Progress Monitoring: The Key to Tracking Student Growth in Reading" - Part 2

As I planned lessons and examined student progress, I quickly learned that I needed to conduct progress monitoring more frequently. I became obsessed with everything that my scholars produced or did. I was intentional about walking around with a clipboard that had either a class roster, file folder labels, a conference form, and sometimes even sticky notes.

If you are having trouble answering these questions, then something needs to change:

1. What are students doing?
2. How will you know they have mastered the task?
3. What will you do for those who haven't mastered the task?
4. What will you do for those who have mastered the task?

If you want different results, you have to do something different. Progress monitoring was a game-changer for me. I realized that I could progress monitor every day. Yes, every day. I started by explaining to students what progress monitoring was and what their role versus my role would be.

How did I start?

I began with daily Do Nows. You may call them Bell Ringers. Students were given a prompt based on the previous day's lesson or one that would inform the direction of the current day's instruction. 

I got really good at modifying and adjusting on the fly.  I let the students guide my instruction,  not the curriculum.  I made the curriculum fit my students needs not the other way around.  I covered all expected Teks and always saw growth and progress in students from th Pre- to Post assessments.

First, I made sure that students understood that this process was not a "gotcha." It was a way to let them know how close they were to meeting the expected outcome for the task at hand. I then taught students what symbols I would be using on their papers and what they meant. As students entered the class, they followed the daily routine and began the Do Now. After taking attendance, I would inform the students of what I would be looking for each time I lapped the classroom. They would end up with three marks on their paper. I started easy.

Lap 1: Did they have their name, period, and the prompt written?
Lap 2: Did they start their response with a complete sentence, making sure to include parts of the prompt?
Lap 3: How did they do on the provided prompt?

I know what you're thinking: this seems like it will take longer than a normal Bell Ringer. Well, yes, it will take longer. This is where you have to be very intentional with the prompt you ask, have an exemplar to use as your guide during your laps, or you can go all in and just do one lap. I have done this before and gotten the same results. Let me elaborate on this.  

I provide them with a prompt and give them a time frame. For instance, I might say, "I will be walking around in about four minutes to progress monitor your responses." I then make sure they know what the symbols mean.   I may say something like this: "If I put a [whatever symbol you choose] on your paper, you're on track. If I put a [different symbol] on your paper, I need you to re-read the prompt and write a new response below the original one."

As I am doing this, I have my clipboard where I record the same symbols by the students' names that I put on their papers. Based on this data, the ones that I prompted to revise their responses are the first group that I would pull for small groups once I got students started on independent work.

Progress monitoring is not just my responsibility, but the theirs as well. I make it a point to go over assessments once they are graded. Students receive their test and a data form that has the question numbers, the standard, the correct answers, and two blank columns. I explain to them that just like I progress monitor them, it's time for them to analyze their own work and determine their needs and possible next steps. We discuss different things we can look at and how we can code them to inform us of our strengths and weaknesses.

For example, on a multiple-choice test, I have them complete their data form based on the results of their assessment. As students do this, I walk around making sure they understand and are completing the form correctly. Yes, I give up a class period to do this.

Part 1:

1. Write down your original answers on the form provided. (I realized doing this myself saved time.)
2. Highlight the incorrect answer choices.

Part 2:
I read each question and focus on one question at a time, having students color code in one of the blank columns:

1. "I didn't understand the question" - red
2. "I sort of understand the question" - yellow
3. "I understood the question" - green

Part 3:
We look at the questions and answer choices. I call out vocabulary words and have kids circle them. We discuss the importance of understanding the vocabulary to be able to answer the questions.

The first time we did this, it took two class periods. The next time, students knew the expectations and immediately started analyzing their data using the slide displayed.

After analyzing the data, I get students to discuss their test results with their table mates using these questions:

1. What can you conclude about your performance on the test using the data you collected?
2. What do you think you need to work on as an individual?

I walk around and listen in, gathering data and jotting down what I hear. I summarize what I heard and collect the data forms and tests.

Now comes the most important part. I go through the data forms, creating a tally on a blank Progress Monitoring form representing how many kids missed each question. This allows me to see what the whole class needs and begin to create small groups for other needs. I reflect on the questions missed by most and begin to analyze my instructional practices in relation to those questions.  

If you're ready to level up your instruction to be more targeted toward student needs, you can book a 90-minute strategy session. We can get on Zoom or Google Meet and dive into student work to create an action plan. Book a spot HERE.

Be sure to follow me on Facebook for more tips, resources, and ideas to utilize in the reading classroom.

"Progress Monitoring: The Key to Tracking Student Growth in Reading" - Part 1

 

What is Progress Monitoring?

Progress monitoring is a way to keep track of how students are doing with their learning. As a reading coach, I see it as a regular check-in on student progress—kind of like taking a quick pulse on how they're understanding the material. It involves using simple assessments, like quizzes, running records, or even quick observations, to see who’s getting it and who might need a little extra help.

Why is Progress Monitoring Important?

1. Spotting Struggles Early: It helps us catch those areas where a student might be struggling before it becomes a bigger issue. The earlier we spot these, the faster we can jump in with support.

2. Guiding Our Teaching: Regular check-ins mean we’re not just guessing what our students need; we’re making sure our lessons are right on target for where they’re at. It’s all about making sure every student is getting what they need, right when they need it.

3. Seeing Growth: Progress monitoring lets us see each student’s growth over time. This isn’t just about test scores; it’s about understanding how they’re moving forward in their learning journey.

4. Making Smart Decisions: When we have solid data, we can make better decisions about our teaching strategies, groupings, and where to focus our energy. It’s about working smarter, not harder!

How Does This Benefit Students?

1. Learning That Fits: Progress monitoring helps us tailor our teaching to each student’s needs. This means everyone gets a learning experience that fits them perfectly, which keeps them engaged and excited.

2. Boosting Confidence: When students see their progress, it’s a big confidence boost. They realize that their hard work is making a difference, which can be incredibly motivating.

3. Getting Feedback Fast: With regular check-ins, students get feedback right away. This helps them understand what they’re doing well and what they can improve on, so they can keep growing.

4. Setting and Crushing Goals: It’s all about helping students set goals and then celebrate when they reach them. This not only builds their skills but also teaches them about persistence and self-reflection.

How Does This Benefit Us as Teachers?

1. Planning with Purpose: With regular data, we can plan lessons that are exactly what our students need. It’s about being intentional and making sure every minute of our teaching counts.

2. Reflecting on Our Practice: Progress monitoring gives us a chance to think about our teaching practices and see what’s working. It’s a way to keep ourselves accountable and always be improving.

3. Communicating Clearly: Having concrete data helps us have meaningful conversations with parents and other educators about student progress. It shows exactly where students are and what they need to succeed.

4. Using Time Wisely: By knowing exactly what each student needs, we can focus our time and resources where they’ll have the most impact. This way, we’re not wasting time on things that aren’t helping.

Progress monitoring isn’t just about tests and scores; it’s about understanding our students and making sure every single one of them is making progress. It’s a tool that helps us be the best teachers we can be, so our students can be the best learners they can be! Be sure to look out for part 2 as I describe how I have used Progress Monitoring in my own class.