1. Types of Assessment: Curriculum Based Measurement Characteristics : Simple Accurate Efficient Generalizable Reliable and valid Predictive Sensitive Flexible 1

2. Types of Assessment: Curriculum Based Measurement Curriculum Based Measurement is flexible –Can serve different purposes Survey-level assessment Specific-level assessment –Different types of CBM General Outcome Measure Skills-based Measures Mastery Measures 2

3. Types of Assessment: Curriculum Based Measurement Primary Uses: General Outcome Measure Screening Survey-level assessment Progress monitoring Skills-based Measure Screening Survey-level assessment Progress monitoring Mastery Measures Diagnostic evaluation Specific-level testing To target content areas of concern 3

4. Types of Assessment: Curriculum Based Measurement Reflection: Why would you want to use CBM? What are the benefits of CBM in the classroom? What are the benefits of CBM for a school? 4

5. Types of Assessment: Curriculum Based Measurement Benefits for Teachers: –Early Identification of at-risk students –Instructional Planning –Monitoring student progress Benefits for Parents: –Opportunities for communication and involvement –Accountability Benefits for Administrators: –Resource allocation and support –Accountability 5

6. Types of Assessment In summary, summative, benchmark and formative assessments (including CBM) helps answer these questions: –How do I know that my teaching is “working” for each student so that I can make changes in instruction when necessary? –How do I organize my classrooms for instructional grouping? –For whom do I need to individualize instruction or find more intensive instructional programs? 6

7. Assessment in an RtI Model Assessment plays a role in each tier of the RtI Model As the intensity of the intervention increases, the intensity of assessment increases –From informal, classroom assessments to assessments with standardized administration –Frequency of assessment increases 7

8. Assessment in an RtI Model: Tier I Assessment is used to gauge how all students are responding to core instruction. Assessment is used to identify individual students who may need assistance. Informal classroom assessments including quizzes, tests, universal screening Classroom assessments: –K-2 Literacy Assessment –Quarterly Benchmark Assessments –Behavioral Observations Curriculum Based Measurement 8

9. Assessment in an RtI Model: Tier II Assessment occurs more frequently –Weekly or every other week Assessment is used to track individual student growth Assessments include diagnostic measures as well as curriculum based measures 9

10. Assessment in an RtI Model: Tier III Assessment frequency increases –Two to three times weekly Goals shift to both short-term and long-term –Goals based on growth, criterion-referenced data, or normative data, daily behavior ratings, etc. CBM is the primary assessment measure used If behavior is the main concern, there should be a FBA in place at this tier. 10

11. Assessment in an RtI Model: Tier IV Assessment frequency remains two to three times weekly Goals continue to include short-term and long-term –Goals based on growth, criterion- referenced data, or normative data 11

12. Assessment in an RtI Model Words of Wisdom… Universal Screening –Using CBM –Using available assessments –Behavioral screenings Systems to manage data School data teams/ data meetings School wide expectations considering data Questions? 12

13. References Hosp, Michelle K., Hosp, John L., and Wood, Kenneth W. (2007). The ABCs of CBM: A Practical Guide to Curriculum- Based Measurement. New York: Guilford Press. www.interventioncentral.org iris.peabody.vanderbilt.eduiris.peabody.vanderbilt.edu www.easycbm.com www.studentprogress.org 13