Introduction to Using CBM for Progress Monitoring in Reading Pamela Stecker Laura Sáenz Chris Lemons

Note About This Presentation  Although we use progress monitoring measures in this presentation to illustrate methods, we are not recommending or endorsing any specific product.

Using CBM for Progress Monitoring in Reading

Progress Monitoring  Progress Monitoring (PM) is conducted frequently and is designed to: –Estimate rates of student improvement –Identify students who are not demonstrating adequate progress –Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners

What Is the Difference Between Traditional Assessments and PM?  Traditional assessments: –Lengthy tests –Not administered on a regular basis –Teachers do not receive immediate feedback –Student scores are based on national scores and averages and a teacher’s classroom may different tremendously from the national student sample

What is the Difference Between Traditional Assessments and PM?  Curriculum-Based Measurement (CBM) is one type of PM –CBM provides an easy and quick method to gathering student progress –Teachers can analyze student scores and adjust student goals and instructional programs –Student data can be compared to teacher’s classroom or school district data

Curriculum-Based Assessment  Curriculum-Based Assessment –Measurement materials aligned with school curriculum –Measurement is frequent –Assessment information is used to formulate instructional decisions  CBM is one type of curriculum-based assessment

Most progress monitoring Is mastery measurement. Student progress monitoring is not mastery measurement.

MASTERY MEASUREMENT Describes Mastery of a Series of Short-Term Instructional Objectives  To implement Mastery Measurement, the teacher –Determines a sensible instructional sequence for the school year –Designs criterion-referenced testing procedures to match each step in that instructional sequence

1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to 9 4.Multiply 2-digit numbers by a 1-digit number 5.Multiply 2-digit numbers by a 2-digit number 6.Division facts, divisors to 9 7.Divide 2-digit numbers by a 1-digit number 8.Divide 3-digit numbers by a 1-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole number and mixed number Fourth Grade Math Computation Curriculum

Multidigit Addition Mastery Test

WEEKS Number of problems correct in 5 minutes Multidigit Addition Multidigit Subtraction

1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to 9 4.Multiply 2-digit numbers by a 1-digit number 5.Multiply 2-digit numbers by a 2-digit number 6.Division facts, divisors to 9 7.Divide 2-digit numbers by a 1-digit number 8.Divide 3-digit numbers by a 1-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole number and mixed number Fourth Grade Math Computation Curriculum

Multidigit Subtraction Mastery Test

WEEKS Multidigit Addition Multidigit Subtraction Multiplication Facts Multidigit Subtraction Mastery Test Number of problems correct in 5 minutes

Problems Associated With Mastery Measurement:  Hierarchy of skills is logical, not empirical  Assessment does not reflect maintenance or generalization  Number of objectives mastered does not relate well to performance on criterion measures  Measurement methods are designed by teachers, with unknown reliability and validity

Curriculum-Based Measurement (CBM) Was Designed to Address These Problems  CBM makes no assumptions about instructional hierarchy for determining measurement (i.e., CBM fits with any instructional approach)  CBM incorporates automatic tests of retention and generalization

MATHEMATICS CBM

1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to 9 4.Multiply 2-digit numbers by a 1-digit number 5.Multiply 2-digit numbers by a 2-digit number 6.Division facts, divisors to 9 7.Divide 2-digit numbers by a 1-digit number 8.Divide 3-digit numbers by a 1-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole number and mixed number Fourth Grade Math Computation Curriculum

 Random numerals within problems (considering specifications of problem types)  Random placement of problem types on page

 Random numerals within problems (considering specifications of problem types)  Random placement of problem types on page

Donald’s Progress in Digits Correct Across the School Year

correct digits 3 correct digits 2 correct digits A “Correct Digit” Is the Right Numeral in the Right Place

 One page of a three- page CBM math concepts and applications task (24 total problems)

 Donald’s Graph and Skills Profile by Problem Type (darker boxes show greater level of mastery of problem type)

Curriculum-Based Measurement Bridging Traditional and Classroom- Based Assessment Methods  Traditional –Every assessment samples the same, relatively broad range of skills and is of equivalent difficulty –Methods for sampling curriculum and for administering/scoring assessments are prescriptive –Those methods are based on reliability, validity, and treatment utility studies –The CBM score can be viewed as a performance indicator, representing global competence in the target domain

Curriculum-Based Measurement Bridging Traditional and Classroom- Based Assessment Methods  Classroom-Based –Relies on repeated performance sampling –Displays time-series data in graphic form –Incorporates qualitative descriptions of student performance

By Bridging Assessment Traditions, CBM  Yields Information About –Academic standing as well as growth –Global competence as well as skill-by-skill Mastery  Can Answer Questions About –Interindividual difference –Intraindividual improvement –How to strengthen programs

READING CBM

Grade 2 Reading Curriculum  Phonics –cvc patterns –cvce patterns –cvvc patterns...  Sight Vocabulary  Comprehension –Identification of who/what/when/where –Identification of main idea –Sequence of events  Fluency

Grade 2 Reading CBM  Each week, every student reads aloud from a second-grade passage for 1 minute  Each week’s passage is the same difficulty  As student reads, teacher marks errors  Count number of words read correctly  Graph scores

CBM  Not interested in making kids read faster  Interested in kids becoming better readers  The CBM score is an overall indicator of reading competence  Students who score high on CBM –Are better decoders –Are better at sight vocabulary –Are better comprehenders  Correlates highly with other global measures of reading (e.g. high stakes testing; commercially available tests; teacher made tests)

CBM Passage for Correct Words per Minute Mom was going to have a baby. Another one! That is all we need thought Samantha who was ten years old. Samantha had two little brothers. They were brats. Now Mom was going to have another one. Samantha wanted to cry. “I will need your help,” said Mom. “I hope you will keep an eye on the boys while I am gone. You are my big girl!” Samantha told Mom she would help. She did not want to, thought. The boys were too messy. They left toys everywhere. They were too loud, too. Samantha did not want another baby brother. Two were enough. Dad took Samantha and her brothers to the hospital. They went to Mom’s room. Mom did not feel good. She had not had the baby. The doctors said it would be later that night. “I want to wait here with you,” said Samantha. “Thank you Samantha. But you need to go home. You will get too sleepy. Go home with Grandma. I will see you in the morning,” said Mom. That night Samantha was sad. She knew that when the new baby came home that Mom would not have time for her. Mom would spend all of her time with the new baby. The next day Grandma woke her up. “Your mom had the baby last night,” Grandma said. “We need to go to the hospital. Get ready. Help the boys get ready, too.” Samantha slowly got ready. She barely had the heart to get dressed. After she finished, she helped the boys. They sure were a pain! And now another one was coming. Oh brother! Soon they were at the hospital. They walked into Mom’s room. Mom was lying in the bed. Her tummy was much Smaller. Samantha...

What We Look for in CBM  Students whose scores are going up –Indicates they are becoming better readers  Students whose scores are flat –Indicates they are not profiting from instructional program and require a change in their instructional program

Sarah’s Progress on Words Read Correctly Words Read Correctly Sarah SmithReading 2 SepOctNovDecJanFebMarAprMay Words Read Correctly Sarah SmithReading 2 SepOctNovDecJanFebMarAprMay

Jessica’s Progress on Words Read Correctly

Unified CBM  Kindergarten: Letter-sound fluency  First Semester Grade 1: Word- identification fluency  Second Semester Grades 1-3: Passage reading fluency  Grades 4-6: Maze fluency

Kindergarten Letter-Sound Fluency  Teacher: Say the sound that goes with each letter.  Time: 1 minute p U z u y i t R e w O a s d f v g j S h k m n b V Y E i c x …

Kindergarten Letter-Sound Fluency  Alternate-passage stability (3 weeks):  Criterion validity with WRMT:  Predictive Validity with CBM (Fall 1 to Spring 1):.68  Predictive Validity with CBM (Fall K to Spring 1):.54  Predictive Validity with TerraNova (Fall 1 to Spring 1):.53  Predictive Validity with TerraNova (Fall K to Spring 1):.43

First-Semester Grade 1 Word-Identification Fluency  Teacher: Read these words.  Time: 1 minute. two for come because last from...

Early First Grade Word-Identification Fluency  Alternate-passage stability (3 weeks):.97  Criterion validity with WRMT:  Predictive Validity with CBM (22-30 weeks):  Predictive Validity with TerraNova (22-30 weeks):

Second Semester Grades 1-3: Passage Reading Fluency  Number of words read aloud correctly in 1 minute on end-of-year passages

Jason Fry ran home from school. He had to pack his clothes. He was going to the beach. He packed a swimsuit and shorts. He packed tennis shoes and his toys. The Fry family was going to the beach in Florida. The next morning Jason woke up early. He helped Mom and Dad pack the car, and his sister, Lonnie, helped too. Mom and Dad sat in the front seat. They had maps of the beach. Jason sat in the middle seat with his dog, Ruffie. Lonnie sat in the back and played with her toys. They had to drive for a long time. Jason looked out the window. He saw farms with animals. Many farms had cows and pigs but some farms had horses. He saw a boy riding a horse. Jason wanted to ride a horse, too. He saw rows of corn growing in the fields. Then Jason saw rows of trees. They were orange trees. He sniffed their yummy smell. Lonnie said she could not wait to taste one. Dad stopped at a fruit market by the side of the road. He bought them each an orange. CBM Passage for Correct Words per Minute

Second Semester Grades 1-3: Passage Reading Fluency  Alternate-passage stability (3 weeks):.92  Criterion validity with WRMT:  Predictive validity with CBM (22-30 weeks):  Predictive validity with TerraNova (22-30 weeks):

Grades 4-6: Maze Fluency  Number of words replaced correctly in 2.5 minutes on end-of-year passages from which every 7th word has been deleted and replaced with 3 choices

Computer Maze

Grades 4-6: Maze Fluency  Alternate-passage stability (3 weeks):.94  Criterion validity with WRMT:  Predictive Validity with CBM (22-30 weeks):  Predictive Validity with TerraNova (22-30 weeks):

Donald’s Progress on Words Selected Correctly for CBM Maze Task

Minimum End of Year CBM Benchmarks  K: 40 letter sounds per min (LSF)  1: 60 words correct per min (WIF)  1: 50 words correct text per min (PRF)  2: 75 words correct from text per min (PRF)  3: 100 words correct from text per min (PRF)  4: 20 replacements to text per 2.5 min (MAZE)  5: 25 replacements to text per 2.5 min (MAZE)  6: 30 replacements to text per 2.5 min (MAZE)

Grade 2 CBM Screening  Students are at risk of reading failure if they –Score < 40 at beginning of year –Are improving < 1 word per week –Will not achieve end-of-year benchmark of 75  At-risk students should be –Watched carefully –With instruction designed to meet their needs

In Sum, CBM Is Used to:  Identify at-risk students who may need additional services  Help general educators plan more effective instruction  Help special educators design more effective instructional programs for students who do not respond to general education

In Sum, CBM Is Used to:  Document student progress for accountability purposes, including IEPs  Communicate with parents or other professionals about student progress

Curriculum-Based Assessment  CBM is distinctive: –Each CBM test if of equivalent difficulty Samples the year-long curriculum –CBM is highly prescriptive and standardized Reliable and valid scores

The Basics of CBM  CBM monitors student progress throughout the school year  Students are given reading probes at regular intervals  Weekly, bi-weekly, monthly  Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

The Basics of CBM  CBM tests are brief and easy to administer  All tests are different, but assess the same skills and the same difficulty level  CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student

CBM Research  CBM research has been conducted over the past 30 years  Research has demonstrated that when teachers use CBM for instructional decision making: –Students learn more –Teacher decision making improves –Students are more aware of their performance

Steps to Conducting CBM  Step 1: How to Place Students in a Reading CBM Task for Progress Monitoring  Step 2: How to Identify the Level for Material for Monitoring Progress for Passage Reading Fluency and Maze Fluency  Step 3: How to Administer and Score Reading CBM  Step 4: How to Graph Scores

Steps to Conducting CBM  Step 5: How to Set Ambitious Goals  Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals  Step 7: How to Use the CBM Database Qualitatively to Describe Students’ Strengths and Weaknesses

Step 1: How to Place Students in a Reading CBM Task  At Kindergarten –Letter Sound Fluency  At Grade 1 –Word Identification Fluency  At Grades 2-3 –Passage Reading Fluency  At Grades 4-6 –Maze Fluency

Step 2: How to Identify the Level of Material for Monitoring Progress  Generally, students use the CBM materials prepared for their grade level  However, some students may need to read from a different grade level if they are well below grade-level expectations

Step 2: How to Identify the Level of Material for Monitoring Progress  To find the appropriate CBM level: –Determine grade level text for student –Administer 3 CBM Passage Reading Fluency passages If student reads words correct in 1 minute but with less than 85-90% accuracy, move to next lower CBM level If student reads more than 50 words correct in 1 minute, move to the highest level of text where he/she reads between words correct until the student reaches his/her grade level If the student reads less than 10 correct words in 1 minute, use the CBM word identification fluency measure instead of CBM PRF or CBM Maze Fluency for progress monitoring.

Step 3: How To Administer and Score Reading Probes  Students read letters, isolated words or passages for 1 minute  Student reads out loud while teacher marks student errors  The number of letters or words correct is calculated and graphed on student graph  Four CBM reading tasks are considered

CBM Letter Sound Fluency (LSF)  For kindergarten students  Student presented with page of 26 random letters on LSF Student Copy  Student reads the letter sounds for 1 minute  Teacher marks errors on LSF Teacher Score Sheet

CBM Letter Sound Fluency (LSF)  Student copy of LSF  Letters in the box are practice

CBM Letter Sound Fluency (LSF)  LSF Teacher Score Sheet  Errors are marked with a slash (/)  Score is adjusted if student completes in less than 1 minute

CBM Letter Sound Fluency (LSF)  Only short vowel sounds are correct.  If the student answers correctly, immediately point to the next letter on the student’s copy.

CBM Letter Sound Fluency (LSF)  If the student does not respond after 3 seconds, point to the next letter.  Do not correct errors.

CBM Letter Sound Fluency (LSF)  Mark errors on teacher’s score sheet.  At 1 minute, circle the last letter the child attempts.

CBM Letter Sound Fluency (LSF)  Abby’s CBM LSF  Errors are marked with a slash (/)  Last sound (/r/) is circled  23 sounds attempted  5 incorrect  Abby’s score = 18

CBM Letter Sound Fluency (LSF)  Let’s practice.  This is the Teacher Score Sheet.

CBM Letter Sound Fluency (LSF)  Let’s practice.  This is the Student copy.

Adjusting the Score  # of sounds correct # of seconds  A x 60 = Adjusted score  Example: 20 correct sounds in 45 seconds  20 / 45 =.44 .44 * 60 =  Adjusted score = 27 in 60 seconds = A

CBM Word Identification Fluency (WIF)  For first-grade students  Student presented with a list of 50 words  Student reads words for 1 minute  Teacher marks errors on WIF Score Sheet

CBM Word Identification Fluency (WIF)  CBM WIF Student list

CBM Word Identification Fluency (WIF)  WIF Teacher Score Sheet  Words read correctly marked as ‘1’  Words read incorrectly marked as ‘0’

CBM Word Identification Fluency (WIF)  If the student hesitates, prompt her to move to the next word after 2 seconds.  If the student is sounding out a word, prompt him to move to the next word after 5 seconds.

CBM Word Identification Fluency (WIF)  Do not correct errors.  Mark errors on score sheet.

CBM Word Identification Fluency (WIF)  At 1 minute, circle the last word the student reads.  If the student finishes in less than 1 minute, note the number of seconds it took to complete the word list.  See administration and scoring guide for information on adjusting scores.

CBM Word Identification Fluency (WIF)  Shameka’s CBM WIF  Correct words marked as ‘1’  Incorrect words marked as ‘0’  Last word read (car) is circled  Shameka’s score = 29

CBM Word Identification Fluency (WIF)  Let’s practice.  This is the Teacher Score Sheet.

CBM Word Identification Fluency (WIF)  Let’s practice.  This is the Student list.

Adjusting the Score  # of sounds correct # of seconds  A x 60 = Adjusted score = A

CBM Passage Reading Fluency (PRF)  For students in grades 1-6  Student reads grade-appropriate passage for 1 minute from PRF Student copy  Teacher marks errors on PRF Teacher copy

CBM Passage Reading Fluency (PRF)  PRF Student copy

CBM Passage Reading Fluency (PRF)  PRF Teacher copy  Numbers along margin allow for easy calculation of words attempted

CBM Passage Reading Fluency (PRF)  Scoring guidelines: –Repetitions, self-corrections, insertions, and dialectical differences are all scored as CORRECT –Mispronunciations, word substitutions, omitted words, hesitations (word not said within 3 seconds), and reversals are all scored as ERRORS

CBM Passage Reading Fluency (PRF)  Additional scoring guidelines: –A skipped line is counted as 1 error –Every word but 1 of the words is subtracted from the total number of words attempted

CBM Passage Reading Fluency (PRF)  Reggie’s CBM PRF  Words read incorrectly marked with a slash (/)  Lines omitted marked with a horizontal line  Last word read in 1 minute marked with a slash

CBM Passage Reading Fluency (PRF)  135 words attempted in 1 minute  14 of 15 words omitted in 4th line subtracted from 136 (135 – 14 = 121)  1 omission error and 8 reading errors subtracted from 121 (121 – 9 = 112)  Reggie’s score = 112

CBM Passage Reading Fluency (PRF)  This is the first page of the Teacher Copy.

CBM Passage Reading Fluency (PRF)  This is the first page of the Student Copy.

CBM Passage Reading Fluency (PRF)  Let’s practice (It Was Raining)

CBM Passage Reading Fluency (PRF)  Student errors It was raining outside, and there was nothing for Norman to do.12 “I have the most boring life,” he moaned, as he plopped down on the26 couch. Just as he switched on the television, the power went out. 38 Watching a blank television was not something Norman wanted to do. 49 He looked around at the four dismal walls that kept him out of the rain. 64 “Now what am I going to do?”71 “You could tidy up your room,” his mom suggested,” or organize your83 closet. Your closet is a disaster, Norman. I’m actually frightened… 80 words attempted in 1 minute, 7 errors = 73 words read correctly

CBM Passage Reading Fluency (PRF)  Let’s practice (An Old Man)

CBM Passage Reading Fluency (PRF)  Student errors: An old man lived in a shack deep in the forest. His tiny shack stood15 beside a musical brook. He didn’t mind that his house was tiny or that29 the wind blew in under his doors. Even though he was cramped and 42 often cold, he could listen to the music of the brook all day and night.57 In his spare time, the old man made bells out of brass and silver. 71 However, the bells he made were silent. Only the musical brook beside 83 his shack could make the bells ring. Every evening the man would carry96 the bells he’d forged that day to the brook and dip them into its musical 111 waters words attempted in 1 minute, 6 errors = 96 words read correctly

CBM Maze Fluency  For students in grades 1-6  Administered to a group of students at one time  Students read passage and circle correct word for each blank  Tests lasts for 2.5 minutes  Teacher grades each test later

CBM Maze Fluency  Maze Student copy  Students receive 1 point for each correct answer  Scoring is discontinued if 3 consecutive errors are made

CBM Maze Fluency  Juan’s CBM Maze  10 correct answers before he made 3 consecutive mistakes  Juan’s score = 10

CBM Maze Fluency  Let’s practice.  This is the first page of the CBM Maze test, “Summer Camp.”

CBM Maze Fluency

Step 4: How to Graph CBM Scores  Graphing student scores is vital  Graphs provide teachers with a straightforward way of –Reviewing a student’s progress –Monitoring the appropriateness of student goals –Judging the adequacy of student progress –Comparing and contrasting successful and unsuccessful instructional aspects of a student’s program

Step 4: How to Graph CBM Scores  Teachers can use computer graphing programs –List available in Appendix A of manual  Teachers can create their own graphs –Create template for student graph –Use same template for every student in the classroom –Vertical axis has range of student scores –Horizontal axis has number of weeks

Step 4: How to Graph CBM Scores

 Student scores are plotted on graph and a line is drawn between scores

Step 5: How to Set Ambitious Goals  Once a few scores have been graphed, the teacher decides on an end-of-year performance goal for each student  Three options for making performance goals: –End-of-Year Benchmarking –National Norms –Intra-Individual Framework

Step 5: How to Set Ambitious Goals  End-of-Year Benchmarking  For typically developing students, a table of benchmarks can be used to find CBM end-of-year performance goal GradeBenchmark Kindergarten40 letter sounds per minute (CBM LSF) 1 st Grade60 words correct per minute (CBM WIF) 50 words correct per minute (CBM PRF) 2 nd Grade75 words correct per minute (CBM PRF) 3 rd Grade100 words correct per minute (CBM PRF) 4 th Grade20 correct replacements per 2.5 minutes (CBM Maze 5 th Grade25 correct replacements per 2.5 minutes (CBM Maze 6 th Grade30 correct replacements per 2.5 minutes (CBM Maze

Step 5: How to Set Ambitious Goals  National Norms  For typically developing students, a table of average rates of weekly increase can be used to find end-of-year performance goal GradePRF NormsMaze Norms 1 st Grade nd Grade rd Grade th Grade th Grade th Grade

Step 5: How to Set Ambitious Goals  Median: 29  4th Grade PRF Norm: 0.90  Multiply by weeks left: 16 × 0.90 = 14.4  Added to median: = 43.4  43.0 is end-of-year performance goal GradePRF NormsMaze Norms 1 st Grade nd Grade rd Grade th Grade th Grade th Grade

Step 5: How to Set Ambitious Goals  Intra-Individual Framework  Weekly rate of improvement is calculated using at least 8 data points  Baseline rate is multiplied by 1.5  Product multiplied by number of weeks until end of school year  Added to student’s baseline score to produce end-of-year performance goal

Step 5: How to Set Ambitious Goals  1 st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14  Difference between first and third median scores: 14 – 10 = 4  Divided by weeks-1: 4 ÷ (8-1) = 0.57  Multiplied by baseline: × 1.5 =  Multiplied by weeks left: × 14 =  Product added to median: =  22 is end-of-year performance goal

Step 5: How to Set Ambitious Goals  Once the end-of-year performance goal has been created, the goal is marked on the student graph with an “X”  A goal-line is drawn between the median of the student’s scores and the “X”

Step 5: How to Set Ambitious Goals WIF: Correctly Read Words Per Minute

Step 5: How to Set Ambitious Goals  After drawing the goal-line, teachers continually monitor student graphs  After 7-8 CBM scores, teachers draw a trend-line to represent actual student progress –Goal-line and trend-line are compared  Trend-line is drawn using the Tukey method

Step 5: How to Set Ambitious Goals  Tukey method –Graphed scores are divided into 3 fairly equal groups –Two vertical lines drawn between groups

Step 5: How to Set Ambitious Goals  Tukey method (cont.) –In the first and third groups: Find median data point and the median date Mark the intersection of these two with “X” –Draw a line connecting the first group “X” and third group “X” –This line is the trend-line

Step 5: How to Set Ambitious Goals Weeks of Instruction WIF: Correctly Read Words Per Minute X X

Step 5: How to Set Ambitious Goals

Weeks of Instruction WIF: Correctly Read Words Per Minute X X

Step 5: How to Set Ambitious Goals Weeks of Instruction WIF: Correctly Read Words Per Minute

Step 5: How to Set Ambitious Goals Weeks of Instruction WIF: Correctly Read Words Per Minute Weeks of Instruction WIF: Correctly Read Words Per Minute X X

Step 5: How to Set Ambitious Goals  CBM computer management programs are available  Programs create graphs and aid teachers with performance goals and instructional decisions  Various types available for varying fees  Listed in Appendix A of manual

Step 6: How to Apply Decision Rules to Graphed Scores  After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions  Standard decision rules help with this process

Step 6: How to Apply Decision Rules to Graphed Scores  Based on 4 most recent consecutive scores: –If scores are above goal-line, end-of-year performance goal needs to be increased –If scores are below goal-line, student instructional program needs to be revised

Step 6: How to Apply Decision Rules to Graphed Scores Weeks of Instruction WIF: Correctly Read Words Per Minute X most recent 4 points goal-line Weeks of Instruction WIF: Correctly Read Words Per Minute X most recent 4 points goal-line

Step 6: How to Apply Decision Rules to Graphed Scores

 Based on the student’s trend-line: –If trend-line is stepper than goal-line, end-of- year performance goal needs to be increased –If trend-line is flatter than goal-line, student’s instructional program needs to be revised –If trend-line and goal-line are fairly equal, no changes need to be made

Weeks of Instruction WIF: Correctly Read Words Per Minute trend-line goal-line X X X Weeks of Instruction WIF: Correctly Read Words Per Minute trend-line goal-line X X X Step 6: How to Apply Decision Rules to Graphed Scores

Weeks of Instruction WIF: Correctly Read Words Per Minute Weeks of Instruction WIF: Correctly Read Words Per Minute X X trend-line goal-line X X goal-line - goal-line X X goal-line Trend-line Step 6: How to Apply Decision Rules to Graphed Scores

trend-line goal-line X X X Weeks of Instruction WIF: Correctly Read Words Per Minute trend-line goal-line X X X trend-line goal-line X X X Weeks of Instruction WIF: Correctly Read Words Per Minute trend-line goal-line X X X Step 6: How to Apply Decision Rules to Graphed Scores

Step 7: How to Use Data to Describe Student Strengths and Weaknesses  Using CBM PRF, student miscues may be analyzed to describe possible student strengths and weaknesses  Student reads a CBM PRF passage and teacher writes down student errors  First 10 errors are analyzed using a Quick Miscue Analysis Table

Step 7: How to Use Data to Describe Student Strengths and Weaknesses Written WordSpoken WordGraphophoneticSyntaxSemantic %

Step 7: How to Use Data to Describe Student Strengths and Weaknesses

Other Ways to Use the CBM Database  How to Use the CBM Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes  How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning  How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability

How to Use CBM Data to Accomplish Teacher and School Accountability  “No Child Left Behind” requires all schools to show Adequate Yearly Progress (AYP) towards proficiency goal  Schools must determine measure(s) for AYP evaluation and the criterion for deeming an individual student “proficient”  CBM can be used to fulfill the AYP evaluation in reading

 Using Reading CBM: –Schools can assess students to identify number of initial students who meet benchmarks (initial proficiency –The discrepancy between initial proficiency and universal proficiency is calculated How to Use CBM Data to Accomplish Teacher and School Accountability

 Using Reading CBM: –The discrepancy is divided by the number of years before the deadline –Provides the number of additional students who must meet benchmarks each year

How to Use CBM Data to Accomplish Teacher and School Accountability  Advantages of using CBM for AYP: –Measures are simple and easy to administer –Training is quick and reliable –Entire student body can be measured efficiently and frequently –Routine testing allows schools to track progress during school year

How to Use CBM Data to Accomplish Teacher and School Accountability Across-Year School Progress

How to Use CBM Data to Accomplish Teacher and School Accountability Within-Year School Progress

How to Use CBM Data to Accomplish Teacher and School Accountability Within-Year Teacher Progress

How to Use CBM Data to Accomplish Teacher and School Accountability Within-Year Special Education Progress

How to Use CBM Data to Accomplish Teacher and School Accountability Within-Year Student Progress

How to Incorporate Decision- Making Frameworks for Planning  CBM Reports prepared by computer can provide the teacher with information about the class: –Student CBM raw scores –Graphs of the low-, middle- and high- performing readers –CBM score averages –List of students who may need additional intervention

How to Incorporate Decision- Making Frameworks for Planning

How to Use PM to Identify Non-Responders to Identify Disability  Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests  Alternative framework is conceptualized as non-responsiveness to otherwise effective instruction  Dual-discrepancy: –Student performs below level of classmates –Student’s learning rate below classmates

How to Use PM to Identify Non-Responders to Identify Disability  All students do not achieve same degree of reading competence  Just because reading growth is low, student doesn’t automatically receive special education services  If learning rate is similar to other classmates, student is profiting from the regular education environment

How to Use PM to Identify Non-Responders to Identify Disability  If a low-performing student is not demonstrating growth where other students are thriving, special intervention should be considered  Alternative instructional methods must be tested to address mismatch between student’s learning requirements and requirements in conventional instructional program

Weeks of Instruction Correctly Read Words Per Minute XX X Sascha’s goal-line Sascha’s trend-line Weeks of Instruction Correctly Read Words Per Minute X X X Sascha’s goal-line ’ Sascha‘s trend -line Case Study #1: Sascha

Case Study #2: Harrisburg Elem.  Using CBM towards reading AYP –378 students –125 met initial benchmarks –Discrepancy between universal proficiency and initial proficiency is 253 students –Discrepancy of 253 students is divided by number of years until ÷ 11 = 23 –23 students need to meet CBM benchmarks each year to demonstrate AYP

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Across-Year School Progress

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Within-Year School Progress

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Mrs. Chin Teacher Graph

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Mr. Elliott Teacher Graph

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Special Education Graph

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Hallie Martin Student Graph

Case Study #2: Harrisburg Elem. Harrisburg Elementary: Davindra Sindy Student Graph

Case Study #3: Mrs. Wilson

PRF: Words Read Correctly Per Minute Weeks of Instruction PRF: Words Read Correctly Per Minute Joshua’s trend-lines instructional changes Joshua’s goal-line X Weeks of Instruction PRF: Words Read Correctly Per Minute Joshua’s trend-lines instructional changes Joshua’s goal-line X Case Study #4: Joshua

PRF: Words Read Correctly Per Minute

CBM Materials  AIMSweb / Edformation  DIBELS  Edcheckup  McGraw-Hill  Pro-Ed, Inc.  Vanderbilt University

CBM Resources  Appendix B of handouts  Appendix B of CBM manual