1. Curriculum Based Measures vs. Formal Assessment
What does it mean to me?
Why bother?

2. Goals for this class General Principles: Specific to your own project
Compare CRT, CBA, CBM, Formal tests
Understand why & how we use CBM?
Understanding Formal Assessment for achievement
Specific to your own project
What CBM measures would you give & why

3. CBA vs. CBM
CBA=instructional tool based upon assessment of curricular information. (Glickling & Havertape, 1981)
Test items taken from curriculum
Repeated measurement over time
Use of information for instruction
Validated approach but less so than CBM.
CBA measures mastery and CBM measures general outcome over time (Hosp & Hosp, 2003)

4. Why CBA is not used? Perception of difficulty Time demands
Efficacy with CBA
State or district guidelines & performance objectives

5. CBM Assess student’s academic growth repeatedly over time
Provide strategies to support student’s needs
Ascertain the need for additional diagnostic testing (Howell & Nolet, 1999).
Evaluate and improve instructional efficacy (Deno, 1985).
Progress monitoring not mastery achievement (Fuchs, 2006).

6. CBM & RTI
CBM provides us with the tools for monitoring and enhancing student growth and reflecting and changing our instructional practices.
CBM also provides us with information in the area of diagnostic evaluation.
To identify non-responders we have to show a discrepancy in performance and growth between student and peers.

7. Assessment as Problem-Solving
What characterizes effective problem solving?
Generating as many alternative solutions as possible and
Testing ideas in a systematic manner
IEP is used for problem solving

8. Problem-Solving Process
Problem identification
Observing & recording student performance
Problem definition
Describing the difference between actual & expected performance
Exploring alternative solutions
Goal setting, program planning
Implement & evaluating solutions
Progress monitoring
Problem solution

9. Back to Joshua Problem identification Possible solutions
Plan of action

10. Need for CR-CBA-CBM Lack of focus
Teachers & students are uncertain about what the key indicators of growth in basic skills are.
Current focus is on standards and PACT
Problems with commercial achievement tests
Failure to describe growth
Reliance on face validity
Small sample, relationship to curriculum
Why CBM and not CRT or CBA?

11. Curriculum-Based Measurement -Big Picture-
CBM is a general outcome indicator that measures “vital signs” of student achievement in areas of literacy or basic skills
CBMs function as “academic thermometers” designed to monitor student’s growth in literacy or basic skills
It is an efficient and accurate way of assessing the effects of our instruction during the course of instruction (formative evaluation vs. summative evaluation)

12. Curriculum-Based Measurement -Details-
CBM is sensitive to difference among individuals and within individuals
Sensitive to the short-term effects of instruction
Characteristics
Indicator of student academic progress
Direct & Repeated measurement
Time-series graphic displays
Individually-referenced & goal referenced
Data decision rules
Aimlines & trendlines

13. What is Measured? Reading √ Words read aloud Written Expression
√ Words written in response to a story starter
Spelling
√ Words spelled from dictation
Math
√ Math problems completed correctly
NOTE: see handout on details

14. How Do We Measure? Use a task of constant difficulty
When level remains constant we can see changes in student performance
Choose task from same pool of material
CBM describes changes in performance on a specific level

15. Procedures for Graphing
Collect baseline performance
Set goals
Continually chart student progress
Summarize data
Aimlines
Trend lines

16. Data Interpretation Use data to monitor student progress
Goal-oriented analysis
Interpret data to determine instructional changes
√ Deciding when to change

17. Deciding what to change
Program adjustments must be introduced and maintained for a period of time
Choose substantial changes
Clearly specify the changes

18. Problem Identification
A problem is defined as a difference between what is expected in the general education curriculum and how the student performs.
If the discrepancy is large enough, formal assessment is warranted.

20. Problem Certification
How severe is the problem?
Is the problem so severe that it is unlikely to be addressed successfully in the regular education curriculum?
What resources may be necessary to resolve the problem?

23. Exploring Solutions What are the goals of intervention?
What is the content of the intervention?
What is the process of the intervention?

24. Evaluating Solutions Is the intervention successful
Is the student attaining the established goals?
If not, does the intervention need modification or is the student in need of a different intervention?

27. Problem Solution
Is the discrepancy between expected and actual performance still important?
If not can the additional resources be reduced or eliminated?

30. Target criteria by grade level
One example
Next pages from Michele Hosp Presentation on CBM Norms for ORF

34. Let’s practice Let’s do a one minute reading sample
How did you do recording?
Example:
Median: 45
Assume 1.5 words week for 36 weeks= 54
Aim= = 99 words per minute
Baseline Reading Probes 1: 45 words per minute
2: 42 words per minute
3: 46 words per minute

35. Goals & Benchmarks
In 36 weeks, when given a passage from the second grade reader, Jeremy will correctly read 99 words per minute.
Every nine weeks, when given a passage from the second grade reading textbook and one minute to read, Jeremy will read correct words over the number of words read correctly at the previous 9 week measurement.

36. Aligning CBM and curriculum
Dissect ELA curriculum
Create 1 minute samples with one to three passages from each story read.
Sample should be at the student’s instructional level.
Authentic passages from a number of sources
Calculate the readability of each passage.
Determine baseline & aim line

37. CBM and Tests
Helwig & Tindal (2002) no differences between general outcome measures and state tests using CBM and mathematics.
Epsin, Shinn & Busch (2005). Validity for using vocabulary matching tasks in content areas such as social studies.
Teachers who believe in CBM had students who had better results and higher trend lines.

38. Resources Intervention Central http://www.interventioncentral.org
OKAPI - CBM reading probes
See other resources online
Other Documents for resources
CBMprogressmonitoringinReading.pdf
CBMprogressmonitoringinMath.pdf
CBM data collection