QUICK START GUIDE for Steps 1 and 2
What’s in this Quick Start Guide?
 Instructions for establishing baseline performance, setting a long-term goal, and progress monitoring
 Selecting an Appropriate CBM Task guide
 CBM Administration Directions
 Scoring Guidelines
 Sample CBM Probes
 Graphing Tool
 District Benchmarks
**Each of these items is also available in the CBM Toolkit on your Google Drive.**
1
QUICK START GUIDE for Steps 1 and 2
I want to establish a current level of writing performance for my student. What should I do first?
1. Use the top portion of the “Selecting an Appropriate CBM Task” guide to identify the area(s) your
student is struggling in.
2. Using the “Selecting an Appropriate CBM Task” guide, choose one appropriate CBM-W probe and
one scoring procedure to use.
3. Score each prompt using the standard scoring procedure you selected.
4. Establish a baseline score: take the median score from the three administrations (order them from
lowest to highest; the median is the score in the middle).
5. Enter the baseline score in the CBM graphing tool (see screenshot below).
I have my baseline score. How do I set an ambitious long-term goal for my student?
1. Determine the end-date for progress monitoring (e.g., end of IEP cycle, end of school year, etc.).
2. Establish a long-term goal by using the end of year benchmark or normative growth rate (see the
CBM-W benchmark tables).
a. To determine end of year benchmark, subtract the student’s baseline median score from the
grade level end of year goal (use 25th or 50th percentile), then divide by the number of weeks
of instruction.
b. To determine a normative growth rate, take the median baseline score and add it to the
product of the weekly growth rate (e.g., ROI), times the number of weeks.
GOAL = baseline + (ROI x number of weeks)
3. Enter your ambitious long-term goal into the CBM graphing tool (see screenshot below).
2
QUICK START GUIDE for Steps 1 and 2
Selecting an Appropriate CBM Task
1. Identify a student who is struggling in writing: _________________________________
2. Identify this student’s level of writing performance:
For each, place a check mark in the box indicating the area(s) in which the student is struggling.
Transcription
Text Generation
Handwriting
Spelling
Mechanics
Words
Sentence
Passage
3. Based on the above information, identify the area that is most problematic for this student.
Student is…
struggling with
transcription
Use Word Dictation
Use Picture-Word
struggling with text
generation
developing word-level skills
Use Picture-Word
developing sentence-level skills
Use Story Prompt
developing passage-level skills
**Also consider: What is the goal for this student by the end of this school year?
4. Determine the CBM task and scoring method for monitoring this student’s progress based on
his/her present levels of writing performance.
 Possible scoring methods to use: WW, WSC, CLS or CWS, ILS or IWS.
 For students who are struggling with word-level writing skills, scoring CLS on Word
Dictation may be the most sensitive measure.
 Consider that CWS is a more comprehensive measure of writing skill development than
WW or WSC. It is also associated with higher alternate form reliability and criterion
validity.
5. Using the measure identified in #3 above, administer three different prompts of the same task
within one week and take the median score to establish baseline.
3
QUICK START GUIDE for Steps 1 and 2
ADMINISTRATION DIRECTIONS FOR WORD DICTATION
Materials Needed:
1. Timer
2. Teacher copy of word dictation task
3. Directions for administration
4. Student copy of the task
5. Pencil for the student
Directions:
“Today we are going to do a few writing activities. I would like you to write some words for me. I will
read each word two times, and then you will write the word on your paper. It’s okay if you don’t
know how to spell a word. Do your best and then we can move on to the next word. Now we’ll try a
practice word. Write the word “cat” on your paper. “Cat.”
Monitor the student to see that he/she is writing the word on the top line of his/her paper under
“example.” Don’t worry about spelling mistakes. When the student is finished or pauses for more than
5 seconds on the practice word, demonstrate how to write the word on the line.
“Now, I would like you to write some more words. I will say each word two times and you will write it
on your paper. When you are finished with one word, move down a line and get ready for the next
word. Do you have any questions? Remember to do your best!” (set timer for 3 minutes) “Here is
your first word______” Start timer after administering the first word.
Beginning with the first word, say each word two times, pausing briefly in between. Go on to the next
word when the student is finished, or when the student pauses on a word for more than 5 seconds, in
which case you would say to the student: “Let’s go on to the next word.” Do not provide any prompts
to the student after the initial word reading. You will probably not get through all of the words, but you
should set a consistent pace, without rushing the student. Time the student for 3 minutes.
When the timer rings, say:
“Stop. Thank you for working so hard.”
Shortened Directions for progress monitoring:
Do you remember how we did this before? (Point to the student response sheet.)
I will say each word two times and you will write it on your paper. Remember to do your best.
When the timer goes off say: “Stop and thanks for working so hard.”
4
QUICK START GUIDE for Steps 1 and 2
Administration Directions for Picture Word
Materials Needed:
1. Timer
2. Pencils
3. Directions for administration
4. Teacher copy of the task
5. Picture-word task for students
Directions:
Provide each student with a pencil and a picture-word prompt packet. Place the worksheet face up on the
table/desk in front of each student. Students should leave their pencils on their desks.
Say to the students:
Today we are going to do a writing activity. I’m going to ask you to write some sentences. You will write
one sentence for each picture in your packet. Keep your pencils down. First, let’s name the picture on the
front of your packet.
This is a car. (Point to the picture on the packet.)
What is this word? “car.” (Make sure all students say the word.)
Let’s make a sentence with this word. (Ask one or more students to make a sentence with this word.
What does a good sentence start with? (prompt for capitalization) What does a good sentence end with?
(prompt for ending punctuation mark.) Choose one sentence to write on the board. Read this sentence aloud
to the whole class.
You will write one sentence for each picture. (Point to the first item in the sample packet.) Start at the top,
then go down the page. Try to write a sentence for each picture. When you reach the end of a page,
continue on to the next page. (Show the students what you mean with the sample copy). If you reach the
stop sign before the time is up, go back and re-read your sentences and add details or more sentences if
you can.
Keep writing until the timer rings and I ask you to stop. When I say “stop,” raise your hand with your
pencil in it, like this (demonstrate).
Remember to do your best work. If you don't know how to spell a word, just make your best guess. If you
make a mistake, just cross it out.
Before we begin, let’s read each word. Pencils should not be in your hand yet. Point to each word as I
read it. (Read each word aloud to the students. Make sure they follow along.)
Now, everyone go back to the first page of your packet. You will have 3 minutes to write. Remember, this
is not about finishing fast, this is about writing your best sentences. Do you have any questions? Turn the
page, pick up your pencils, and point your pencils to the first line. When I say “begin”, write one sentence
5
QUICK START GUIDE for Steps 1 and 2
for each picture. Make sure all the students are ready to start and say: Please begin writing. (Start the timer
set for 3 minutes).
Monitor students' participation. If individual students pause for about 10 seconds or say they are done before
the three minutes have passed, say to the whole class: Keep writing until the timer rings. This prompt can be
repeated if students should pause again. If students reach the stop page before the end of the 3 minutes, say
Go back and check your work or add more details.
When the timer rings after 3 minutes say: “Stop. Raise your hand with your pencil in it.”
Caution: When this is given to an entire classroom, sometimes students try to make it a competition to
see who can finish first. If this happens, remind them at the completion of the task that it is NOT
important to finish all of the sentences and that students who write really good sentences might take
longer than students who write short sentences. We expect students to write really good sentences. Also
some students might be upset if they can’t finish a sentence when the timer rings. Again try to reassure
them that it’s OK if they didn’t finish.
Shortened Directions for progress monitoring:
Do you remember how we did this before? (Point to an item in the sample packet.) You are going to write a
good sentence for each picture. When you reach the end of a page, continue on to the next page. (Show
the students what you mean with the sample copy).
Keep writing until I ask you to stop. Remember to do your best work. If you don't know how to spell a
word, just make your best guess. If you make a mistake, just cross it out.
Before we begin, let’s read each word. Point to each word as I read it. (Read each word aloud to the
students. Make sure they follow along.)
Now, turn back to the first page and point your pencil to the first line. When I say “begin”, write one
sentence for each picture. Make sure all the students are ready to start and say: Please begin writing. (Start
the timer set for 3 minutes).
Monitor students' participation. If individual students pause for about 10 seconds or say they are done before
the three minutes have passed, say to the whole class: Keep writing until the timer rings. This prompt can be
repeated if students should pause again. If students reach the stop page before the end of the 3 minutes,
quickly mark the time on the stop page.
When the timer rings after 3 minutes say: “Stop. Raise your hand with your pencil in it.”
6
QUICK START GUIDE for Steps 1 and 2
Administration Directions for Story Prompt
Materials
1. Timer
2. Pencils
3. Directions for administration
4. Teacher copy of the task
5. Story task for student
DIRECTIONS
Make sure all students have turned to Stop Page 2.
Say to the students: Now I’m going to ask you to write a story.
Before you write, I want you to think about the story. First, you will think, then you will write. You will
have 30 seconds to think and 3 minutes to write. Your story can be real or made up but needs to use the
story starter.”
You will keep writing until the timer rings. When the timer rings, I’ll ask you to raise your hand with your
pencil in it, like this (demonstrate).
Do your best work. If you do not know how to spell a word, you should guess. Do you have any questions?
Turn to the next page with the story starter on it. Keep your pencils down and listen. Think about the story
you will write that starts like this…READ STORY STARTER
After 30 seconds: “Turn the page. You have 3 minutes to write. Keep writing until the timer rings. It is
important to write your best story and keep writing the entire time. Now turn to the next page that says
READ STORY STARTER. Please begin writing.”
Start the timer set for 3 min. During the administration, if you see a student put his or her pencil down and
stop writing, give the class-wide prompt: “Please continue writing until the timer rings.”
When the timer rings after 3 minutes say: Stop. Raise your hand with your pencil in it.
Now, please turn to Stop Page 3 (demonstrate). I’m going to ask you to write one more story.
Before you write, I want you to think about the story. First you will think, then you will write. You will
have 30 seconds to think and 3 minutes to write. Your story can be real or made up but needs to use the
story starter.”
You will keep writing until the timer rings. When the timer rings I’ll ask you to raise your hand with your
pencil in it, like this (demonstrate).
7
QUICK START GUIDE for Steps 1 and 2
Do your best work. If you do not know how to spell a word, you should guess. Do you have any questions?
Turn to the next page with the story starter on it. Keep your pencils down and listen. Think about the story
you will write that starts like this…READ STORY STARTER
After 30 seconds: “Turn the page. You have 3 minutes to write. Keep writing until the timer rings. Now
turn to the next page that says READ STORY STARTER. Please begin writing.”
Start the timer set for 3 min. During the administration, if you see a student put his or her pencil down and
stop writing, give the class-wide prompt: “Please continue writing until the timer rings.”
When the timer rings after 3 minutes say: “Stop. Raise your hand with your pencil in it.”
8
Scoring Guide
CBM for Beginning Writers
Word Dictation (WD)
Materials:
1. Red and blue colored pencils: Blue = correct & Red = incorrect
2. List of administered words and student packet.
3. Record student name, week, and the date student completed the task.
Scoring Procedures:
For word dictation, count:
1. The number of words written (WW),
2. Words spelled correctly (WSC),
3. Correct letter sequences (CLS) , and
4. Incorrect letter sequences (ILS).
Words Written (WW)
1. Count the number of words written. A word is defined as a series of letters on
a line or separated by spaces on each side.
a. If the student is in the middle of writing a word when the timer stops,
their sequence of letters does not count as a word written. It also does
not count as an incorrectly spelled word
b. Score only the word that represents your best judgment of what the student
meant to write for the target word
Words Spelled Correctly (WSC)
1. A word counts as a WSC only if it matches the target word. If the student
spelled another English word but it does not match the target word, it is
scored as an Incorrect Word (with the exception of homophones).
Tip: Score the Word Dictation probes with the list of administered words
next to the student response sheet to check answers.
Example: target word is “drove” but student wrote “drive” (WSC = 0)
2. Underline incorrectly spelled words in red.
3. Calculate WSC by subtracting underlined words from WW.
4. Reversals of correct letter formation would cause the word to be scored as
incorrect. Example: catƨ. (WSC = 0)
Copyright 2014 ~ DBI-TLC Project ~ NCSER Grant #R324A130144
Correct Letter Sequences (CLS) and Incorrect Letter Sequences (ILS)
1. A correct letter sequence is one that contains any two adjacent, correctly
placed letters.
2. Use the caret method for scoring. Place a blue caret ^ above two letters if it
represents a correct letter sequence, and a red caret v below the letters if it
represents an incorrect sequence. Score incorrect sequences first using
a red pencil below the line. Then score correct sequences with a blue pencil
above the line.
3. Score a correct letter sequence at the beginning of the word if the first letter
of the word is correct. Score an incorrect letter sequence at the beginning of
the word if the first letter is incorrect. Continue to score correct and incorrect
sequences through the rest of the word. Score a correct sequence at the end
of the word if the last letter is correct. Score an incorrect sequence at the end
of the word if the last letter is incorrect.
4. If a word ends in a double letter (e.g., grass), and the student writes the word
with only one letter, the sequence at the end of the word is scored with one
incorrect letter sequence. The word would not count as a word spelled
correctly. Consider the following examples (dictated word = grass):
Example : v r^a^s v
(WW = 1, WSC = 0, CLS = 2, ILS = 2)
Example: ^g^r^a^s v
(WW = 1, WSC = 0, CLS = 4, ILS 1)
5. If a student omits a letter in the middle of a word, score with one incorrect
letter sequence. Consider the following example where the student wrote
wed for weed.
Example: ^w^e v d^
(WW = 1, WSC = 0, CLS = 3, ILS = 1)
6. If a student doubles a letter inside a word, but otherwise has spelled the
word correctly (e.g., classp for clasp), score an incorrect letter sequence on
either side of the second double letter.
Example: ^c^l^a^s v s v p^
(WW = 1, WSC = 0, CLS = 5, ILS = 2)
7. If student is in the middle of writing a word when the timer rings, score the
letter sequences written up to the last letter. Do not score the final sequence
as correct or incorrect.
Example: ^c^l^a
(WW = 0; WSC = 0; CLS = 3; ILS = 0)
8. Count correct sequences. Count incorrect sequences.
Copyright 2014 ~ DBI-TLC Project ~ NCSER Grant #R324A130144
Scoring Guide
CBM for Beginning Writers
Picture Word (PW) and Story Prompt (SP)
Materials:
1. Red and blue colored pencils: Blue = correct & Red = incorrect
2. Scoring Protocol and student packet.
3. Record student name, week, and the date student completed the task.
Advice to teachers for consistency:
You may choose to score critical skills more rigorously than described in this guide if that skill is
an instructional focus. Be sure to score consistently from the beginning to the end of the year for
all students. Remember: If you want to measure change, don’t change the measure!
General Scoring Procedures:
1. Read the sentence (PW) or entire writing sample (SP) first. Do your best to decipher what
the student is writing. Sounding out what your student wrote may help in deciphering a
word. For SP, also mark the beginning and end of each sentence using parsing guidance
(see CWS/IWS directions below).
2. Count the number of words written (see WW directions below).
3. Underline incorrectly spelled words with red pencil as a spell checker would and
calculate words spelled correctly (see WSC directions below).
4. Score and count correct and incorrect word sequences using the caret method: blue for
correct ^ and red for incorrect v (see CWS and IWS directions below).
5. Find Total Scores for each scoring procedure: WW, WSC, CWS, IWS
Words Written (WW)
1. Count the total number of words written, including all words spelled correctly and
incorrectly. Ignore spacing problems unless the sample is very difficult to read (i.e., if
you can distinguish between words even though they are close together, count them as
individual words.)
2. If the student rewrites the story prompt on their paper, it counts towards their WW, WSC
and word sequence scores.
3. If a student writes “The End” at the end of their story prompt, count it towards WW,
WSC and word sequences. It does not need a punctuation mark to be counted as correct.
4. Additional guidance:
a. For repeated words: Count the first 3 words and cross out the rest.
Example: It was fun fun fun fun fun.
(WW=5)
b. Hyphenated words are counted as one written word.
Example: He is a well-known actor.
(WW=5)
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
c. Whether or not there is punctuation after the last correct word, include the last
word in WW score.
Example: Sally went to the store
(WW = 5)
d. When the timer rings, if there is no punctuation after the last word AND the last
word is incomplete or incorrect, do not include the last word in WW score and do
not count it as an incorrectly-spelled word.
Example: Sally went to the stor
(WW = 4)
e. If the sentence is complete with a punctuation mark, and the last word is incorrect,
score the last word as a WW.
Example: Sally went to the stoer.
(WW = 5)
Words Spelled Correctly (WSC)
1. Underline incorrectly spelled words in red. Score these words the same as a spell checker
would.
2. Additional guidance:
a. Words that are spelled correctly (even if they do not make sense) should NOT be
underlined.
Example: Sally went two the store.
(WW = 5, WSC=5)
Note: The word ‘‘two’ is used incorrectly but is not underlined because it is spelled
correctly.
b. Words with reversals are incorrect (i.e., “b” for “d”)
Example: The V duddle V floated up and popped.
(WW=6, WSC=5)
Example: I like v catƨ v .
(WW=3, WSC=2)
3. The following are counted as words spelled correctly (NOT underlined):
a. Acronyms that are capitalized
Example: TV is correct as “TV” or “T.V.”
b. Abbreviations of proper nouns with correct capitalization and punctuation
Example: “P.E.” for Physical Education)
b. Other common abbreviations
Examples: min, lb, hr, etc.
d. Numbers used correctly, including dates used correctly
Example: I had 4 toys. My birthday is 8/04/99.
Note: Numbers used in place of words are incorrect (although numbers are counted as
words in WW). Example: We went 2 the pool.
(WW= 5, WSC=4)
e. Symbols used in place of words, such as “&” used for “and”
f. Videogames or other popular culture titles (Minecraft, Pogo), even if they are not
found in the dictionary
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
4. Calculate Words Spelled Correctly (WSC) by subtracting the number of underlined
words from the number of Words Written (WW).
Correct Word Sequence (CWS) and Incorrect Word Sequence (IWS)
1. For PW, the target word does NOT need to be used in the sentence written.
2. Students are not penalized for starting their story with a sentence that does not make
sense in the context of the given prompt (“It was the last day of school so I decided to…I
would go outside.”). Score the first sentence as you would any other sentence.
3. Parsing: Place a vertical blue line at the beginning and end of each sentence (you may
have to judge where the sentence should end).
Example: |Sally went to the stoer |she bought some chocolate and mashmellows to make
desart. |
4. If a student uses and more than twice in a sentence and the sentence has more than two
clauses, break up the sentence appropriately so that only two and’s are in each sentence
(see example below).
5. Use the caret method for scoring word sequences. Place a red caret below both sides of
an incorrectly spelled or used word, indicating incorrect word sequences (IWS). If two
words in a row are spelled and used correctly, place a blue caret above and between the
two words indicating a correct word sequence (CWS).
Scored example:
| ^We ^went^ to^ the^ store ^and ^went ^home^ and^ then ^went^ to^ the^
parkV| VandV met^ my ^friends^and ^they^ were^ excitedV| VandV we^ played
^soccer^and ^we ^have ^fun^.|
(WW = 30, WSC = 30, CWS = 27, IWS = 6)
6.
At the beginning of a sentence, the initial word sequence is correct if both of the
following are true:
a. the first word is correct.
b. the first letter is a capital.
7. Capital letters:
a. The first letter of the sentence must be capitalized, or the sequence where the word
should be capitalized is incorrect. For example, if the first word is “The” and it is
spelled correctly but not capitalized (the), it would be scored like this: V the^ boy...
b. Other capital letters within the sentence should be ignored.
c. Proper nouns need to be capitalized.
d. “I” must be capitalized to be counted as a word spelled correctly. A lowercase “I”
results in two incorrect word sequences whether within or at the beginning of
sentences.
Example: V i V like ^ to ^ swim ^.
(WW = 4, WSC = 3, CWS = 3, IWS = 2)
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
e. For Story Prompts, if the student begins the writing sample as a continuation of the
story prompt, do not penalize if they do not capitalize the first letter of their writing
sample.
Example: [It was the last day of school so I decided to…] |^go^ outside^ and^ play^.|
(WW = 4, WSC = 4, CWS = 5, IWS = 0)
Note: If upper and lower case letters look similar and it is difficult to tell whether the
letter is an upper or lower case letter, ignore capitalization. These letters include: p, s, o,
t, c, u v, w, x, y, z.
8. At the end of a sentence the final word sequence is correct if both of the following are
true:
a. the word is correct
b. the sentence ends with correct punctuation
Final words that are spelled correctly and make sense in context are correct words.
Example: ^I ^love ^summer^. | V Its V my ^favorite^ season^.
Final words that end without punctuation or with incorrect punctuation create an IWS, so
place an inverted red caret between the last word and the incorrect (or missing)
punctuation.
Example: ^I^ love^ summer^ because^ it^ is ^warm ^and ^sunny V ? | ^It^ is ^my^
favorite ^season^.
If the last sentence does not include punctuation, and the student stopped writing because
of the time limit, leave the last sequence unscored.
9. If a student attempts to write a quote, as clearly marked by a “he/she/I said, “___”, correct
capitalization and punctuation are necessary in order to mark CWS.
Example with incorrect capitalization and punctuation:
^She ^ said, V did ^ you^ have ^a^ great^ day? V |^ I^ said V no. V
Explanation:
a. An IWS caret is between “said” and “did,” because there is no quotation mark and
“did” is not capitalized.
b. An IWS caret is between “day” and the beginning of the next sentence because
there is no closing quotation mark.
c. IWS carets are on either side of “no” because there is not a comma after said, a
quotation mark, nor a capital N.
Example with correct capitalization and punctuation:
^She ^ said, ^ “Did ^you ^have ^a ^great ^day?” ^ | ^ I ^ said, ^ “No.” ^
Commas must be used correctly in dialogue such as: Dad said, “Go to your room.”
Ignore all other commas (either when missing or used incorrectly).
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
10. To assign CWS or IWS for verb tense shifts, follow these guidelines:
a. If a student switches tense multiple times, either stick with the first tense used by the
student, or apply the “majority of tenses” rule (i.e., count the number of verbs and
verb tenses in the passage; verb tenses in the majority are scored as CWS and those
not are scored as IWS).
b. In cases where student uses an equal number of more than one tense, stick with the
first tense used.
c. Indirect quotations (no quotation marks necessary) permit verb tense shifts, as long as
grammatically correct:
Example: ^She ^told ^me^ a ^lot ^of ^my ^friends ^are ^coming ^over ^because ^it’s
^my ^birthday! ^
11. If there is a missing word, score as one incorrect word sequence.
Example: ^The ^ fish v blue ^ and ^ green ^.
Example: ^My^ window v.
12. Compound words that are written as two words are incorrect. e.g. “home work” should be
written as “homework.” This would be three IWS’s, but the words are counted as
correctly spelled words.
Example: ^ “All V home V work V must^ be^ turned ^in ^by ^Wednesday,” ^the
^teacher ^said^.
13. Apostrophes must be used correctly in contractions and to show possession. If an
apostrophe or contraction is used incorrectly, score as incorrect
Example: ^I^eat V egg’s V in^the^morning^.
14. Colloquialisms: writing should reflect the conventions of standard English. Consider the
following example:
Example: v Awwwwwwwwwwww v a ^ bug. ^
(WW = 3, WSC = 2, CWS = 2, IWS = 2)
Try scoring this sample by yourself:
The cave was very dark. I try to close my eyes, so I couldn’t see anything, but that didn’t
help. Than I hear some one breathing. I try to stream but nother came out. The breathing
became close and close to me, and the worst Part was that I couldn’t see athing. At first I
thought meself that I an Just emaging stuff.
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
Sample of Scored Writing
The cave was very dark. |^I V try V to ^close ^my^ eyes, ^so^ I ^couldn’t ^see ^anything, ^but
^that^ didn’t ^help ^. | VThan V I V hear V some V one V breathing.^| ^I V try V to V stream V but V
nother
V
came ^out^.| ^The^ breathing ^ became V close
V
and
V
close
V
to ^me, ^and^ the^
worst^ Part^ was^ that^ I^ couldn’t^ see V athing V. | ^At ^ first ^ I ^ thought V meself V that ^ I
an V Just V emaging V stuff^.|
WW = 58, WSC = 54, CWS = 37, IWS = 26
Score rationale:
1. Do not score the story starter – i.e. The cave was very dark.
2. try- IWS –incorrect tense (past tense was the majority, so every present tense verb is
scored incorrect.
3. Than- IWS-spelled correctly but not used correctly in sentence (should be Then)
4. hear- IWS – incorrect tense
5. some one- three IWS – someone is a compound word
6. try- IWS- incorrect tense
7. stream- IWS– spelled correctly but not used correctly in sentence: i.e., scream
8. nother- IWS- incorrect word – i.e. nothing
9. close – IWS- i.e. should be ‘closer’
10. athing- IWS- incorrectly spelled word –i.e. a thing
11. meself- IWS- incorrectly spelled word
12. an- IWS –incorrect spelling of am
13. emaging- incorrectly spelled word
14. Just – was not considered incorrect because we ignore capitals in the middle of sentences.
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
V
WD Form 1
Word List
1.
Hat
16.
Zone
2.
Drop
17.
Frame
3.
List
18.
Goal
4.
Bed
19.
Flop
5.
Plus
20.
Next
6.
Sock
21.
Tube
7.
Game
22.
Sleep
8.
Dig
23.
Flash
9.
Clap
24.
Prize
10.
Just
25.
Loop
11.
Mine
26.
Wake
12.
Score
27.
Cloud
13.
Gear
28.
Blend
14.
Swim
29.
Globe
15.
Ramp
30.
Rain
Word Dictation Student Response Form
Name:
Date:
Example: ______________________
1. ____________________________
16. ___________________________
2. ____________________________
17. ___________________________
3. ____________________________
18. ___________________________
4. ____________________________
19. ___________________________
5. ____________________________
20. ___________________________
6. ____________________________
21. ___________________________
7. ____________________________
22. ___________________________
8. ____________________________
23. ___________________________
9. ____________________________
24. ___________________________
10. ___________________________
25. ___________________________
11. ___________________________
26. ___________________________
12. ___________________________
27. ___________________________
13. ___________________________
28. ___________________________
14. ___________________________
29. ___________________________
15. ___________________________
30. ___________________________
WW:
CLS:
WSC:
ILS:
WD Form 2
Word List
1.
Top
16.
Cure
2.
Shut
17.
Slide
3.
Lock
18.
Room
4.
Run
19.
Stun
5.
Flat
20.
Mint
6.
Pull
21.
Case
7.
Line
22.
Float
8.
Mad
23.
Fresh
9.
Grip
24.
Chore
10.
Hand
25.
Rail
11.
Note
26.
Wide
12.
Place
27.
Troop
13.
Boat
28.
Skill
14.
Plot
29.
Stage
15.
Help
30.
Team
Word Dictation Student Response Form
Name:
Date:
Example: ______________________
1. ____________________________
16. ___________________________
2. ____________________________
17. ___________________________
3. ____________________________
18. ___________________________
4. ____________________________
19. ___________________________
5. ____________________________
20. ___________________________
6. ____________________________
21. ___________________________
7. ____________________________
22. ___________________________
8. ____________________________
23. ___________________________
9. ____________________________
24. ___________________________
10. ___________________________
25. ___________________________
11. ___________________________
26. ___________________________
12. ___________________________
27. ___________________________
13. ___________________________
28. ___________________________
14. ___________________________
29. ___________________________
15. ___________________________
30. ___________________________
WW:
CLS:
WSC:
ILS:
WD Form 3
Word List
1.
Let
16.
Race
2.
Snap
17.
Stone
3.
Must
18.
Nail
4.
Win
19.
Glad
5.
Clip
20.
Soft
6.
Pack
21.
Fire
7.
Home
22.
Spoon
8.
Hop
23.
Thick
9.
Slot
24.
Snake
10.
Send
25.
Year
11.
Cube
26.
Vote
12.
Price
27.
Brain
13.
Boot
28.
Clock
14.
Drum
29.
White
15.
Hint
30.
Soap
Word Dictation Student Response Form
Name:
Date:
Example: ______________________
1. ____________________________
16. ___________________________
2. ____________________________
17. ___________________________
3. ____________________________
18. ___________________________
4. ____________________________
19. ___________________________
5. ____________________________
20. ___________________________
6. ____________________________
21. ___________________________
7. ____________________________
22. ___________________________
8. ____________________________
23. ___________________________
9. ____________________________
24. ___________________________
10. ___________________________
25. ___________________________
11. ___________________________
26. ___________________________
12. ___________________________
27. ___________________________
13. ___________________________
28. ___________________________
14. ___________________________
29. ___________________________
15. ___________________________
30. ___________________________
WW:
CLS:
WSC:
ILS:
girl
mittens
write
Form 3
1
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
chair
desk
jump
Form 3
2
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
leaf
family
play
Form 3
3
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
dog
coat
dance
Form 3
4
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
cow
book
draw
Form 2
1
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
cap
moon
eat
Form 2
2
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
door
spoon
skate
Form 2
3
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
soap
mug
cut
Form 2
4
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
mouse
school
wash
Form 1
1
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
pants
lamp
walk
Form 1
2
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
sun
box
cry
Form 1
3
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
fish
horse
hide
Form 1
4
Copyright 2014 DBI-TLC Project, NCSER Grant #R324A130144
WW=___
WSC=___
CWS=___
IWS=___
Story Prompt Progress Monitoring Form 1
I showed my friends my new toy and …
Story Prompt Progress Monitoring Form 1
Story Prompt Progress Monitoring Form 2
I was playing outside with my friend when we
found…
Story Prompt Progress Monitoring Form 2
Story Prompt Progress Monitoring Form 3
One day I couldn't find my homework so I…
Story Prompt Progress Monitoring Form 3
QUICK START GUIDE for Steps 1 and 2
Sample Graphing Tool
(actual tool available in Google Drive)
20
QUICK START GUIDE for Steps 1 and 2
Word Dictation District Benchmarks
Word Dictation: Words Written
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
29
25
21
16
12
20.48
6.02
98
Percentile
Fall
37
31
27
22
17
26.91
7.18
117
th
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
43
39
34
27
23
33.37
8.48
127
First Grade
Benchmarks
Winter
Spring
28
34
26
31
21
25
16
20
14
17
21.00
25.20
5.91
6.63
94
92
Second Grade
Benchmarks
Winter
Spring
37
43
34
39
28
32
22
26
19
20
27.99
32.22
7.73
8.69
115
113
Third Grade
Benchmarks
Winter
Spring
45
50
41
43
35
38
28
32
22
26
34.42
38.22
9.02
8.60
124
121
F-W
-0.10
0.10
0.00
0.00
0.20
ROI
W-S
0.43
0.36
0.29
0.29
0.21
F-S
0.21
0.25
0.17
0.17
0.21
F-W
0.00
0.30
0.10
0.00
0.20
ROI
W-S
0.43
0.36
0.29
0.29
0.07
F-S
0.25
0.33
0.21
0.17
0.13
F-W
0.20
0.20
0.10
0.10
-0.10
ROI
W-S
0.36
0.14
0.21
0.29
0.29
F-S
0.29
0.17
0.17
0.21
0.13
21
QUICK START GUIDE for Steps 1 and 2
Word Dictation: Words Spelled Correctly
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
18
12
8
5
2
9.10
6.04
98
Fall
29
25
17
10
6
17.27
8.78
117
Fall
40
35
24
18
12
25.52
10.82
127
First Grade
Benchmarks
Winter
Spring
22
28
13
17
10
13
6
9
4
5
10.84
14.75
6.22
8.04
94
92
Second Grade
Benchmarks
Winter
Spring
31
36
27
31
18
22
11
14
6
7
18.53
22.28
9.60
10.85
115
113
Third Grade
Benchmarks
Winter
Spring
39
47
35
39
26
31
20
24
15
17
26.83
31.37
9.83
10.95
124
121
F-W
0.40
0.10
0.20
0.10
0.20
ROI
W-S
0.43
0.29
0.21
0.21
0.07
F-S
0.42
0.21
0.21
0.17
0.13
F-W
0.20
0.20
0.10
0.10
0.00
ROI
W-S
0.36
0.29
0.29
0.21
0.07
F-S
0.29
0.25
0.21
0.17
0.04
F-W
-0.10
0.00
0.20
0.20
0.30
ROI
W-S
0.57
0.29
0.36
0.29
0.14
F-S
0.29
0.17
0.29
0.25
0.21
22
QUICK START GUIDE for Steps 1 and 2
Word Dictation: Correct Letter Sequences
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
107
92
68
49
36
70.52
29.75
98
Fall
162
137
111
79
57
109.51
38.09
117
Fall
212
182
144
113
87
148.39
48.28
127
First Grade
Benchmarks
Winter
Spring
125
150
92
119
79
96
59
73
42
57
78.43
98.90
28.03
36.05
94
92
Second Grade
Benchmarks
Winter
Spring
171
201
152
175
110
141
86
97
58
66
115.80
136.67
42.73
49.53
115
113
Third Grade
Benchmarks
Winter
Spring
205
247
191
210
152
176
123
144
93
112
152.81
175.54
46.80
49.94
123
121
F-W
1.80
0.00
1.10
1.00
0.60
ROI
W-S
1.79
1.93
1.21
1.00
1.07
F-S
1.79
1.13
1.17
1.00
0.88
F-W
0.90
1.50
-0.10
0.70
0.10
ROI
W-S
2.14
1.64
2.21
0.79
0.57
F-S
1.63
1.58
1.25
0.75
0.38
F-W
-0.70
0.90
0.80
1.00
0.60
ROI
W-S
3.00
1.36
1.71
1.50
1.36
F-S
1.46
1.17
1.33
1.29
1.04
23
QUICK START GUIDE for Steps 1 and 2
Picture Word District Benchmarks
Picture Word Prompt: Words Written
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Fall
31
26
20
15
7
20.03
8.59
59
Fall
54
44
34
25
20
35.20
13.31
83
Fall
56
48
40
32
23
39.93
13.16
97
First Grade
Benchmarks
Winter
Spring
40
48
30
41
24
31
18
26
12
17
24.84
32.65
10.95
11.66
61
68
Second Grade
Benchmarks
Winter
Spring
52
54
47
48
40
42
30
34
17
25
37.50
41.11
14.00
10.42
48
89
Third Grade
Benchmarks
Winter
Spring
57
62
52
54
42
49
32
42
22
32
40.88
48.11
14.28
10.53
83
65
F-W
0.90
0.40
0.40
0.30
0.50
ROI
W-S
0.57
0.79
0.50
0.57
0.36
F-S
0.71
0.63
0.46
0.46
0.42
F-W
-0.20
0.30
0.60
0.50
-0.30
ROI
W-S
0.14
0.07
0.14
0.29
0.57
F-S
0.00
0.17
0.33
0.38
0.21
F-W
0.10
0.40
0.20
0.00
-0.10
ROI
W-S
0.36
0.14
0.50
0.71
0.71
F-S
0.25
0.25
0.38
0.42
0.38
24
QUICK START GUIDE for Steps 1 and 2
Picture Word Prompt: Words Spelled Correctly
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
27
22
15
11
5
16.41
7.80
59
Fall
49
38
29
21
14
30.47
12.90
83
Fall
55
44
36
29
22
37.05
12.98
97
First Grade
Benchmarks
Winter
Spring
35
47
26
37
20
27
13
20
7
12
20.05
28.37
10.48
11.76
61
68
Second Grade
Benchmarks
Winter
Spring
48
51
44
44
33
38
27
31
16
22
32.73
37.56
12.43
10.25
48
89
Third Grade
Benchmarks
Winter
Spring
56
60
49
51
38
46
29
41
22
30
38.63
45.63
13.86
10.32
83
65
F-W
0.80
0.40
0.50
0.20
0.20
ROI
W-S
0.86
0.79
0.50
0.50
0.36
F-S
0.83
0.63
0.50
0.38
0.29
F-W
-0.10
0.60
0.40
0.60
0.20
ROI
W-S
0.21
0.00
0.36
0.29
0.43
F-S
0.08
0.25
0.38
0.42
0.33
F-W
0.10
0.50
0.20
0.00
0.00
ROI
W-S
0.29
0.14
0.57
0.86
0.57
F-S
0.21
0.29
0.42
0.50
0.33
25
QUICK START GUIDE for Steps 1 and 2
Picture Word Prompt: Correct Word Sequences
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
24
19
12
8
4
13.19
8.23
59
Fall
44
35
26
14
7
25.70
14.22
83
Fall
56
43
35
25
18
35.63
15.18
97
First Grade
Benchmarks
Winter
Spring
35
50
25
38
15
25
8
14
4
8
17.30
27.19
11.79
15.15
61
68
Second Grade
Benchmarks
Winter
Spring
53
53
39
46
32
37
22
27
14
19
31.63
36.47
14.66
12.89
48
89
Third Grade
Benchmarks
Winter
Spring
60
66
52
55
40
49
28
41
18
29
39.81
47.88
15.77
13.39
83
65
F-W
1.10
0.60
0.30
0.00
0.00
ROI
W-S
1.07
0.93
0.71
0.43
0.29
F-S
1.08
0.79
0.54
0.25
0.17
F-W
0.90
0.40
0.60
0.80
0.70
ROI
W-S
0.00
0.50
0.36
0.36
0.36
F-S
0.38
0.46
0.46
0.54
0.50
F-W
0.40
0.90
0.50
0.30
0.00
ROI
W-S
0.43
0.21
0.64
0.93
0.79
F-S
0.42
0.50
0.58
0.67
0.46
26
QUICK START GUIDE for Steps 1 and 2
Story Prompt District Benchmarks
Story Prompt: Words Written
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
32
26
16
11
7
18.39
9.55
98
Percentile
Fall
46
37
29
16
14
28.57
12.60
118
th
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
53
45
36
26
18
35.62
13.28
126
First Grade
Benchmarks
Winter
Spring
33
42
24
34
16
25
11
18
8
11
18.39
25.88
9.19
11.74
93
91
Second Grade
Benchmarks
Winter
Spring
43
53
35
42
25
33
19
24
10
13
26.58
33.40
12.41
13.57
115
113
Third Grade
Benchmarks
Winter
Spring
55
59
46
50
35
39
26
30
19
20
35.70
39.41
14.05
14.35
112
121
F-W
0.10
-0.20
0.00
0.00
0.10
ROI
W-S
0.64
0.71
0.64
0.50
0.21
F-S
0.42
0.33
0.38
0.29
0.17
F-W
-0.30
-0.20
-0.40
0.30
-0.40
ROI
W-S
0.71
0.50
0.57
0.36
0.21
F-S
0.29
0.21
0.17
0.33
-0.04
F-W
0.20
0.10
-0.10
0.00
0.10
ROI
W-S
0.29
0.29
0.29
0.29
0.07
F-S
0.25
0.21
0.13
0.17
0.08
27
QUICK START GUIDE for Steps 1 and 2
Story Prompt: Words Spelled Correctly
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
26
19
12
8
4
13.66
8.04
98
Fall
38
32
22
13
9
22.87
11.45
118
Fall
47
39
30
22
15
31.16
12.41
126
First Grade
Benchmarks
Winter
Spring
25
33
20
27
12
18
8
13
5
8
13.94
20.48
7.95
10.72
93
91
Second Grade
Benchmarks
Winter
Spring
39
49
29
37
20
27
14
18
7
9
21.86
28.09
11.74
12.93
115
113
Third Grade
Benchmarks
Winter
Spring
52
53
41
47
31
37
21
26
15
16
32.13
35.93
13.76
14.15
112
121
F-W
-0.10
0.10
0.00
0.00
0.10
ROI
W-S
0.57
0.50
0.43
0.36
0.21
F-S
0.29
0.33
0.25
0.21
0.17
F-W
0.10
-0.30
-0.20
0.10
-0.20
ROI
W-S
0.71
0.57
0.50
0.29
0.14
F-S
0.46
0.21
0.21
0.21
0.00
F-W
0.50
0.20
0.10
-0.10
0.00
ROI
W-S
0.07
0.43
0.43
0.36
0.07
F-S
0.25
0.33
0.29
0.17
0.04
28
QUICK START GUIDE for Steps 1 and 2
Story Prompt: Correct Word Sequences
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
th
Percentile
90
75th
50th
25th
10th
Mean
SD
N
Percentile
90th
75th
50th
25th
10th
Mean
SD
N
Fall
20
11
8
4
2
9.06
6.62
98
Fall
33
25
15
8
4
17.14
10.75
118
Fall
38
31
23
15
9
23.61
11.39
126
First Grade
Benchmarks
Winter
Spring
17
26
13
20
7
13
5
9
2
5
9.39
14.68
6.31
9.27
93
91
Second Grade
Benchmarks
Winter
Spring
34
39
21
29
14
20
8
12
4
6
16.43
21.19
11.49
12.34
115
113
Third Grade
Benchmarks
Winter
Spring
47
51
35
42
24
30
17
19
10
14
26.08
30.67
13.13
13.95
112
121
F-W
-0.30
0.20
-0.10
0.10
0.00
ROI
W-S
0.64
0.50
0.43
0.29
0.21
F-S
0.25
0.38
0.21
0.21
0.13
F-W
0.10
-0.40
-0.10
0.00
0.00
ROI
W-S
0.36
0.57
0.43
0.29
0.14
F-S
0.25
0.17
0.21
0.17
0.08
F-W
0.90
0.40
0.10
0.20
0.10
ROI
W-S
0.29
0.50
0.43
0.14
0.29
F-S
0.54
0.46
0.29
0.17
0.21
29