Improving foundational academic skills for elementary level students continues to be a challenge for classroom teachers. This study implemented weekly progress monitoring procedures using curriculum-based measurement assessments in conjunction with weekly individual student-teacher graphing and goal-setting conferences to determine the effect the procedures would have on students' reading accuracy, reading fluency, and math computation skill levels. A quasi-experimental mixed-methods research design using mixed purposeful convenience sampling with pre- and post-testing was selected and executed for this nine-week action research study. The target population consisted of seven third-grade students and six fourth-grade students for a total of thirteen students. The quantitative data was drawn from the pre-and posttests with weekly progress monitoring assessments. The qualitative data was taken from notes documented by teachers during the weekly individual student-teacher conferences and end-of study student-teacher interviews. Additional qualitative data was collected by the researcher during weekly and end-of study individual researcher-teacher interviews. The qualitative data was analyzed using a researcher-coded method and MAXQDA 11 data analysis software. The results revealed that the fourth-grade students demonstrated higher gains in reading fluency and math computation than the third-grade students. The inclusion of teaching points during the students' individual weekly student-teacher conferences may be a contributing factor to this higher rate of improvement of skills. Students in both grades indicated a strong preference for the goal-setting and conferencing procedures which may reflect the influence of the increased level of personal interactions. Both teachers noted an increase in students' motivation as a result of the study's procedures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]