoring data, and locate Spanish progress monitoring tools in order to present this information to bilingual staff members at your school.

3. Success Criteria
Review the logistics of how to use Spanish progress monitoring tools
Identify where Spanish progress monitoring resources are located
Begin to create an action plan for how Spanish progress monitoring tools will be presented to the bilingual staff members at your school

4. Teaching the CHILD

5. a process for achieving higher levels of academic and behavioral success for all students
RtI Process

6. Why Progress Monitor? We CAN change outcomes for students.
Progress monitoring is one part of a system.
Progress monitoring serves as an indicator.
Focus is to teach the Basic Early Literacy Skills explicitly and thoroughly.
Monitor progress frequently and efficiently.

7. Basic Early Literacy Skills
Phonics
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness
Fluency
Vocabulary
Comprehension
Focus on specific literacy skills can improve a child’s ability to read.

8. Spanish Interventions for Students in the Bilingual Program
If a student is an English Language Learner (ELL), formal academic interventions are to be used to assess a student’s academic progress.
Should be based on a student’s academic deficiency, not lack of second language development
Teachers and school teams should use the ELL Language of Academic Intervention Considerations* (handout) when considering what language would be of academic intervention.
*adapted from Culturally and Linguistically Responsive RtI2 Planning Form – WIDA Consortium

9. Please Keep in Mind:
The purpose of this presentation is to share the progress monitoring tools that are to be used with students in a bilingual program that have been identified for tier 2/3 interventions.
Students identified for tier 2/3 interventions should be progress monitored at instructional level.
This presentation will not be referring to specifics relating to the SLD referral process.

10. Please Keep in Mind:
K4 - 2nd grades should use PALS Español and/or easyCBM Spanish Literacy Benchmark results in the screening process of aid in identifying students for interventions.
These results can also help guide teachers in determining which basic early literacy skill students need support
Other formative and summative data should be used taken into consideration such as Spanish Tesoros Verifications, unit/weekly assessments, etc.

11. Please Keep in Mind:
The following progress monitoring tools come in two forms:
Spanish Reading Progress Monitoring Packets
easyCBM Probes
References/content of Spanish Reading Progress Monitoring Packets
Combination of Tesoros, IDEL, and DIBELS resources
Teachers should refrain from using the A Nivel Cuaderno de Práctica fluency passages as classwork/homework/etc. since they are used as progress monitoring tools now

12. Letter Sounds - Overview
Area of Concern
Letter Sounds
Basic Early Literacy Skill
Phonics
Instructional Levels Available K
Progress Monitoring Tool
Spanish Progress Monitoring: Letter Sounds
EXCEED Template Name
Spanish Letter Sounds
Frequency of Progress Monitoring
After every 5 intervention sessions

13. Letter Sounds - Directions
Timing
1 minute
Score
Student receives 1 point for each correct letter sound in a minute.
Scoring Rules
•Leave blank any letter sound a student said correctly. The lower case “L” may look like an upper case “I”. Give student point for either saying the sound of an “L” or “I”.
•Put a slash (/) over any incorrect letter sound.
•Inserted sounds and repeated sounds are ignored and not counted as errors.
•A sound is scored as incorrect if it is initially misread, but if the student self-corrects within 3 seconds, mark SC above the letter and score as correct.
•If a student skips a row cross out the entire row and count the omitted sounds as errors.
Wait Rule
No response within 3 seconds, say the sound & cue them to say the next sound
Discontinue Rule
Zero correct sounds in the first five letters

14. Letter Sounds - Scoring and Baseline
Calculating Final Score
Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
•Administer (3) Letter Sounds Progress Monitoring lists.
•Determine Total Sounds Correct for each list.
•Choose the Total Sounds Correct MEDIAN (middle) score for the baseline.
For example, if a student scored a 10, 13, 11. Put in order from least to greatest and choose the middle score: Baseline would be 11.

15. Letter Sounds – samples

16. Letter Sounds – scoring example23
S.C.
S.C ]

17. Phoneme Segmentation Fluency - Overview
Area of Concern
Phoneme Segmentation Fluency (identifying sounds in a word)
Basic Early Literacy Skill
Phonemic Awareness
Instructional Levels Available
K-1 grade
Progress Monitoring Tool
easyCBM Probes – Spanish: Syllable Segmenting
EXCEED Template Name
Spanish Phonemic Segmentation Fluency
Frequency of Progress Monitoring
After every 10 intervention sessions

18. Phoneme Segmentation Fluency - Directions
Timing
1 minute
Score
Student receives 1 point for each syllable said correctly in a minute.
Scoring Rules
Underline each syllable the student says correctly
Put a slash through each syllable the student misses.
Students are not penalized for saying extra words.
Wait Rule
No response within 3 seconds, say the word in syllables and student continues to next word
Discontinue Rule
Zero correct sound segments in the first five words

19. Phoneme Segmentation Fluency – - Scoring and Baseline
Calculating Final Score
Add total syllables said correctly within the minute and record it next to # Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
Find percentile of probe score:
Path 1: above the 50th percentile, doesn’t support need for intervention in that area
Path 2: between the 10th and 50th percentile, use the probe percentile score as baseline
Path 3: below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.

20. Phoneme Segmentation Fluency – Sample

21. Phoneme Segmentation Fluency – Scoring Example2 2 2 2 2 2 1 2 1 1 17

22. Basic Phonics - Overview
Area of Concern
Basic Phonics Skills (vowels and syllables)
Basic Early Literacy Skill
Phonics
Instructional Levels Available
K-1 grade
Progress Monitoring Tool
easyCBM Probes- Spanish: Syllable Sounds
EXCEED Template Name
Spanish Phonemic Basic Phonics
Frequency of Progress Monitoring
After every 10 intervention sessions

23. Basic Phonics - Directions
Timing
1 minute
Score
Student receives 1 point for each correct syllable sound in a minute.
Scoring Rules
Self corrects, write S.C. above syllable and count as correct.
Says incorrect syllable, slash through syllable, write the response above and count as incorrect.
Skips syllable, circle the syllable and count as incorrect
Clearly loses his/her place, point to the next syllable.
Says one of the multiple correct syllable sounds, count as correct. Example: for the syllable ra, either /ra/ or /rra/ is acceptable.
Place a bracket (]) after the last word read.
Wait Rule
No response within 3 seconds, say the syllable and count as incorrect.
Discontinue Rule
Zero correct sound syllables out of the first five

24. Basic Phonics – Scoring and Baseline
Calculating Final Score
Add total syllables read correctly within the minute and record it next to # Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
Find percentile of probe score:
Path 1: above the 50th percentile, doesn’t support need for intervention in that area
Path 2: between the 10th and 50th percentile, use the probe percentile score as baseline
Path 3: below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.

25. Basic Phonics – Sample

26. Basic Phonics – Scoring Exampleti
S.C.
S.C ] 35

27. Reading Words - Overview
Area of Concern
Reading Words (applying phonics skills to decode)
Basic Early Literacy Skill
Phonics
Instructional Levels Available
1-2 grades
Progress Monitoring Tool
easyCBM Probes – Spanish: Word Reading
EXCEED Template Name
Spanish Real Word Reading
Frequency of Progress Monitoring
After every 10 intervention sessions

28. Reading Words - Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
Scoring Rules
If a student self corrects, write S.C. above the word and count it as correct.
If they say an incorrect word, mark a slash through the word and count it as incorrect.
If the students skips a word, circle the word and count it as incorrect.
Wait Rule
No response within 3 seconds, say the word (mark as incorrect) & cue them to say the next word.
Discontinue Rule
Zero correct sound segments in the first five words

29. Reading Words- Scoring and Baseline
Calculating Final Score
Add total words read correctly within the minute and record it next to # Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
Find percentile of probe score:
Path 1: above the 50th percentile, doesn’t support need for intervention in that area
Path 2: between the 10th and 50th percentile, use the probe percentile score as baseline
Path 3: below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.

30. Reading Words - Example

31. Reading Words – Scoring Sample] 19

32. Sentence Fluency Rate – Overview
Area of Concern
Sentence Fluency Rate
Basic Early Literacy Skill
Fluency
Instructional Levels Available
1-2 grades
Progress Monitoring Tool
easyCBM Probes– Spanish: Sentence Reading
EXCEED Template Name
Spanish Sentence Fluency Rate
Frequency of Progress Monitoring
After every 10 intervention sessions

33. Sentence Fluency Rate – Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
Scoring Rules
If a student self corrects, write S.C. above the word and count it as correct.
If they say an incorrect word, mark a slash through the word and count it as incorrect.
If the students skips a word, circle the word and count it as incorrect.
Place a bracket (]) after the last word read.
Wait Rule
No response within 3 seconds, say the next word
Discontinue Rule
Zero correct sound segments in the first five words

34. Sentence Fluency Rate – Scoring and Baseline
Calculating Final Score
Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
Find percentile of probe score:
Path 1: above the 50th percentile, doesn’t support need for intervention in that area
Path 2: between the 10th and 50th percentile, use the probe percentile score as baseline
Path 3: below the 10th percentile, use lower level probe making adjustments until the student is scoring between the 10th and 50th percentile, use the probe percentile score as baseline.

35. Sentence Fluency Rate – Sample

36. Sentence Fluency Rate – Scoring Example] 28 2 26

37. Passage Fluency Rate – Overview
Area of Concern
Passage Fluency Rate
Basic Early Literacy Skill
Fluency
Instructional Levels Available
3-6 grades
Progress Monitoring Tool
Spanish Progress Monitoring: Leveled Fluency
EXCEED Template Name
Spanish Passage Fluency Rate
Frequency of Progress Monitoring
After every 5 intervention sessions

38. Passage Fluency Rate – Directions
Timing
1 minute
Score
Student receives 1 point for each correct word read in a minute.
Scoring Rules
•To be counted as a correctly read word, the whole word must be read, not just sounds.
•Inserted words, repeated words, and phrases are ignored and not counted as errors.
•A word is scored as incorrect if it is initially misread, but if the student self-corrects within 3 seconds, mark SC above the word and score as correct.
•Proper nouns read with correct pronunciation or with any reasonable phonetic pronunciation are counted as correct.
Put a slash (/) through any errors.
Errors include:
-Words read incorrectly -Substitutions -Omitted words
-Hesitations more than 3 seconds -Words read out of order
-Words that are sounded out, but not read as a whole word
•If the students skips a word, circle the word and count it as incorrect.
If a student skips a row cross out the entire row and count the omitted words as errors.
Wait Rule
If no response in 3 seconds, say the word and mark it as incorrect. If necessary, indicate for the student to continue reading.
Discontinue Rule
If no words are read correctly in the first line, say PARA, record a score of “0.” If student earns a score of “0,” then progress monitor at the next instructional level below.

39. Passage Fluency Rate – Scoring and Baseline
Calculating Final Score
Add total sounds read correctly within the minute and record it next to Total Correct.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
•Administer (3) Letter Sounds Progress Monitoring lists.
•Determine Total Sounds Correct for each list.
•Choose the Total Sounds Correct MEDIAN (middle) score for the baseline.
For example, if a student scored a 10, 13, 11. Put in order from least to greatest and choose the middle score: Baseline would be 11.

40. Passage Fluency Rate – Sample

41. Passage Fluency Rate – Scoring Example42 3 39
S.C.
S.C. ]

42. Comprehension – Overview
Area of Concern
Reading Comprehension
Basic Early Literacy Skill
Comprehension
Instructional Levels Available
2-6 grades
Progress Monitoring Tool
Spanish Progress Monitoring: Leveled Comprehension
EXCEED Template Name
Spanish Monitoring Comprehension
Frequency of Progress Monitoring
After every 5 intervention sessions

43. Comprehension – Directions
Retelling Guidelines
Students may read passage to self or aloud. Reading strategies of referring back to the text and repeated readings may be practiced and encouraged during reading intervention instruction. In order to monitor the effectiveness of these strategies in enhancing student comprehension, student should read the passage once and while retelling, student should not have the passage in front of them for general or explicit reference.
Score
Use rubric found below the comprehension passage to determine final score.
Scoring Rules
Quality of Response:
(Note: If the student provides only a main idea, it is considered one detail)
0 Cannot provide any details about the story.
1 Provides 2 or fewer details.
2 Provides 3 or more details.
3 Provides 3 or more details in a meaningful sequence.
4 Provides 3 or more details in a meaningful sequence that captures the main idea.
Wait/Reminder
If a student has not said anything at all, provides a very limited response, or provides an off-track response, ask
¿Puedes decirme algo sobre lo que leíste? or
¿Me puedes dar más detalles o información importante sobre lo que acabas de leer?
Discontinue Rule
After the reminder, if the student does not say anything, say “Gracias” and discontinue the task.
If student gets off-track, repeat the directions.

44. Comprehension – Scoring and Baseline
Calculating Final Score
Use rubric found below the comprehension passage to determine final score.
Determining Baseline
Before implementing any intervention, student’s baseline must be calculated
•Administer (3) Comprehension Progress Monitoring Passages.
•Determine the rubric score for each passage.
•Find the MEDIAN (middle) score for the baseline.
For example, if a student scored a 1, 2, 1. Put in order from least to greatest and choose the middle score: Baseline would be 1.

45. Comprehension – Sample

46. Comprehension – Scoring Example
-Se trata de niños que juegan y hombres que están preparando una canoa. Las mujeres cocinan también.
“It is about children who are
playing and men who are
preparing a canoe. The women cook, too.”
(Student gives three details, but not in a meaningful sequence)

47. Grades 7th – 8th
These progress monitoring tools are to be used for students that are in 7th or 8th grade and have been identified for Spanish Reading intervention.

48. Additional Resources - handouts
Bilingual Reading RtI Instructional Resources
An overview of the multi-level tiers of support in Spanish Reading
Bilingual (Spanish) Literacy RtI Alignment
Aligns area of concern, progress monitoring tool, instructional levels available, EXCEED templates and frequency of progress monitoring. 
Bilingual (Spanish) Literacy Baseline/Goal Guide
Provides a quick guide to baseline setting and goal setting for all the progress monitoring tools. Also provides passage fluency rates.
easyCBM Percentile Table
Concise list of easyCBM Spanish literacy progress monitoring scores converted into percentiles
Bilingual Literacy Intervention EXCEED BASICS
Direction in how to create an EXCEED plan using bilingual (Spanish) EXCEED template

49. Locating Progress Monitoring Resources
Go to the MPS Homepage
Click on Families
Click on RtI & PBIS

50. Locating Progress Monitoring Resources Cont.
On the right side of the RtI & PBIS homepage, click on Resources

51. Locating Progress Monitoring Resources Cont.
Scroll down to Spanish Bilingual Resources
Click here for documents directly related to Progress monitoring Resources
Click here to find all Spanish Progress Monitoring Tools

52. Locating Progress Monitoring Resources Cont.

53. Locating Progress Monitoring Resources Cont.
Scroll down to Literacy Resources
Click here for documents directly related to easyCBM
For any EXCEED resources

54. SLD Process
If a student is moving toward a process of a SLD determination, intervention progress monitoring must occur at grade-level and weekly.
For more information on the SLD determination process as it relates to a RtI, contact your school psychologist.

55. Next Steps – Action Planning
Guiding Questions
How and when will this information be shared with all bilingual staff members?
How and when will bilingual teachers be offered Spanish progress monitoring resource support after information is initially shared?
Any additional questions about these
progress monitoring tools? Please contact your RtI/PBIS Coach 

56. RtI: Spanish Progress Monitoring Tools for Reading
MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Senior Team
Darienne B. Driver, Ed.D., Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives