1. easyCBM: Benchmarking and Progress Monitoring System Jack B. Monpas-Huber, Ph.D. Director of Assessment & Student Information Shereen Henry Math Instructional Specialist

2. AYP Results: Distribution of “No” Cells 2008

3. 1 As of early August 2009. Includes results of WASL and WASL Basic assessments. Source is OSPI Report Card (http://reportcard.ospi.k12.wa.us).http://reportcard.ospi.k12.wa.us AYP Results: Distribution of “No” Cells 2009

4. Achievement Gap in Shoreline Grade 4 WASL Math Achievement by Race, 1998-2008 SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)http://reportcard.ospi.k12.wa.us

5. Achievement Gap in Shoreline Grade 10 WASL Math Achievement by Race, 1999-2008 SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)http://reportcard.ospi.k12.wa.us

6. SOURCE: College Board. (2008). District Profile Report.

7. Need for Systemic Math Assessment in Shoreline Response to Intervention requires assessment instruments to: Screen/identify struggling students for interventions Monitor progress in response to interventions Evaluate effectiveness of interventions Need more assessment in mathematics because: Math is an area of weakness (according to large-scale evidence) Achievement gap more acute in mathematics Math is an area of intense scrutiny and community engagement Math is foundational; is critical to intervene early New graduation requirements (Algebra II) warrant stronger focus in math at lower grades

8. Basic Description of easyCBM Online districtwide formative assessment system Includes reading and mathematics measures for grades K - 8 Benchmark testing and progress monitoring (RtI framework) Is fixed form, NOT computer adaptive (like DOMA was) Measures NCTM Focal Points Developed by education researchers at the University of Oregon (who also develop DIBELS) Cost is $1 per student, paid for by Assessment

9. Formative assessment purposes 1 Design Purpose Screening Diagnosis Interim benchmark measurement Progress monitoring Early identification of student’s strengths or weaknesses for classification, placement, or intervention 1 Stevens, J. S. (2009). Washington State Diagnostic Assessment Guide. Office of the Superintendent of Public Instruction. Identify the causes of students’ learning problems -- usually with intent to guide or modify instruction or design differentiated instruction Provide a measure of students’ progress toward achieving proficient performance on a standards- based summative test or measure growth on a measurement scale toward a final summative assessment event A special type of interim assessment that is characterized by frequent, repeated assessment

10. easyCBM Benchmark testing Purpose To identify/screen students who are below grade level and need intervention Three benchmark windows (determined by district) Fall -- September 15 to October 14 Winter -- January 11 to 29 Spring -- May 31 to June 18 Why three windows? This first year is baseline year when we are collecting our own norm data on how much Shoreline kids grow in math. It is a linear growth model which requires three solid data points. District Expectations 1.All K-8 students participate in all three benchmark windows 2.All students take benchmark test at grade level

11. easyCBM Progress monitoring Purpose To monitor progress toward grade level goals in response to intervention/s About 2-3 weeks after the intervention has been applied. For most situations, do only one skill at a time. Start with the most foundational skill and build from there. May progress monitor at any grade level below. Move onto the next skill when a student has reached the 50th percentile. State the intervention used in your report.

12. Interventions Based on benchmark results, teachers can: Group students by skill Apply supplemental instruction Assign skill practice PLC can determine how and when interventions take place for identified students Interventions are NOT for whole class In many districts using an RTI framework, all students get Tier 1 and 2; those scoring below a particular percentile on the benchmark and/or non- responders get Tier 3 instruction.

13. Who gets progress monitoring / interventions? Fall benchmark Winter benchmark Percentile groups easyCBM is not criterion- referenced (no “meet standard” cut score) easyCBM is norm- referenced Results reported in percentile ranks Percentile ranks define intervention groups We set these ourselves as a district

14. What easyCBM measures, 1/2 NCTM Focal Points What is expected for students to learn at grade level by the end of the year Were used in development of new Washington math standards Preliminary alignment analysis suggests more overlap at some grade levels and content strands (i.e., geometry) than others easyCBM and Shoreline curriculum materials easyCBM is not aligned to Shoreline curriculum materials; more important is alignment to state standards. Fall and winter easyCBM benchmark assessments will assess content that many students have not been taught. This will introduce some error into the scores. Spring benchmark assessment therefore becomes critical because students should have seen all grade level content.

15. What easyCBM measures, 2/2 Three Focal Points per grade For benchmark assessments, all three are assessed For progress monitoring, can test all three or focus on a single domain area Each test has 16 items Items are ordered by increasing difficulty except that Item 16 and Item 5 are switched

16. Home Page

17. When the teacher logs in… This is for the one-on-one progress monitoring reading measures

18. Teachers can create intervention groups from the lists of kids available to them The Students Tab

19. The Measures Tab

21. This is where you assign a test to a group or single student

22. Jack will determine our district cutoff percentages, which will determine the colors in the chart below.

25. Passage Reading Fluency These arrows show the benchmark tests Some fluctuation is to be expected.

26. Teachers enter intervention data

27. Plan for Implementation September 14: Training for building easyCBM trainers Agenda: Purpose of the assessments (benchmark and progress monitoring) Expectations for use and participation What teachers need to know to use the system How to log in and manage personal profile information How to manage students How to create groups How to assign assessments How to interpret reports How to enter intervention information Suggestion for schools Two short building trainings: (1) how to log in and administer, (2) how to interpret the data Follow-up training classes (after September 14) Jack and Shereen, 1-2 hours after school

28. Next steps / What we need from you 1.Is your building committed to participating? What problems do you foresee with the expectations for pilot participation? 2.Who will be your building easyCBM person? 3.What do you need from us to make this a success? Also: All testing accommodations for IEP / 504 need to be in place before the first benchmark and consistent for each benchmark