2 0 0 5 Summer Institute: Student Progress Monitoring for Math Lynn S. Fuchs and Douglas Fuchs Tracey Hall John Hintze Michelle Hosp Erica Lembke Laura.

2 0 0 5 Summer Institute: Student Progress Monitoring for Math Lynn S. Fuchs and Douglas Fuchs Tracey Hall John Hintze Michelle Hosp Erica Lembke Laura Sáenz Pamela Stecker

Using Curriculum-Based Measurement for Progress Monitoring

3 Progress Monitoring Progress monitoring (PM) is conducted frequently and designed to: –Estimate rates of student improvement. –Identify students who are not demonstrating adequate progress. –Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners.

4 What Is the Difference Between Traditional Assessments and Progress Monitoring? Traditional Assessments: –Lengthy tests. –Not administered on a regular basis. –Teachers do not receive immediate feedback. –Student scores are based on national scores and averages and a teacher’s classroom may differ tremendously from the national student sample.

5 What Is the Difference Between Traditional Assessments and Progress Monitoring? Curriculum-Based Measurement (CBM) is one type of PM. –CBM provides an easy and quick method for gathering student progress. –Teachers can analyze student scores and adjust student goals and instructional programs. –Student data can be compared to teacher’s classroom or school district data.

6 Curriculum-Based Assessment Curriculum-Based Assessment (CBA): –Measurement materials are aligned with school curriculum. –Measurement is frequent. –Assessment information is used to formulate instructional decisions. CBM is one type of CBA.

7 Progress Monitoring Teachers assess students’ academic performance using brief measures on a frequent basis. The main purposes are to: –Describe the rate of response to instruction. –Build more effective programs.

8 Different Forms of Progress Monitoring CBA (Tucker; Burns) –Finds instructional level Mastery Measurement (Precision Teaching, WIDS) –Tracks short-term mastery of a series of instructional objectives CBM

9 Focus of This Presentation Curriculum-Based Measurement The scientifically validated form of progress monitoring.

10 Teachers Use Curriculum-Based Measurement To... Describe academic competence at a single point in time. Quantify the rate at which students develop academic competence over time. Build more effective programs to increase student achievement.

11 Curriculum-Based Measurement The result of 30 years of research Used across the country Demonstrates strong reliability, validity, and instructional utility

12 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.

Most Progress Monitoring: Mastery Measurement Curriculum-Based Measurement is NOT Mastery Measurement

14 Mastery Measurement: Tracks Mastery of Short-Term Instructional Objectives To implement Mastery Measurement, the teacher: –Determines the sequence of skills in an instructional hierarchy. –Develops, for each skill, a criterion- referenced test.

15 Hypothetical Fourth Grade Math Computation Curriculum 1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to nine 4.Multiply two-digit numbers by a one-digit number 5.Multiply two-digit numbers by a two-digit number 6.Division facts, divisors to nine 7.Divide two-digit numbers by a one-digit number 8.Divide three-digit numbers by a one-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole numbers and mixed numbers

16 Multidigit Addition Mastery Test

17 Mastery of Multidigit Addition

19 Multidigit Subtraction Mastery Test Name: Date: 6521 375 5429 634 8455 756 6782 937 5682 942 7321 391 6422 529 3484 426 2415 854 4321 874 Subtracting

20 Mastery of Multidigit Addition and Subtraction

21 Problems with Mastery Measurement Hierarchy of skills is logical, not empirical. Performance on single-skill assessments can be misleading. Assessment does not reflect maintenance or generalization. Assessment is designed by teachers or sold with textbooks, with unknown reliability and validity. Number of objectives mastered does not relate well to performance on high- stakes tests.

22 Curriculum-Based Measurement Was Designed to Address These Problems An Example of Curriculum- Based Measurement: Math Computation

24 Random numerals within problems Random placement of problem types on page

25 Random numerals within problems Random placement of problem types on page

26 Donald’s Progress in Digits Correct Across the School Year

27 One Page of a 3-Page CBM in Math Concepts and Applications (24 Total Blanks)

28 Donald’s Graph and Skills Profile Darker boxes equal a greater level of mastery.

29 Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement... Avoids the need to specify a skills hierarchy. Avoids single-skill tests. Automatically assesses maintenance/generalization. Permits standardized procedures for sampling the curriculum, with known reliability and validity. SO THAT: CBM scores relate well to performance on high-stakes tests.

30 Curriculum-Based Measurement’s Two Methods for Representing Year-Long Performance Method 1: Systematically sample items from the annual curriculum (illustrated in Math CBM, just presented). Method 2: Identify a global behavior that simultaneously requires the many skills taught in the annual curriculum (illustrated in Reading CBM, presented next).

31 Hypothetical Second Grade Reading Curriculum Phonics –CVC patterns –CVCe patterns –CVVC patterns Sight Vocabulary Comprehension –Identification of who/what/when/where –Identification of main idea –Sequence of events Fluency

32 Second Grade Reading Curriculum- Based Measurement Each week, every student reads aloud from a second grade passage for 1 minute. Each week’s passage is the same difficulty. As a student reads, the teacher marks the errors. Count number of words read correctly. Graph scores.

33 Curriculum-Based Measurement Not interested in making kids read faster. Interested in kids becoming better readers. The CBM score is an overall indicator of reading competence. Students who score high on CBMs are better: –Decoders –At sight vocabulary –Comprehenders Correlates highly with high-stakes tests.

34 CBM Passage for Correct Words per Minute

35 What We Look for in Curriculum- Based Measurement Increasing Scores: Student is becoming a better reader. Flat Scores: Student is not profiting from instruction and requires a change in the instructional program.

36 Sarah’s Progress on Words Read Correctly

37 Jessica’s Progress on Words Read Correctly Words Read Correctly Jessica JonesReading 2 0 20 40 60 80 100 120 140 160 180 SepOctNovDecJanFebMarAprMay

38 Reading Curriculum-Based Measurement Kindergarten: Letter sound fluency First Grade: Word identification fluency Grades 1–3: Passage reading fluency Grades 1–6: Maze fluency

39 Kindergarten Letter Sound Fluency Teacher: Say the sound that goes with each letter. Time: 1 minute p U z L y i t R e w O a s d f v g j S h k m n b V Y E i c x …

40 First Grade Word Identification Fluency Teacher: Read these words. Time: 1 minute

41 Grades 1–3 Passage Reading Fluency Number of words read aloud correctly in 1 minute on end-of- year passages.

42 CBM Passage for Correct Words per Minute

43 Grades 1–6 Maze Fluency Number of words replaced correctly in 2.5 minutes on end-of- year passages from which every seventh word has been deleted and replaced with three choices.

44 Computer Maze

45 Donald’s Progress on Words Selected Correctly for Curriculum-Based Measurement Maze Task

46 Curriculum-Based Measurement CBM is distinctive. –Each CBM test is of equivalent difficulty. Samples the year-long curriculum. –CBM is highly prescriptive and standardized. Reliable and valid scores.

47 The Basics of Curriculum-Based Measurement CBM monitors student progress throughout the school year. Students are given reading probes at regular intervals. –Weekly, biweekly, monthly Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals.

48 The Basics of Curriculum-Based Measurement CBM tests are brief and easy to administer. All tests are different, but assess the same skills and difficulty level. CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student.

49 Curriculum-Based Measurement Research CBM research has been conducted over the past 30 years. Research has demonstrated that when teachers use CBM for instructional decision making: –Students learn more. –Teacher decision making improves. –Students are more aware of their performance.

50 Steps to Conducting Curriculum- Based Measurements Step 1:How to Place Students in a Math Curriculum-Based Measurement Task for Progress Monitoring Step 2:How to Identify the Level of Material for Monitoring Progress Step 3:How to Administer and Score Math Curriculum-Based Measurement Probes Step 4:How to Graph Scores

51 Steps to Conducting Curriculum- Based Measurements Step 5:How to Set Ambitious Goals Step 6:How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals Step 7:How to Use the Curriculum- Based Measurement Database Qualitatively to Describe Students’ Strengths and Weaknesses

52 Step 1: How to Place Students in a Math Curriculum-Based Measurement Task for Progress Monitoring Kindergarten and first grade: –Quantity Array –Number Identification –Quantity Discrimination –Missing Number Grades 1–6: –Computation Grades 2–6: –Concepts and Applications

53 Step 2: How to Identify the Level of Material for Monitoring Progress Generally, students use the CBM materials prepared for their grade level. However, some students may need to use probes from a different grade level if they are well below grade-level expectations.

54 Step 2: How to Identify the Level of Material for Monitoring Progress To find the appropriate CBM level: –Determine the grade-level probe at which you expect the student to perform in math competently by year’s end. OR –On two separate days, administer a CBM test (either Computation or Concepts and Applications) at the grade level lower than the student’s grade- appropriate level. Use the correct time limit for the test at the lower grade level, and score the tests according to the directions. If the student’s average score is between 10 and 15 digits or blanks, then use this lower grade-level test. If the student’s average score is less than 10 digits or blanks, move down one more grade level or stay at the original lower grade and repeat this procedure. If the average score is greater than 15 digits or blanks, reconsider grade-appropriate material.

55 Step 3: How to Administer and Score Math Curriculum-Based Measurement Probes Students answer math problems. Teacher grades math probe. The number of digits correct, problems correct, or blanks correct is calculated and graphed on student graph.

56 Computation For students in grades 1–6. Student is presented with 25 computation problems representing the year-long, grade-level math curriculum. Student works for set amount of time (time limit varies for each grade). Teacher grades test after student finishes.

57 Computation Student Copy of a First Grade Computation Test

58 Computation

59 Computation Length of test varies by grade. GradeTime limit First2 min. Second2 min. Third3 min. Fourth3 min. Fifth5 min. Sixth6 min.

60 Computation Students receive 1 point for each problem answered correctly. Computation tests can also be scored by awarding 1 point for each digit answered correctly. The number of digits correct within the time limit is the student’s score.

61 Correct Digits: Evaluate Each Numeral in Every Answer Computation 4507 2146 2 4 61 4507 2146 2361 4507 2146 2 44 1 4 correct digits 3 correct digits 2 correct digits

62 Computation Scoring Different Operations

63 Computation Division Problems with Remainders When giving directions, tell students to write answers to division problems using R for remainders when appropriate. Although the first part of the quotient is scored from left to right (just like the student moves when working the problem), score the remainder from right to left (because student would likely subtract to calculate remainder).

64 Scoring Examples: Division with Remainders Computation

65 Computation Scoring Decimals and Fractions Decimals: Start at the decimal point and work outward in both directions. Fractions: Score right to left for each portion of the answer. Evaluate digits correct in the whole number part, numerator, and denominator. then add digits together. –When giving directions, be sure to tell students to reduce fractions to lowest terms.

66 Computation Scoring Examples: Decimals

67 Scoring Examples: Fractions Computation Correct AnswerStudent’s Answer 67 / 1 28 / 1 1 (2 correct digits) 56 / 1 2 (2 correct digits) 6 51 / 2

68 Computation Samantha’s Computation Test Fifteen problems attempted. Two problems skipped. Two problems incorrect. Samantha’s score is 13 problems. However, Samantha’s correct digit score is 49.

69 Computation Sixth Grade Computation Test Let’s practice.

70 Computation Answer Key Possible score of 21 digits correct in first row. Possible score of 23 digits correct in the second row. Possible score of 21 digits correct in the third row. Possible score of 18 digits correct in the fourth row. Possible score of 21 digits correct in the fifth row. Total possible digits on this probe: 104.

71 Concepts and Applications For students in grades 2–6. Student is presented with 18–25 Concepts and Applications problems representing the year- long grade-level math curriculum. Student works for set amount of time (time limit varies by grade). Teacher grades test after student finishes.

72 Concepts and Applications Student Copy of a Concepts and Applications test This sample is from a third grade test. The actual Concepts and Applications test is 3 pages long.

73 Concepts and Applications GradeTime limit Second8 min. Third6 min. Fourth6 min. Fifth7 min. Sixth7 min. Length of test varies by grade.

74 Concepts and Applications Students receive 1 point for each blank answered correctly. The number of correct answers within the time limit is the student’s score.

75 Quinten’s Fourth Grade Concepts and Applications Test Twenty-four blanks answered correctly. Quinten’s score is 24. Concepts and Applications

76 Concepts and Applications

77 Concepts and Applications Fifth Grade Concepts and Applications Test—1 Let’s practice.

78 Concepts and Applications Fifth Grade Concepts and Applications Test—Page 2

79 Concepts and Applications Fifth Grade Concepts and Applications Test—Page 3 Let’s practice.

80 Concepts and Applications ProblemAnswer 103 11 A  ADC C  BFE 120.293 13  1428 hours 15790,053 16451 CDLI 177 18$10.00 in tips 20 more orders 194.4 20  215/6 dogs or cats 221 m 2312 ft ProblemAnswer 154 sq. ft 266,000 3A center C diameter 428.3 miles 57 6P 7 N 10 70 $5 bills 4 $1 bills 3 quarters 81 millions place 3 ten thousands place 9697 Answer Key

81 Quantity Array For kindergarten or first grade students. Student is presented with 36 items and asked to orally identify the number of dots in a box. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Quantity Array score sheet.

82 Quantity Array Student Copy of a Quantity Array test Actual student copy is 3 pages long

83 Quantity Array Score Sheet

84 Quantity Array If the student does not respond after 5 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes student’s responses on the Quantity Array score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of correct answers in 1 minute.

85 Quantity Array Mimi’s Quantity Array Score Sheet Skipped items are marked with a (-). Twenty-four items attempted. Three incorrect. Mimi’s score is 21.

86 Quantity Array Teacher Score Sheet Let’s practice.

87 Quantity Array Student Sheet—Page 1 Let’s practice.

90 Number Identification For kindergarten or first grade students. Student is presented with 84 items and is asked to orally identify the written number between 0 and 100. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Number Identification score sheet.

91 Number Identification Student Copy of a Number Identification test Actual student copy is 3 pages long.

92 Number Identification Number Identification Score Sheet

93 Number Identification If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Number Identification score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on score sheet. Teacher counts the number of correct answers in 1 minute.

94 Number Identification Jamal’s Number Identification Score Sheet Skipped items are marked with a (-). Fifty-seven items attempted. Three incorrect. Jamal’s score is 54.

95 Number Identification Teacher Score Sheet Let’s practice.

96 Number Identification Student Sheet—Page 1 Let’s practice.

99 Quantity Discrimination For kindergarten or first grade students. Student is presented with 63 items and asked to orally identify the larger number from a set of two numbers. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Quantity Discrimination score sheet.

100 Quantity Discrimination Student Copy of a Quantity Discrimination test Actual student copy is 3 pages long.

101 Quantity Discrimination Quantity Discrimination Score Sheet

102 Quantity Discrimination If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes student’s responses on the Quantity Discrimination score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of correct answers in a minute.

103 Quantity Discrimination Lin’s Quantity Discrimination Score Sheet Thirty-eight items attempted. Five incorrect. Lin’s score is 33.

104 Quantity Discrimination Teacher Score Sheet Let’s practice.

105 Quantity Discrimination Student Sheet—Page 1 Let’s practice.

108 Missing Number For kindergarten or first grade students. Student is presented with 63 items and asked to orally identify the missing number in a sequence of four numbers. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Missing Number score sheet.

109 Missing Number Student Copy of a Missing Number Test Actual student copy is 3 pages long.

110 Missing Number Score Sheet

111 Missing Number If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Missing Number score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of correct answers in I minute.

112 Thomas’s Missing Number Score Sheet Twenty-six items attempted. Eight incorrect. Thomas’s score is 18. Missing Number

113 Missing Number Teacher Score Sheet Let’s practice.

114 Missing Number Student Sheet—Page 1 Let’s practice.

117 Graphing student scores is vital. Graphs provide teachers with a straightforward way to: –Review a student’s progress. –Monitor the appropriateness of student goals. –Judge the adequacy of student progress. –Compare and contrast successful and unsuccessful instructional aspects of a student’s program. Step 4: How to Graph Scores

118 Step 4: How to Graph Scores Teachers can use computer graphing programs. –List available in Appendix A of manual. Teachers can create their own graphs. –Create template for student graph. –Use same template for every student in the classroom. –Vertical axis shows the range of student scores. –Horizontal axis shows the number of weeks.

119 Step 4: How to Graph Scores

120 Step 4: How to Graph Scores Student scores are plotted on graph and a line is drawn between scores. 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 3 Minutes

121 Step 5: How to Set Ambitious Goals Once a few scores have been graphed, the teacher decides on an end-of-year performance goal for each student. Three options for making performance goals: –End-of-Year Benchmarking –Intra-Individual Framework –National Norms

122 Step 5: How to Set Ambitious Goals End-of-Year Benchmarking For typically developing students, a table of benchmarks can be used to find the CBM end-of-year performance goal.

123 Step 5: How to Set Ambitious Goals GradeProbeMaximum scoreBenchmark KindergartenData not yet available FirstComputation3020 digits FirstData not yet available SecondComputation4520 digits SecondConcepts and Applications3220 blanks ThirdComputation4530 digits ThirdConcepts and Applications4730 blanks FourthComputation7040 digits FourthConcepts and Applications4230 blanks FifthComputation8030 digits FifthConcepts and Applications3215 blanks SixthComputation10535 digits SixthConcepts and Applications3515 blanks

124 Step 5: How to Set Ambitious Goals Intra-Individual Framework Weekly rate of improvement is calculated using at least eight data points. Baseline rate is multiplied by 1.5. Product is multiplied by the number of weeks until the end of the school year. Product is added to the student’s baseline rate to produce end-of-year performance goal.

125 Step 5: How to Set Ambitious Goals First eight scores: 3, 2, 5, 6, 5, 5, 7, and 4. Difference: 7 – 2 = 5. Divide by weeks: 5 ÷ 8 = 0.625. Multiply by baseline: 0.625 × 1.5 = 0.9375. Multiply by weeks left: 0.9375 × 14 = 13.125. Product is added to median: 13.125 + 4.625 = 17.75. The end-of-year performance goal is 18.

126 GradeComputation: Digits Concepts and Applications: Blanks First0.35N/A Second0.300.40 Third0.300.60 Fourth0.70 Fifth0.70 Sixth0.400.70 Step 5: How to Set Ambitious Goals National Norms For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

127 Step 5: How to Set Ambitious Goals GradeComputation : Digits Concepts and Applications: Blanks First0.35N/A Second0.300.40 Third0.300.60 Fourth0.70 Fifth0.70 Sixth0.400.70 National Norms Median: 14 Fourth Grade Computation Norm: 0.70 Multiply by weeks left: 16 × 0.70 = 11.2 Add to median: 11.2 + 14 = 25.2 The end-of-year performance goal is 25

128 Step 5: How to Set Ambitious Goals National Norms Once the end-of-year performance goal has been created, the goal is marked on the student graph with an X. A goal line is drawn between the median of the student’s scores and the X.

129 Step 5: How to Set Ambitious Goals Drawing a Goal-Line Goal-line: The desired path of measured behavior to reach the performance goal over time.

130 Step 5: How to Set Ambitious Goals After drawing the goal-line, teachers continually monitor student graphs. After seven to eight CBM scores, teachers draw a trend-line to represent actual student progress. –The goal-line and trend-line are compared. The trend-line is drawn using the Tukey method. Trend-line: A line drawn in the data path to indicate the direction (trend) of the observed behavior.

131 Step 5: How to Set Ambitious Goals Tukey Method –Graphed scores are divided into three fairly equal groups. –Two vertical lines are drawn between the groups. In the first and third groups: –Find the median data point. –Mark with an X. –Draw a line between the first group X and third group X. –This line is the trend-line.

132 Step 5: How to Set Ambitious Goals X 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X

133 Step 5: How to Set Ambitious Goals 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes Practice 1

134 Step 5: How to Set Ambitious Goals Practice 1 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X X X

135 Step 5: How to Set Ambitious Goals 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes Practice 2

136 Step 5: How to Set Ambitious Goals 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X Practice 2

137 Step 5: How to Set Ambitious Goals CBM computer management programs are available. Programs create graphs and aid teachers with performance goals and instructional decisions. Various types are available for varying fees. Listed in Appendix A of manual.

138 Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions. Standard decision rules help with this process.

139 Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals Based on four most recent consecutive scores: –If scores are above the goal-line, the end- of-year performance goal needs to be increased. –If scores are below the goal-line, the student’s instructional program needs to be revised.

140 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

141 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

142 Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals Based on the student’s trend-line: –If the trend-line is steeper than the goal line, the end-of-year performance goal needs to be increased. –If the trend-line is flatter than the goal line, the student’s instructional program needs to be revised. –If the trend-line and goal-line are fairly equal, no changes need to be made.

143 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals Goal-line X X Trend-line

144 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

145 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals X

146 Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses Using a skills profile, student progress can be analyzed to describe student strengths and weaknesses. Student completes Computation or Concepts and Applications tests. Skills profile provides a visual display of a student’s progress by skill area.

147 Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

148 Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

149 Other Ways to Use the Curriculum-Based Measurement Database 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

150 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 math. How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

151 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes Using Math 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.

152 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes –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.

153 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes 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.

154 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes Across-Year School Progress

155 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes (281) Within-Year School Progress

156 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes Within-Year Teacher Progress

157 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes Within-Year Special Education Progress

158 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes Within-Year Student Progress

159 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 students –CBM score averages –List of students who may need additional intervention How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

160 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

163 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention 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 their classmates.

164 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability All students do not achieve the same degree of math competence. Just because 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, the student is profiting from the regular education environment.

165 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability If a low-performing student is not demonstrating growth where other students are thriving, 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.

166 Case Study 1: Alexis 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 2 Minutes X X X Alexis’s goal-line Alexis’s trend-line X X

167 Case Study 1: Alexis

168 Using CBM toward reading AYP: –A total of 378 students. –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 2: Darby Valley Elementary

169 Case Study 2: Darby Valley Elementary End of School Year 0 100 200 300 400 200320042005200620072008200920102011201220132014 X (378) Number Students Meeting CBM Benchmarks (125) Across-Year School Progress

170 X (148) Case Study 2: Darby Valley Elementary Within-Year School Progress

171 Case Study 2: Darby Valley Elementary Ms. Main (Teacher)

172 Case Study 2: Darby Valley Elementary Mrs. Hamilton (Teacher)

173 Case Study 2: Darby Valley Elementary Special Education 0 5 10 15 20 25 SeptOctNovDecJanFebMarAprMayJune 2004 School-Year Month Number Students on Track to Meet CBM Benchmarks

174 Case Study 2: Darby Valley Elementary Cynthia Davis (Student)

175 Case Study 2: Darby Valley Elementary Dexter Wilson (Student)

176 Case Study 3: Mrs. Smith

180 Case Study 4: Marcus 0 5 10 15 20 25 30 123456789101112131415161718192021222324 Weeks of Instruction Digits Correct in 5 Minutes X Marcus’s goal-line Instructional changes Marcus’s trend-lines

181 Case Study 4: Marcus High-performing math students Middle-performing math students Low-performing math students

182 Curriculum-Based Measurement Materials AIMSweb/Edformation Yearly ProgressPro TM /McGraw-Hill Monitoring Basic Skills Progress/ Pro-Ed, Inc. Research Institute on Progress Monitoring, University of Minnesota (OSEP Funded) Vanderbilt University

183 Curriculum-Based Measurement Resources List on pages 31–34 of materials packet Appendix B of CBM manual

2 0 0 5 Summer Institute: Student Progress Monitoring for Math Lynn S. Fuchs and Douglas Fuchs Tracey Hall John Hintze Michelle Hosp Erica Lembke Laura.

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2 0 0 5 Summer Institute: Student Progress Monitoring for Math Lynn S. Fuchs and Douglas Fuchs Tracey Hall John Hintze Michelle Hosp Erica Lembke Laura.

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Presentation on theme: "2 0 0 5 Summer Institute: Student Progress Monitoring for Math Lynn S. Fuchs and Douglas Fuchs Tracey Hall John Hintze Michelle Hosp Erica Lembke Laura."— Presentation transcript:

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