Link Smarter, Not Harder: How Good Student Academic Assessment Leads to Better Classroom Interventions Jim Wright www.interventioncentral.org

Using Data for Intervention Team Referrals Baseline Data Collected Progress-Monitoring Data Collected Teacher Referral Initial Meeting Held Intervention Started & Monitored Follow-Up Meeting Held

Limitations of Commercial, Norm-Referenced Achievement Tests

Commercial Tests: Limitations Compare child to ‘national’ average rather than to class or school peers May have poor overlap with student curriculum, classroom content Can be given only infrequently Are not sensitive to short-term student gains in academic skills

Curriculum-Based Measurement

Curriculum-Based Measurement : Defining Characteristics: ‘Tests’ preselected objectives from local curriculum Has standardized directions for administration Is timed, yielding fluency, accuracy scores Uses objective, standardized, ‘quick’ guidelines for scoring Permits charting and teacher feedback

CBM Techniques have been developed to assess: Reading fluency Math computation Writing Spelling Phonemic awareness skills

Curriculum-Based Measurement : Defining Characteristics: Samples objectives from local curriculum Uses items from a predefined ‘measurement pool’ Has standardized directions for administration Is timed, yielding fluency, accuracy scores Uses objective, standardized, ‘quick’ guidelines for scoring Permits charting and teacher feedback

DIBELS Reading Probe: Benchmark 2.1

57 WPM