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CBMCBM
Teachers assess students’ academic Teachers assess students’ academic performance, using brief measures, on a performance, using brief measures, on a frequent basis.frequent basis.
The major purposes areThe major purposes are− To describe rate of response to instructionTo describe rate of response to instruction− To build more effective programs. To build more effective programs.
With CBM, student performance on a global With CBM, student performance on a global indicator of academic competence is indicator of academic competence is assessed on a frequent basis.assessed on a frequent basis.
22
ROOTS OF CBMROOTS OF CBM
Deno at University of Minnesota Deno at University of Minnesota Institute for Research on Learning Institute for Research on Learning Disabilities Disabilities (Deno, 1986)(Deno, 1986)
Effort to develop and validate simple Effort to develop and validate simple methods for use in IEP’smethods for use in IEP’s
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ASSESSMENT NEEDSASSESSMENT NEEDS
Use curriculumUse curriculum
Short in durationShort in duration
Multiple formsMultiple forms
Inexpensive Inexpensive
User friendlyUser friendly
Show improvement over timeShow improvement over time
Research basedResearch based
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CHARACTERISTICS OF ALL CHARACTERISTICS OF ALL CBA MODELSCBA MODELS
Test stimuli drawn from the curriculumTest stimuli drawn from the curriculum
Repeated testing occurs over timeRepeated testing occurs over time
Useful in instructional planningUseful in instructional planning
55
Three Purposes of CBMThree Purposes of CBM
1) Screening1) Screening
2) Progress Monitoring2) Progress Monitoring Teachers assess students’ academic performance on a Teachers assess students’ academic performance on a
regular basisregular basis
To determine whether children are profiting appropriately To determine whether children are profiting appropriately from the typical instructional programfrom the typical instructional program
To build more effective programs for children who do not To build more effective programs for children who do not benefit appropriately from typical instructionbenefit appropriately from typical instruction
3) Instructional Diagnosis
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CBM ScreeningCBM ScreeningExamples:Examples:
Beginning of Grade 1: students who Beginning of Grade 1: students who say less than 15 sounds in 1 minute.say less than 15 sounds in 1 minute.
Beginning of Grade 2: students who Beginning of Grade 2: students who read less than 40 words from text in 1 read less than 40 words from text in 1 minuteminute..
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DIFFERENCES FROM DIFFERENCES FROM TRADITIONAL MEASURES TRADITIONAL MEASURES
Does not try to determine why child is having Does not try to determine why child is having troubletrouble
But how different from the normBut how different from the norm
And is he/she getting better? And is he/she getting better?
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ACCOUNTABILITYACCOUNTABILITY
CBM can document effectiveness by showing CBM can document effectiveness by showing change over time change over time
Provides a baseline of performance to Provides a baseline of performance to determine if related services are leading to determine if related services are leading to change over timechange over time
Achievement and accountability decisions are Achievement and accountability decisions are made on basis of classroom performance made on basis of classroom performance
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STAFF ACCEPTANCESTAFF ACCEPTANCE
Testing more relevantTesting more relevant
Confidence in test resultsConfidence in test results
Can compare to peersCan compare to peers
Improved communication with parentsImproved communication with parents
Motivating to students to see growthMotivating to students to see growth
1010
What We Look For in CBMWhat We Look For in CBM
INCREASING SCORES: INCREASING SCORES:
SStudent is responding to the tudent is responding to the instructional program.instructional program.
FLAT SCORES:FLAT SCORES:
SStudent is not responding to the tudent is not responding to the instruction program.instruction program.
1111
Sarah’s Progress on Words Sarah’s Progress on Words Read CorrectlyRead Correctly
0
20
40
60
80
100
120
140
160
180
Wo
rds
Re
ad C
orr
ect
ly
Sarah Smith Reading 2
Sep Oct Nov Dec Jan Feb Mar Apr May
1212
Jessica’s Progress on Words Read Jessica’s Progress on Words Read CorrectlyCorrectly
0
20
40
60
80
100
120
140
160
180
Wo
rds
Re
ad C
orr
ect
ly
Jessica Jones Reading 2
Sep Oct Nov Dec Jan Feb Mar Apr May
1313
DEVELOPING PROBESDEVELOPING PROBES
Developed from student’s actual curriculumDeveloped from student’s actual curriculum
Allow for quick administration and scoringAllow for quick administration and scoring
Reading probesReading probes
Math probesMath probes
Spelling Spelling
Written language Written language
1414
READING PROBEREADING PROBE
One on one administrationOne on one administration
Three one-minute tests Three one-minute tests
Score is number of correct words read Score is number of correct words read
Errors notedErrors noted
Median scoreMedian score
Grade level reading rates Grade level reading rates
1515
CBM Global Indicators of CBM Global Indicators of Reading CompetenceReading Competence
Kindergarten: Letter-Sound FluencyKindergarten: Letter-Sound Fluency
Grade 1: Word-Identification FluencyGrade 1: Word-Identification Fluency
Grades 2-3: Grades 2-3: Passage Reading FluencyPassage Reading Fluency
Grades 4-6: Maze FluencyGrades 4-6: Maze Fluency
1616
Pre-Reading CBMPre-Reading CBM Kindergarten: Phonemic-Segmentation Kindergarten: Phonemic-Segmentation
FluencyFluency
Kindergarten: Letter-Sound FluencyKindergarten: Letter-Sound Fluency
Early First Grade: Nonsense-Word FluencyEarly First Grade: Nonsense-Word Fluency
Early First Grade: Word-Identification Early First Grade: Word-Identification FluencyFluency
1717
Kindergarten Kindergarten Phonemic-Segmentation FluencyPhonemic-Segmentation Fluency
Teacher: Teacher: I’m going to say a word. I’m going to say a word. After I say it, tell me all the After I say it, tell me all the sounds in the wordsounds in the word..
Example Example
Teacher: Teacher: SamSam
Child: Child: /s/ /a/ /m//s/ /a/ /m/ (3 correct) (3 correct)
oror
Child: Child: /s/ /am//s/ /am/ (2 correct) (2 correct)
Time: 1 minuteTime: 1 minute
callcall
showshow
skinskin
thickthick
brookbrook
dodo
youngyoung
……
1818
KindergartenKindergartenLetter-Sound FluencyLetter-Sound Fluency
Teacher: Teacher: Say the sound Say the sound that goes with each that goes with each letter.letter.
Time: 1 minuteTime: 1 minute
p U z u yp U z u y
i t R e wi t R e w
O a s d fO a s d f
v g j S hv g j S h
k m n b Vk m n b V
Y E i c xY E i c x……
1919
Early First GradeEarly First GradeNonsense-Word FluencyNonsense-Word Fluency
Teacher: Teacher: Look at this word. Look at this word. It’s a make-believe It’s a make-believe word: /s/ /i/ /m/ ‘sim.’ I word: /s/ /i/ /m/ ‘sim.’ I can say the sounds of can say the sounds of the letters, /s/ /i/ /m/, or the letters, /s/ /i/ /m/, or I can read the whole I can read the whole word, ‘sim.’ For each word, ‘sim.’ For each word, say the sounds or word, say the sounds or read the whole word.read the whole word.
Time: 1 minuteTime: 1 minute
wabwab
lon lon
deg deg
pevpev
yil yil
bafbaf
huzhuz
......
2020
Grade 1Grade 1Word-Identification FluencyWord-Identification Fluency
Teacher: Teacher: Read these Read these wordswords..
Time: 1 minute.Time: 1 minute.
twotwo
forfor
comecome
becausebecause
lastlast
fromfrom ......
2121
CBM ScreeningCBM ScreeningExamples:Examples:
Beginning of Grade 1: students who Beginning of Grade 1: students who say less than 15 sounds in 1 minute.say less than 15 sounds in 1 minute.
Beginning of Grade 2: students who Beginning of Grade 2: students who read less than 40 words from text in 1 read less than 40 words from text in 1 minuteminute..
2222
CLASS STATISTICS: ComputationTeacher: Mrs. Smith
Report through 3/17
Score
Average score 39.5
Standard deviation 12.6
Discrepancy criterion 26.9
Slope
Average slope +0.98
Standard deviation 0.53
Discrepancy criterion +0.45
Students identified with dual discrepancy criterion
Score Slope
Anthony Jones 19.0 +0.05
Erica Jernigan 18.0 +0.23
Overall Class Scores
and ID of students whose progress is poor compared to peers
2323
Grades 2-3 Grades 2-3 Passage Reading FluencyPassage Reading Fluency
Number of words read aloud correctly Number of words read aloud correctly in 1 minute on end-of-year passagesin 1 minute on end-of-year passages
2424
Jason Fry ran home from school. He had to pack his
clothes. He was going to the beach. He packed a swimsuit and
shorts. He packed tennis shoes and his toys. The Fry family was
going to the beach in Florida.
The next morning Jason woke up early. He helped Mom
and Dad pack the car, and his sister, Lonnie, helped too. Mom and
Dad sat in the front seat. They had maps of the beach. Jason sat in
the middle seat with his dog, Ruffie. Lonnie sat in the back and
played with her toys.
They had to drive for a long time. Jason looked out the
window. He saw farms with animals. Many farms had cows and
pigs but some farms had horses. He saw a boy riding a horse.
Jason wanted to ride a horse, too. He saw rows of corn growing in
the fields. Then Jason saw rows of trees. They were orange trees.
He sniffed their yummy smell. Lonnie said she could not wait to
taste one. Dad stopped at a fruit market by the side of the road.
He bought them each an orange.
CBM CBM passage passage for for Correct Correct Words Words Per Per MinuteMinute
2525
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CBM Passage Reading FluencyCBM Passage Reading Fluency Not interested in making kids read fasterNot interested in making kids read faster Interested in kids becoming better readersInterested in kids becoming better readers The CBM score is an overall indicator of reading The CBM score is an overall indicator of reading
competencecompetence Students who score high on CBMStudents who score high on CBM
− Are better decodersAre better decoders− Are better at sight vocabularyAre better at sight vocabulary− Are better comprehendersAre better comprehenders
Correlates highly with high-stakes testsCorrelates highly with high-stakes tests
2727
Grades 4-6 Grades 4-6 Maze FluencyMaze Fluency
Number of words replaced correctly in Number of words replaced correctly in 2.5 minutes on end-of-year passages 2.5 minutes on end-of-year passages from which every 7from which every 7thth word has been word has been deleted and replaced with 3 choicesdeleted and replaced with 3 choices
2828
Computer MazeComputer Maze
2929
MATHEMATICSMATHEMATICSCBMCBM
3030
MATH PROBEMATH PROBE
Variety of types of problems the student Variety of types of problems the student will encounterwill encounter
Group administrationGroup administration
Three to five minute testThree to five minute test
““Correct digits” is the number of digits in Correct digits” is the number of digits in the correct place on each problemthe correct place on each problem
3131
41x
98 297
95 22 575 26 8+
24 47x
B C D E
G H I J
L M N O
Q R S T
V W X Y
A
F
K
P
U
64 )37
27 =
61 4444 20
Sheet #1
Password: ARM
Computation 4
Name: Date
67 =31 +
47 =27 -
35
15 =+
786 ) 87 57x
67x
90x 486 ) 205 )
502 ) 3310x
60x
307 )
328 ) 11 5628 24
+ 83
3833x
95x 567 )
Random numerals within problems (considering specifications of problem types)
Random placement of problem types on page
3232
79x
41 644
52 85 264 70 8+
13 07x
B C D E
G H I J
L M N O
Q R S T
V W X Y
A
F
K
P
U
92 )
23
13 =
15 0414 41
Sheet #2
Password: AIR
Computation 4
Name: Date
12 =64 +
47 =13 -
511
311 =+
249 )
10 73x
62x
86x
724 )
655 )
105 )
3574x
90x
306 )
819 )
82 8543 04
+ 90
3223x
45x
306 )
Random numerals within problems (considering specifications of problem types)
Random placement of problem types on page
3333
A “Correct Digit” Is the Right Numeral in the Right Place
450721462461
450721462361
450721462441
4correct digits
3correct digits
2correct digits
3434
0
10
20
30
40
50
60
70
Sep Oct Nov Dec Jan Feb Mar Apr May
Donald Ross Computation 4
DIGITS
Donald’s Progress in Digits CorrectAcross the School Year
3535
OTHER SUBJECT AREASOTHER SUBJECT AREAS
Spelling – correct letter sequenceSpelling – correct letter sequence
Writing – Total words written, words Writing – Total words written, words spelled correctly, spelled correctly,
3636
3737
3838
3939
4040
In RTI, CBM Is Used To …In RTI, CBM Is Used To …
1. Identify Risk with S1. Identify Risk with Screening creening 2. Monitor Response to GE 2. Monitor Response to GE (general educational response)(general educational response)
3. Eliminate Poor Instruction as Explanation for 3. Eliminate Poor Instruction as Explanation for Poor general educational response Poor general educational response
4. Designating Non-Response (LD)4. Designating Non-Response (LD)
4141
2. For At Risk, Monitoring 2. For At Risk, Monitoring Response to GEResponse to GE
Administer weekly CBM to all at-risk Administer weekly CBM to all at-risk students for 6-8 weeks.students for 6-8 weeks.
At end of 6-8 weeks, identify children whose At end of 6-8 weeks, identify children whose slope (rate of improvement) is substantially slope (rate of improvement) is substantially less than peers.less than peers.
4242
TutoringTutoringSmall Group InstructionSmall Group Instruction (1:1, 1:3, 1:5, 1:10) (1:1, 1:3, 1:5, 1:10)
10 wks, 4x per wk, 35-45 min per session 10 wks, 4x per wk, 35-45 min per session Point system for motivationPoint system for motivation Train to masteryTrain to mastery Immediate corrective feedbackImmediate corrective feedback Mastery of content before moving on Mastery of content before moving on More time on difficult activitiesMore time on difficult activities More opportunities to respondMore opportunities to respond Fewer transitionsFewer transitions Setting goals and self monitoringSetting goals and self monitoring Special relationship with tutorSpecial relationship with tutor
4343
RTI OverviewRTI Overview Fall CBM screen cut-point to designate risk < 15Fall CBM screen cut-point to designate risk < 15 Monitor at-risk students weekly for 8 weeks to Monitor at-risk students weekly for 8 weeks to
determine GE response (GE is Open Court Reading).determine GE response (GE is Open Court Reading). Students whose CBM slope (rate of improvement) Students whose CBM slope (rate of improvement)
across the 8 weeks of GE is low (< 1.8 word/week across the 8 weeks of GE is low (< 1.8 word/week increase) enter preventive tutoring.increase) enter preventive tutoring.
Preventive tutoring: 3 times/week for 12 weeks; 45 Preventive tutoring: 3 times/week for 12 weeks; 45 min per session in groups of 3; taught by trained and min per session in groups of 3; taught by trained and supervised paraprofesionalsupervised paraprofesional
4444
In summary, CBM is used for:In summary, CBM is used for:
to identify at-risk students who may need additional to identify at-risk students who may need additional services services
to help general education teachers plan more effective to help general education teachers plan more effective instruction within their classroomsinstruction within their classrooms
to help special education teachers design more effective to help special education teachers design more effective instructional programs for students who don’t respond to instructional programs for students who don’t respond to the general education programthe general education program
To document student progress for accountability To document student progress for accountability purposespurposes
To communicate with parents or others professionals To communicate with parents or others professionals about students’ progressabout students’ progress