1. Curriculum-Based Measurements The What

2. Curriculum-Based Measurements  Curriculum-Based Measurements (CBM) Assessment tools derived from the curriculum, used in conjunction with a problem-solving model. Possess the necessary specificity. Administered in a short period of time. Sensitive to the small increases in the student’s academic skills. Allows for peer referencing. Used to progress monitor

3. Progress Monitoring  Focuses on individual decision making with respect to academic skill development.  Designed to Estimate rates of improvement Identify students who are not demonstrating adequate progress and therefore require additional or alternative forms of instruction. Compare the efficacy of different forms of instruction and thereby allow teachers to design more effective, individualized instructional programs for learners.

4. CBM - Goals & Purpose  Purpose: Assist teachers in monitoring and improving instruction  Goal: To create a formative assessment method that teachers can use to systematically test alternate instructional approaches

5. CBM: The Benefits  CBM allows us to look at foundational skill development (i.e. letter sound correspondence, phonemic awareness, etc.)  CBM helps us to design specific, tarteted interventions.  CBMs can be administered frequently and can show us even the smallest intervals of growth.  CBMs are short and quick to administer and score.  CBM assists in data based decision making.

6. Research Shows:  CBM produces accurate, meaningful information about students’ academic levels and their rates of improvement.  CBM is sensitive to student improvement.  CBM corresponds well with high-stakes tests  When teachers use CBM to inform their instructional decisions, students achieve better

7. The Science of CBM  The most robust measures of academic performance have reliability and validity. Reliability - the extent to which the measurements of a test remain consistent over repeated tests of the same subject under identical conditions Discriminate Validity - Doe sit appear to measure what it’s suppose to measure? Does it minimize assessment of unrelated constructs?

8. Reliability  CBM has been shown to possess high levels of reliability  42 one-minute CBM type assessments in reading, math, and written expression for grade K-5 were found to have reliability coefficients between.90-.99 with just three one-minute administrations (Jenkins, 2002)

9. Validity  Because CBMs measure very specific skills, it demonstrates a high level of validity.  Several studies have demonstrated the ability of CBM to differentiate between students receiving special education services, students receiving Chapter 1 services, and students not receiving any of those services (Deno, Marston, shinn, and Tindal, 1983; Marston and Deno, 1982; Shinn and Marston, 1985; and Shinn Tindal, Spira, and Marston, 1987).