Curriculum-Based Measurement (CBM) URI – EDC 452.

Slides:

Advertisements

Similar presentations

Curriculum Based Measurements

Advertisements

Progress Monitoring: Data to Instructional Decision-Making Frank Worrell Marley Watkins Tracey Hall Ministry of Education Trinidad and Tobago January,

Progress Monitoring with Curriculum Based Measurement Tracey Hall CAST Oral Reading Fluency.

Reading Fluency.

The Running Record The Running Record is a record or errors, or miscues, that readers make as they are reading. Why do we use Running Records? to evaluate.

Fluency Phrases for Second and Third Grade Fluency at Chief Shikellamy Title I Parent Night Presented by Chief Title I teachers: Mrs. Maye, Mrs. Slaton,

Fluency This publication is based on the First and Second Grade Teacher Reading Academies, ©2002 University of Texas System and the Texas Education Agency,

CBM: Oral Reading Fluency

Grade 2: Fluency The material in this Institute has been modified from the Florida version of the original reading academies that were developed by the.

Individualized Education Program Present Level of Performance Training (General Education Curriculum) Division of Special Education Compliance Support.

Margaret D. Anderson SUNY Cortland, April, Federal legislation provides the guidelines that schools must follow when identifying children for special.

Fluency Phrases for First Grade Fluency at Chief Shikellamy Title I Parent Night Presented by Chief Title I teachers: Mrs. Maye, Mrs. Slaton, Mrs. Yerg.

Curriculum-Based Measurement, Common Assessments, and the Common Core Mathematics Assessment and Intervention.

Curriculum-Based Assessment and Other Informal Measures

Jim Wright, Syracuse City Schools CBM: Math Computation Jim Wright

 “Fluency assessment consists of listening to students read aloud and collecting information about their oral reading accuracy, rate, and prosody.” (Page.

Michelle K. Hosp Laura Sáenz July 8, 2005 Summer Institute: Introduction to CBM in Reading.

EngageNY.org Common Core: What can Parents Do? Presented by: Ms. Augello Ms. Careccia.

Angela is a 6 th grader in a k-8 schools. She hit her reading benchmarks in K, 1 st and 2 nd Grade. She was proficient on state testing in 3 rd grade,

Progress Monitoring Lynn S. Fuchs Vanderbilt University And Pamela M. Stecker Clemson University.

Curriculum Based Measures vs. Formal Assessment

AIMSweb and Goal- Setting December 8, 2010 PRTI. Basic goal setting Measurable goals include: Conditions Timeline, materials, difficulty level In 9 weeks.

Chapter 9 Fluency Assessment Tina Jensen. What? Fluency Assessment Consists of listening to students read aloud for a given time to collect information.

CBM in Reading  Develop Measures  Administration  Scoring  Graphic Display  Analysis of Graphic Display  Error Analysis  Implications for Instruction.

1. 2 What is ? CBMReading is Curriculum Based Measurement for reading –Screen/Benchmark 3 times a year (all students) –Read a 3 grade-level passages.

Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria How do I do all this stuff?

1 Using Progress Monitoring to Develop Strong IEPs Nancy Safer Whitney Donaldson National Center on Student Progress Monitoring Ingrid Oxaal OSEP OSEP.

Response to Intervention RTI: Decision Rules.

Welcome to Curriculum Night Tate Elementary School.

Curriculum-Based Measurement (CBM) URI – EDC 452.

1 Curriculum Based Measures Improving Student Outcomes through Progress Monitoring.

Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria How do I do all this stuff?

2008 Student Progress Monitoring & Data-Based Instruction in Special Education Introduction to Using CBM for Progress Monitoring in Reading An overview.

2008 Student Progress Monitoring & Data-Based Instruction in Special Education Introduction to Using CBM for Progress Monitoring in Math An overview (Sample.

Welcome to MMS MAP DATA INFO NIGHT 2015.

A Look at Repeated Readings. Agenda What is repeated readings? Why is repeated readings effective? What does the supporting research for repeated readings.

Key Stage 2 Standard Assessment Tasks Year 6 Parent Information Evening.

1 Math Uses calculation problems consistent with curricular expectations Uses Digits Correct score permitting partial credit scoring Uses Blanks Correct.

Children are taught to read by breaking down words into separate sounds or ‘phonemes’. They are then taught how to blend these sounds together to read.

Assessment at CPS A new way of working. Background - No more levels New National Curriculum to be taught in all schools from September 2014 (apart from.

2008 Student Progress Monitoring & Data-Based Instruction in Special Education Introduction to Using CBM for Progress Monitoring.

Third Grade Curriculum night WELCOME!!!!!

* Statutory Assessment Tasks and Tests (also includes Teacher Assessment). * Usually taken at the end of Key Stage 1 (at age 7) and at the end of Key.

End of Key Stage 1 Assessments Tuesday 1 st April pm.

KS1 SATS Guidance for Parents

Curriculum Based Measurement Math. Introduction to Math CBM Show examples of Addition Fact Families 0-12 (0+0 to 12+12) Subtraction Fact Families 0-12.

Key Stage 1 National Curriculum Assessments Information and Guidance on the Changes and Expectations for 2015/16 Presentation to Parents.

There is now an even greater emphasis for children to be proficient in basic skills (number bonds, place value (hundreds, tens, units) and times tables.

Year 2 New Curriculum and SATs information.. The purpose of this meeting is: to share with you expectations of the new curriculum and the impact this.

In the summer term of 2016, children in Year 6 will be the first to take the new Y6 TEST papers. These tests in English (SPaG and Reading) and maths will.

KS1 SATS KS1 SATS information for parents. KS1 Assessment in 2016 New Statutory assessment in Year 2 new national curriculum tests scaled scores – KS1.

End of Key Stage 1 Assessments How do we assess our year 2 children? Thomas Russell Infants’ School ‘Our children blossom through nurture & challenge’

KS1 SATS KS1 SATS Guidance for Parents SPRING 2016.

Assessment of Students with Special Education Needs.

©2009 Florida Department of Education Coming to a computer near you… FAIR.

SSMT Progress Monitoring

More Guidance on PLAAFP and Goals

Improving Reading Fluency

KS1 SATS Guidance for Parents

KS2 SATS Guidance for Parents

Key Stage 1 National Curriculum

Year 2 SATs 2016 in Woodpeckers

Math-Curriculum Based Measurement (M-CBM)

Key Stage 1 National Curriculum

Year 6 Parent Forum Amina Patel: Head Teacher

Third Grade Back to School Night

KS1 SATS Guidance for Parents

Relationship between Standardized and Classroom-based Assessment

KS1 SATS Guidance for Parents

Presentation transcript:

Curriculum-Based Measurement (CBM) URI – EDC 452

What is CBM?  Curriculum-based measurement, or CBM, is a method of monitoring student educational progress through direct assessment of academic skills.  CBM can be used to measure basic skills in reading, mathematics, spelling, and written expression. It can also be used to monitor readiness skills.  When using CBM, the instructor gives the student brief, timed samples, or "probes," made up of academic material taken from the child's school curriculum

What is CBM?  CBM probes are given repeatedly in a short span of time, even daily if desired.  The resulting information is graphed to demonstrate student progress.

What is CBM?  CBM measures Fluency - the speed with which a student is able to produce correct answers on an academic task:  Examples:  Reading: number of words correctly read aloud in one minute  Math: number of digits correctly computed on a worksheet in two minutes

What is CBM?  CBM measures Fluency - the speed with which a student is able to produce correct answers on an academic task:  Justification:  Children must acquire basic skills before they can move into more challenging curriculum demands  A student's speed, or proficiency, in an academic skill is very important  CBM gives accurate information about the rate at which individual children are able to complete academic tasks.  CBM also can be used to directly compare the performance of targeted students to classroom or grade-wide norms to determine whether a particular child is as fluent as classmates in a given skill-area

CBM - Reading  When using CBM to measure reading fluency, the examiner sits down individually with the child and has the student read aloud for 1 minute from each of 3 separate reading passages randomly chosen from a reading book.

CBM - Reading  During the student's reading, the examiner makes note of any decoding errors made in each passage.  Then the examiner calculates the number of words correctly read in the passage.

CBM - Reading  Next, the examiner compares the word-totals correctly read for the 3 passages and chooses the middle, or median, score.  This median score serves as the best indicator of the student's "true" reading rate in the selected reading material. **Remember – CBM is focused on fluency, not comprehension

CBM - Reading The Missing Coin It was the day after St. Patrick’s Day and all the little leprechauns were settling down for a nap. But one leprechaun named Sly was wide awake. He had lost his magic coin! Meanwhile a little girl named Emma had found the leprechaun’s magic coin. “Hey, look at this!” she exclaimed to her mom. “Wow,” said her mom, “I think it's a real leprechaun coin. Without it the leprechaun can’t get around very fast. You'd better go to the woods and try to find the leprechaun who lost it.” So the girl hurried off into the woods. A few minutes after the girl entered the woods she saw a little leprechaun moving very slowly through a patch of three-leaf clovers. She said, “Here’s your coin back.” The leprechaun was very grateful. He gave the girl three wishes and set off, never to lose his coin again

CBM - Reading  Fluency Rate: Total words attempted - errors = Correctly read words

CBM - Reading  Fluency Rate: Total words attempted - errors = Correctly read words

CBM - Reading  Common Errors: Mispronunciations:  Example Text: Emma had found the leprechaun’s magic coin. Student: " Emma had find the leprechaun’s magic coin. "

CBM - Reading  Common Errors: Omission:  Example Text: Emma had found the leprechaun’s magic coin. Student: " Emma had found the leprechaun’s coin. “ **Adjust total words attempted (minus number of words omitted)

CBM - Reading  Common Errors: Transposition of word-pair:  Example: Text: Emma had found the leprechaun’s magic coin. Student: " Emma had found the magic leprechaun’s coin. "  ** Use median fluency rate for CBM (at least 3 reading probes to determine fluency score) **

CBM - Reading

CBM - Math  There are 2 types of CBM math probes:  Single-skill worksheets (those containing like problems) and  Multiple-skill worksheets (those containing a mix of problems requiring different math operations).  Single-skill probes give instructors good information about students' mastery of particular problem-types, while multiple-skill probes allow the teacher to test children's math competency on a range of objectives.

CBM - Math

 Scoring:  Traditional approaches to computational assessment usually give credit for the total number of correct answers appearing on a worksheet.  If the answer to a problem is found to contain one or more incorrect digits, that problem is marked wrong and receives no credit.  CBM assigns credit to each individual correct digit appearing in the solution to a math fact.

CBM - Math  Scoring:

CBM - Math  Scoring: