64 words correct per minute. 8 errors. (89% accuracy) What is ? CBMReading is Curriculum Based Measurement for reading Screen/Benchmark 3 times a year (all students) Read a 3 grade-level passages for one minute each Words Read Correctly (WRC) per minute are computed Reading errors are recorded Frequent progress monitoring for students who are struggling Introduce and explain CBMReading. An example of one passage, scored, is shown. 64 words correct per minute with 8 errors (89% accuracy) is shown in the example. An important point to make about CBMReading is that it is not a measure that is solely concerned about rate of reading. Accuracy and qualitative features of students’ reading are also important components. Accuracy rate is one way in which we can better understand how well students are reading—and how well they are likely to understand what they are reading. Error tracking currently NOT part of CBMR, but talking to programmers about including ** “Grade Level” of passages….kinda. In a Lexile sense the passages are generally EASIER than what is considered grade level and other CBM type passages (DIBELS, Aimsweb, etc.) This is on purpose and helps with psychometrics of reliability and validity. So, easier, yes, but on purpose. Therefore norms or benchmarks are going to differ between different CBMR type passages. Benchmarks NOT the same between Aimsweb, easyCBM, FAST, DIBELS. Yes, generally similar but not identical. This was purposeful. 64 words correct per minute. 8 errors. (89% accuracy)

SAMPLE View a Sample Assessment CBMReading covers Grades 1-6 for screening. There are three passages used per Benchmark Period, each read for 1 minute and scored accordingly. Here is a sample of CBMReading for Grade 1 Reference binder for hard copy of student materials

Accuracy and Automaticity (i.e., fluency) CBM for RtI and AYP Accuracy and Automaticity (i.e., fluency) Theoretic Foundation: Fluency & Automaticity Assembly & Automation Theory Comprehension enabled by automatic word identification Information Processing Model Improved automaticity frees up working memory Freeing cognitive resources for more complex action Phases of Skill Development (Instructional Hierarchy) One of the major criticisms of CBM & promoting automaticity is that this approach ignores comprehension. However, it is likely that the development of “lower order” skills such as becoming accurate and fluent is necessary for more complex tasks (e.g. comprehending text). As students become more proficient with basic skills, more cognitive resources become available for higher level (e.g. comprehension) tasks. This is why focusing on fluency and accuracy is only helpful to a point. Indeed, what we target for intervention should align with students’ skills. Draw attention to the figure at the bottom of slide. Note that these skills build on one another, such that mastery of lower order skills promotes the development of higher order skills (e.g. accuracy and fluency). You can provide examples of this order in other common skills as well (e.g. riding a bike, driving manual cars, sport specific skills). It is helpful to provide one example as a parallel to reading. Accuracy Fluency Generalization Adaption Theodore J. Christ, Ph.D

Fluency Fluency is used because it represents the automation of procedural skills, which confers: Generalization of skills Permanence of skills Freeing of cognitive resources for more complex tasks AND, rate-based assessments are more sensitive to growth over short periods The famous learning how to drive a stick shift example. Early on it was tough. Over time one becomes more automatic and fluent with that task and can spend mental energy and focus elsewhere

Back to …

Teacher scores on computer device. Paper copies for student to read aloud Browser-Based Scoring for CBMReading: Teacher provides student with materials to view/read. Teacher gives standardized directions. Student responds The student is asked to read the passages for 1 minute each. The examiner may use a Mac or PC to score the assessment “in real time” while the student reads. This offers efficiency and helps increase accuracy of scoring. Teacher scores on computer or laptop Teacher scores on computer device.

Administration & Scoring of

Find the CBMR Quicksheet (if printed, otherwise in google folder) CBMR video Find the CBMR Quicksheet (if printed, otherwise in google folder) Follow along as we review the directions for administration of CBMR Note that video has person using paper and pencil, NOT Iowa TIER which is web-based

Administration & Scoring Materials Teacher: Browser-based Iowa TIER Student: Paper copy of student materials Prepare to assess Navigate to CBMReading assessment. Find student name and select pencil icon for CBMReading Do this with

Administration & Scoring: Test Items Read directions verbatim. Be ready to start timer. Start timer at moment student says first word. (Wait up to 3 seconds.) Any 3” delays, pauses, or struggles with a word: Say the word to the student and mark it as an error. Speed readers: Pause timer quickly (e.g., within first sentence or so) address student and resume. End of 1-minute: Mark last word. Prep for next passage.

Administration & Scoring: Scoring Review “Scoring, Timing & Discontinue” rules: 3-second pauses or struggles: Read the word to the student and mark the word incorrect. (Only when pause is 3-seconds.) When to discontinue early: If student gets first 10 words incorrect More on detailed scoring directions shortly. Incorrect word? Check the “Scoring Details” section for specifics.

Administration & Scoring: Errors Review “Scoring Details” rules:

Administration & Scoring: Not Errors Review “Scoring Details” rules: May or may not agree with these rules, but that is what the developer used so one needs to follow to adhere to standardized administration and scoring Some don’t like inserts not being an error. Can certainly make mental notes of the type of reading a student does, but for the purpose of scoring one MUST follow the rules mentioned here

Summary of Errors NOT ERRORS ERRORS Mispronunciations, adding endings, substitutions (miscues) Omissions 3-sec. pauses or struggle Word reversals Repetitions Dialect differences Insertions Self-corrections (within 3 sec.)

Administration & Scoring: Preparation Click to review “Preparation” Click to review “Test Items” and read directions verbatim to the student. If possible, follow along on computers.

Administration & Scoring Click Sections to expand to get verbatim instructions or scoring details Start Timer After you read directions verbatim and student says first word. Click to mark errors Click again to de-select Bulk Errors Click box at beginning of line if student skips row. End Timer Mark last word Click on the last word the student read when the “tone” is played at the end of time limit. Click it again to mark it as an error. Then, Submit test

CBMReading Practice Independent Activity & Practice: Log in Iowa TIER practice site (code = martina) Navigate to Certification and choose the CBMReading Navigate to “Practice” Wear headphones Complete any 3 items Reflect on your accuracy Discuss with partner This is an excellent opportunity to have your staff independently practice 3 measures.

Practice There are various ways to practice for yourself and train staff. One may choose to: Have participants watch administration videos while using the ORRA to check for standardized administration Have participants watch you use the online modules while using the ORRA to check your standardized administration Have participants practice with each other Have participants practice using the online training practice modules

CBMReading: 1 minute 1 5 3 2 1 4 7 6 8 9 1 5 6 4 3 5 2 9 4 5 3 2 1 6 7 2 3 1 8 7 4 1 9 1 8 7 8 6 2 3 8 9 7 6 4 5 4 5 3 3 2 9 5 4 6 2 1 9 7 8 This clock is Normally you don’t start the timer until the student reads, but for purposes Hours Minutes Seconds

Let’s practice…

QUESTIONS?

Supplemental Resource Information: Frequently Asked Questions

Frequently Asked Questions Isn’t this just about seeing how fast students read? Answer: No. CBM-Reading is intended to solicit a sample of the student’s BEST reading. This is not a speed reading test. Speed reading without grade appropriate prosody (intonation, pauses) violates standardization. CBM-Reading is intended to provide a sample of student behavior for teacher observation. The primary outcomes are BOTH accuracy and rate of correct reading performance. Together, this sample of BEST reading indicates how well the student has automatized the written cypher.

Frequently Asked Questions Why would I do this over doing a Running Record? Answer: They take too long. A large and extended sample of reading behavior is not necessary. Too few or inadequate forms. Monitoring requires parallel alternate forms Little evidence on technical adequacy. Running records have a different purpose (as do DRA, F&P). They provide in-depth—and often qualitative—information about the strength and weaknesses. They might be useful for skills analysis and instructional design.

Frequently Asked Questions Does this assess comprehension? Answer: No, CBM-Reading does not provide a direct measure of reading comprehension. But, publish research indicates that CBM-Reading indicates comprehension. Shinn et al., 1992; Marcotte & Hintze, 2009 Automaticity is a pre-requisite to reading comprehension. Free up cognitive resources to focus on comprehension (Slocum et al., 1995) Comprehension enables reading rate/fluency Jenkin et al., 2003

Frequently Asked Questions What about word callers? Answer: Word Caller – a person with sufficient reading rate without good comprehension Publish research indicates that Teachers over-identify word callers Incorrect nomination 93% VERY few students are word callers 2% of students at 3rd grade 10% of students in 5th grade

Frequently Asked Questions What happens if the student finishes early? Answer: Not a problem Stop the timer and mark the last work. The students score is prorated by the software.

Frequently Asked Questions Our last CBM tool included passages that seemed to vary significantly from one to the next, making it difficult to interpret progress. How are the FAST passages determined to be consistent from one to the next? Answer: The US Department of Education funded a four year study to examine this issue and improve the quality of passages. The FAST passages were extensively field tested and are highly similar to minimize variability due to instrumentation. Published studies document this (Ardoin & Christ, 2009; Christ & Ardoin, 2009) Student scores will still vary across occasions. Highly standardized conditions (quiet, clear directions, consistent time of day, consistent student motivation) will reduce variability.

Frequently Asked Questions If we’ve screened and found a student to be above the Benchmark score for low-risk, do we need to screen again that year (or ever)? Why/why not? Answer: Yes, high functioning students have the right to benefit from instruction and continue with their progress. The teacher and screening system must consider all students. Students on both ends of the spectrum are at risk to not benefit from core instruction, which is often targeted at typically developing students. Teachers and students should all have goals. Ongoing monitoring—at least three times per year—will inform progress toward those goals.

Frequently Asked Questions Are these passages written at grade level? How is that determined? Answer: Passages were written below the Lexile (readability) band that typically defines “grade level” material. Why? The evidence supports equivalent validity and reliability for high and low difficulty passages. Less difficulty passages ensure a larger sample of reading behavior (i.e., teachers observe students reading more words). Less difficult passages ensure accessibility for less skilled readers, who are those most frequently monitored. Automaticity of reading skills is most closely related to high frequency words, phrases, and patterns that are familiar to most readers.

Frequently Asked Questions Do the passages use fiction or non-fiction? Why? Answer: All of the passages are narrative fiction. Why? The passages are highly controlled to ensure that performance across passages is comparable. This requires a consistent text structure. The passages include controls for Decodability of words Frequency of words Goal-Action-Outcome story structure There is equivalent reliability and validity of fiction and nonfiction along with informational and narrative story structures.

Frequently Asked Questions If I have a struggling student, can I give him/her a lower grade level passage? Answer: Whenever possible, monitor the student in grade level passages. The goal for the student is to meet grade level standards. If a student reads fewer than 10 words on grade level then it might be appropriate to monitor them with first grade probes. Those have more controlled text that include shorter sentences and many more decodable and high frequency words.

Frequently Asked Questions What accommodations can be used for students with disabilities? Why/why not? Answer: The application of benchmarks and norms require standardized administration. We have yet to do research on modification or accommodations. Consider these carefully before they are used. If they are used, be sure to include a description of those procedures whenever the score is reported or used to guide instruction.

Frequently Asked Questions I notice students do better if they can read the passages silently, first. Is this OK? Answer: No, these are standardized “cold” readings, which requires that we measure the students performance during their initial reading. We use the same screening passages all year. These are still “cold” readings. Evidence suggests that practice effects on CBM-Reading materials subside after approximately four weeks. This supports the use of the same screening passages three to four times per years. “Hot” readings (with practice) invalidate the assessment.

Frequently Asked Questions Can parents have a copy of the passages to take home? Can we share the passages with others? Answer: The passages should not be shared in a manner that would result in any student having exposure to the passages outside of testing purposes at school. This is to ensure that the data you collect are accurate and not influenced by practice effect. Similarly, the passages are licensed to your school system. Sharing with others in your community or other schools may violate the terms of that agreement. Generally speaking, it should be made extremely clear to all staff and parents that the passages are not to be used for practice or other purposes.