1. National Center on Response to Intervention Using CBM in a Response to Intervention Framework Other Ways to use Curriculum Based Measurement Data

2. National Center on Response to Intervention Module Series  This module is intended to be used in conjunction with a series of modules. –Introduction to CBM –CBM in the Content Areas  Reading  Math  Written Expression –Other Ways to Use CBM Data –Using CBM to Implement RTI

3. National Center on Response to Intervention 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.

4. National Center on Response to Intervention You Will Learn:  How to Use the Curriculum-Based Measurement 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 Nonresponders Within a Response-to-Intervention Framework to Identify Disability

5. National Center on Response to Intervention How to Use CBM Data to Accomplish Teacher and School Accountability  No Child Left Behind requires all schools to show Adequate Yearly Progress (AYP) toward a 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 the content areas.

6. National Center on Response to Intervention How to Use CBM Data to Accomplish Teacher and School Accountability  Using CBM: –Schools can assess students to identify the number of initial students who meet benchmarks (initial proficiency). –The discrepancy between initial proficiency and universal proficiency is calculated.

7. National Center on Response to Intervention How to Use CBM Data to Accomplish Teacher and School Accountability  Using CBM (continued): –The discrepancy is divided by the number of years before the 2013–2014 deadline. –This calculation provides the number of additional students who must meet benchmarks each year.

8. National Center on Response to Intervention 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.

9. National Center on Response to Intervention Across-Year School Progress How to Use CBM Data to Accomplish Teacher and School Accountability

10. National Center on Response to Intervention (281) Within-Year School Progress How to Use CBM Data to Accomplish Teacher and School Accountability

11. National Center on Response to Intervention Within-Year Teacher Progress How to Use CBM Data to Accomplish Teacher and School Accountability

12. National Center on Response to Intervention How to Use CBM Data to Accomplish Teacher and School Accountability Within-Year Special Education Progress

13. National Center on Response to Intervention Within-Year Student Progress How to Use CBM Data to Accomplish Teacher and School Accountability

14. National Center on Response to Intervention 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

15. National Center on Response to Intervention How to Incorporate Decision-Making Frameworks for Planning

16. National Center on Response to Intervention How to Incorporate Decision-Making Frameworks for Planning

17. National Center on Response to Intervention How to Incorporate Decision-Making Frameworks for Planning

18. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests.  Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction.  Dual-discrepancy: – Student performs below level of classmates. – Student’s learning rate is below that of his or her classmates.

19. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  All students do not achieve the same degree of academic competence.  Just because reading or math growth is low, the student doesn’t automatically receive special education services.  If the learning rate is similar to that of the other students, then the student is profiting from the regular education environment.

20. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  If a low-performing student is not demonstrating growth where other students are thriving, then special intervention should be considered.  Alternative instructional methods must be tested to address the mismatch between the student’s learning requirements and the requirements in a conventional instructional program.

21. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  Basics of RTI –Primary prevention (Tier 1)  Effective instruction in general education setting  Students suspected of being at-risk are identified using norm-referenced or CBM test  At-risk students assessed using progress monitoring  At-risk students unresponsive to research-based treatment move to small-group tutoring (Tier 2)

22. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  Basics of RTI –Secondary prevention (Tier 2)  Responsiveness-to-treatment determined based on amount of progress realized during Tier 2  Students responsive to Tier 2 return to general education setting  Students unresponsive to Tier 2 considered for tertiary prevention (Tier 3) –Tertiary prevention (Tier 3)  Special education services

23. National Center on Response to Intervention How to Use Progress Monitoring Within a RTI Framework to Identify Disability  CBM is a promising tool for identifying treatment responsiveness –CBM models student growth –CBM evaluates treatment effects –CBM informs instructional programming

24. National Center on Response to Intervention Case Studies  Case Study #1: Darby Valley Elementary  Case Study #2: Mrs. Smith

25. National Center on Response to Intervention  Using CBM toward reading AYP: – The school has a total of 378 students in the 2003-04 school year. – Initial benchmarks were met by 125 students. – Discrepancy between universal proficiency and initial proficiency is 253 students. – Discrepancy of 253 students is divided by the number of years until 2013–2014:  253 ÷ 11 = 23. – Twenty-three students need to meet CBM benchmarks each year to demonstrate AYP. Case Study 1: Darby Valley Elementary

26. National Center on Response to Intervention End of School Year 0 100 200 300 400 200320042005200620072008200920102011201220132014 X (378) Number Students Meeting CBM Benchmarks (125) Across-Year School Progress Case Study 1: Darby Valley Elementary

27. National Center on Response to Intervention X (148) Within-Year School Progress Case Study 1: Darby Valley Elementary

28. National Center on Response to Intervention Ms. Main (Teacher) Case Study 1: Darby Valley Elementary

29. National Center on Response to Intervention Mrs. Hamilton (Teacher) Case Study 1: Darby Valley Elementary

30. National Center on Response to Intervention 0 5 10 15 20 25 SeptOctNovDecJanFebMarAprMayJune 2004 School-Year Month Number Students on Track to Meet CBM Benchmarks Special Education Case Study 1: Darby Valley Elementary

31. National Center on Response to Intervention Cynthia Davis (Student) Case Study 1: Darby Valley Elementary

32. National Center on Response to Intervention Dexter Wilson (Student) Case Study 1: Darby Valley Elementary

33. National Center on Response to Intervention Case Study 2: Mrs. Smith

34. National Center on Response to Intervention Case Study 2: Mrs. Smith

35. National Center on Response to Intervention Case Study 2: Mrs. Smith

36. National Center on Response to Intervention Case Study 2: Mrs. Smith

37. National Center on Response to Intervention Curriculum-Based Measurement Materials  AIMSweb/Edformation  Yearly ProgressPro TM /McGraw-Hill  Math Computation and Concepts/Applications CBM/Vanderbilt  Research Institute on Progress Monitoring, University of Minnesota (OSEP Funded)  Vanderbilt University

38. National Center on Response to Intervention Curriculum-Based Measurement Resources  See Appendix B of the manual for a list of resources

39. National Center on Response to Intervention Module Series  This module is intended to be used in conjunction with a series of modules. –Introduction to CBM –CBM in the Content Areas  Reading  Math  Written Expression –Other Ways to Use CBM Data –Using CBM to Implement RTI

40. National Center on Response to Intervention This document was originally developed by the National Center on Student Progress Monitoring under Cooperative Agreement (#H326W0003) and updated by the National Center on Response to Intervention under Cooperative Agreement (#H326E07004) between the American Institutes for Research and the U.S. Department of Education, Office of Special Education Programs. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This publication is copyright free. Readers are encouraged to copy and share it, but please credit the National Center on Response to Intervention. National Center on Response to Intervention www.rti4success.org