11

Curriculum Based MeasuresCurriculum Based Measures

Improving Student Improving Student Outcomes through Progress Outcomes through Progress

Monitoring Monitoring

22

Questions to AnswerQuestions to Answer• What is student progress monitoring?What is student progress monitoring?

• How can CBM assist in selecting How can CBM assist in selecting appropriate accommodations and appropriate accommodations and modifications for classroom and modifications for classroom and testing purposes?testing purposes?

• How does CBM help in the How does CBM help in the development of IEPs? development of IEPs?

• Where can I learn more information Where can I learn more information about student progress monitoring? about student progress monitoring?

33

What exactly is What exactly is student student progress progress

monitoring?monitoring?

44

Progress MonitoringProgress Monitoring• Conducted frequently – at least Conducted frequently – at least

monthlymonthly

• Designed to:Designed to:– Estimate rates of improvementEstimate rates of improvement– Identify students who are not Identify students who are not

demonstrating adequate progressdemonstrating adequate progress– Compare the effectiveness of Compare the effectiveness of

different forms of instruction different forms of instruction •Thereby design more effective, Thereby design more effective,

individualized instructional programs for individualized instructional programs for struggling learnersstruggling learners

55

What is the Difference What is the Difference Between Norm-referenced Between Norm-referenced assessments (EOGs) and PM?assessments (EOGs) and PM?

•Norm-referenced tests:Norm-referenced tests:– Lengthy testsLengthy tests– Not administered on a regular basisNot administered on a regular basis– Teachers do not receive immediate Teachers do not receive immediate

feedbackfeedback– Student scores are based on national Student scores are based on national

scores and averagesscores and averages– Lack of overlap w/ NCSCOSLack of overlap w/ NCSCOS– Less sensitive to short-term academic gainLess sensitive to short-term academic gain

66

What is the Difference What is the Difference Between Norm-referenced Between Norm-referenced assessments (EOGs) and PM?assessments (EOGs) and PM?

• Curriculum-Based Measurement Curriculum-Based Measurement (CBM) has the strongest evidence (CBM) has the strongest evidence base.base.– Provides an easy and quick method to gathering Provides an easy and quick method to gathering

student progressstudent progress– Teachers can analyze student scores and adjust Teachers can analyze student scores and adjust

student goals and instructional programsstudent goals and instructional programs– Student data can be compared to teacher’s Student data can be compared to teacher’s

classroom or school district dataclassroom or school district data– Sensitive to short-term gain in academic skillsSensitive to short-term gain in academic skills– Good overlap with curriculumGood overlap with curriculum– Can be administered oftenCan be administered often

77

Curriculum-Based Curriculum-Based MeasurementMeasurement

• CBM is distinctive:CBM is distinctive:– Each CBM test is of equivalent Each CBM test is of equivalent

difficultydifficulty

•Samples the year-long Samples the year-long curriculumcurriculum

– CBM is highly prescriptive and CBM is highly prescriptive and standardizedstandardized

•Reliable and valid scoresReliable and valid scores

88

The Basics of CBMThe Basics of CBM

• CBM monitors student progress CBM monitors student progress throughout the school yearthroughout the school year

• Students are given probes at Students are given probes at regular intervalsregular intervals– Weekly, bi-weekly, monthlyWeekly, bi-weekly, monthly– Recommended that SWD are given Recommended that SWD are given

twice weekly probestwice weekly probes

• Teachers use student data to Teachers use student data to quantify short- and long-term quantify short- and long-term goals that will meet end-of-year goals that will meet end-of-year goalsgoals

99

The Basics of CBMThe Basics of CBM

• CBM tests are brief and easy to administerCBM tests are brief and easy to administer

• All tests are different, but assess the same skills and All tests are different, but assess the same skills and the same difficulty levelthe same difficulty level

• CBM scores are graphed for teachers to use to make CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching decisions about instructional programs and teaching methods for each studentmethods for each student

• Only through careful observation and data gathering Only through careful observation and data gathering can teachers know if a child’s educational program is can teachers know if a child’s educational program is really effectivereally effective

• Strength of CBM lies in its ability to predict in a short Strength of CBM lies in its ability to predict in a short time whether an intervention is working or needs to be time whether an intervention is working or needs to be alteredaltered

1010

Multidigit addition with regrouping

Multidigit subtraction with regrouping

Multiplication facts, factors to 9

Multiply 2-digit numbers by a 1-digit number

Multiply 2-digit numbers by a 2-digit number

Division facts, divisors to 9

Divide 2-digit numbers by a 1-digit number

Divide 3-digit numbers by a 1-digit number

Add/subtract simple fractions, like denominators

Add/subtract whole number and mixed number

Hypothetical Fourth-Grade Math Computation Curriculum

1111

•Random numerals within problems

•Random placement of problem types on page

41x

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24 47x

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Computation 4

Name: Date

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47 =27 -

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60x

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328 ) 11 5628 24

+ 83

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Computation 4

Name: Date

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•Random numerals within problems

•Random placement of problem types on page

1313

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 Donald’s Progress in Digits CorrectCorrectAcross the School YearAcross the School Year

1414

A “Correct Digit” Is the Right A “Correct Digit” Is the Right Numeral in the Right PlaceNumeral in the Right Place

450721462461

450721462361

450721462441

4correct digits

3correct digits

2correct digits

1515

What We Look For in CBMWhat We Look For in CBM

• INCREASING SCORES: INCREASING SCORES: – Student is mastering the 4Student is mastering the 4thth

grade curriculum.grade curriculum.

•FLAT SCORES:FLAT SCORES:– Student is not profiting from Student is not profiting from

instruction and requires a instruction and requires a change in the instructional change in the instructional program.program.

1616

Sarah’s Progress on Digits Sarah’s Progress on Digits Correct Across School YearCorrect Across School Year

0

10

20

30

40

50

60

70

DIG

ITS

Sarah Smith Computation 4

Sep Oct Nov Dec Jan Feb Mar Apr May

1717

Jessica’s Progress on Digits Jessica’s Progress on Digits Correct Across School YearCorrect Across School Year

0

10

20

30

40

50

60

70

80

DIG

ITS

Jessica Jones Computation 4

Sep Oct Nov Dec Jan Feb Mar Apr May

1818

Spelling Spelling

• Teacher reads aloud words (12-17) Teacher reads aloud words (12-17) that students are to spell correctly that students are to spell correctly within a given time limit (2 minutes).within a given time limit (2 minutes).

• Spelling words are scored for correct Spelling words are scored for correct letter sequences.letter sequences.

• These sequences are pairs of letters These sequences are pairs of letters in a word placed in a proper in a word placed in a proper sequencesequence

1919

SpellingSpelling

_T A L K __T A L K _

• The word ‘talk’ has 4 letters, but it contains 5 The word ‘talk’ has 4 letters, but it contains 5 letter sequencesletter sequences

• The space before the first letter is considered a The space before the first letter is considered a space holder or “phantom” letter.space holder or “phantom” letter.

• When student places ‘t’ in correct place, the When student places ‘t’ in correct place, the space holder and the first letter makes up the space holder and the first letter makes up the first sequence.first sequence.

• What are the other letter sequences in this word?What are the other letter sequences in this word?

2020

WritingWriting

• Teacher reads aloud a familiar Teacher reads aloud a familiar theme/topic as story startertheme/topic as story starter

• Give 30 seconds to allow students to Give 30 seconds to allow students to think about writingthink about writing

• Reread story starterReread story starter

• Students write for 3, 5, or 7 minutes Students write for 3, 5, or 7 minutes depending on grade leveldepending on grade level

2121

WritingWriting

• Scoring options:Scoring options:– Number of words writtenNumber of words written– Total words spelled correctlyTotal words spelled correctly– Correct word sequencesCorrect word sequences– Correct minus incorrect word sequencesCorrect minus incorrect word sequences

– Can use a combination of above, but must Can use a combination of above, but must remain consistent throughout school yearremain consistent throughout school year

2222

BehaviorBehavior

• When measuring behaviors, break the When measuring behaviors, break the day into small amounts of time.day into small amounts of time.– Measure target behavior in each “block.”Measure target behavior in each “block.”– i.e. Every 15 minutes, each class period, i.e. Every 15 minutes, each class period,

etc.etc.

• Give students the opportunity to rate Give students the opportunity to rate their own behaviors their own behaviors – i.e. Likert Scale on their way out of classi.e. Likert Scale on their way out of class

2323

CBM ResearchCBM Research

• CBM research has been conducted CBM research has been conducted over the past 30 yearsover the past 30 years

• Research has demonstrated that Research has demonstrated that when teachers use CBM for when teachers use CBM for instructional decision making:instructional decision making:– Students learn moreStudents learn more– Teacher decision making Teacher decision making

improvesimproves– Students are more aware of Students are more aware of

their performancetheir performance

2424

Progress Progress MonitoringMonitoring

• Evaluate effectiveness of Evaluate effectiveness of instructioninstruction– Individual studentsIndividual students– Entire classEntire class

• Identify goals, measure goals, Identify goals, measure goals, adjust teaching as neededadjust teaching as needed

• Accelerated learningAccelerated learning

• Targeted instructionTargeted instruction– Faster attainment of state standardsFaster attainment of state standards

2525

Case Study: JoshuaCase Study: Joshua

0

20

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60

80

100

120

140

160

180

200

Weeks of Instruction

PR

F:

Wo

rds

Rea

d C

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ectl

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er M

inu

te

Joshua’s trend-lines

instructional changes

Joshua’s goal-line

X

2626

How Does CBM How Does CBM Help in the Help in the

Development of Development of IEPs?IEPs?

2727

2828

Curriculum-Based Curriculum-Based MeasurementMeasurement

•Reliable and Valid Reliable and Valid assessment system assessment system

•Basic academic skill areasBasic academic skill areas– readingreading– writing writing – spelling spelling – mathematicsmathematics

2929

IEPsIEPs•Present Levels of Academic Present Levels of Academic

Achievement and Functional Achievement and Functional PerformancePerformance

•Annual GoalsAnnual Goals

•Measurable Objectives for Measurable Objectives for ProgressProgress

3030

Present Levels of Academic Present Levels of Academic Achievement and Functional Achievement and Functional

PerformancePerformance• Average initial CBM scores are Average initial CBM scores are

translated into present level of translated into present level of performanceperformance

• Current performance can be Current performance can be compared to subsequent compared to subsequent performance later in the yearperformance later in the year– Test administration is consistentTest administration is consistent– Scoring procedures consistentScoring procedures consistent– Difficulty level of test consistentDifficulty level of test consistent

3131

Present Levels of Academic Present Levels of Academic Achievement and Functional Achievement and Functional

PerformancePerformance

• ReadingReading– Given randomly selected passages Given randomly selected passages

at the third-grade level, J. R. at the third-grade level, J. R. currently reads aloud 65 words currently reads aloud 65 words correct per minute.correct per minute.

• MathematicsMathematics– Given 25 problems representing the Given 25 problems representing the

third-grade level, J. R. currently third-grade level, J. R. currently writes 20 correct digits in 3 minutes.writes 20 correct digits in 3 minutes.

3232

Annual GoalsAnnual Goals

• Instructional programming Instructional programming identifies end-of-year goals identifies end-of-year goals

• CBM probes represent skills to be CBM probes represent skills to be mastered by the end of the yearmastered by the end of the year

• Measurable CBM goal statement Measurable CBM goal statement can be written that reflects long-can be written that reflects long-term masteryterm mastery

3333

Annual Goal-LineAnnual Goal-Line

X

3434

Measurable Objectives for Measurable Objectives for ProgressProgress

Annual goal Annual goal

Minus current performance Minus current performance

Divided by number of weeks Divided by number of weeks between baseline and goal between baseline and goal

= Measurable Objectives for = Measurable Objectives for ProgressProgress

3535

Goals and Objectives Goals and Objectives in Readingin Reading

• Present Level of PerformancePresent Level of Performance– Given randomly selected passages at the Given randomly selected passages at the

third-grade level, J. R. currently reads aloud third-grade level, J. R. currently reads aloud 65 words correct per minute.65 words correct per minute.

• Annual GoalAnnual Goal– Given randomly selected passages at the Given randomly selected passages at the

third-grade level, J. R. will read aloud 115 third-grade level, J. R. will read aloud 115 words correct per minute by the end of the words correct per minute by the end of the year (or in 35 weeks).year (or in 35 weeks).

• Measurable Objective for ProgressMeasurable Objective for Progress– Given randomly selected passages at the Given randomly selected passages at the

third-grade level, J. R. will read aloud 1.4 third-grade level, J. R. will read aloud 1.4 additional words correct per minute each additional words correct per minute each week [(115 – 65)/35 = 1.43].week [(115 – 65)/35 = 1.43].

3636

Goals and Objectives Goals and Objectives in Mathin Math

• Present Level of PerformancePresent Level of Performance– Given 25 problems representing the third-grade Given 25 problems representing the third-grade

level, J. R. currently writes 20 correct digits in 3 level, J. R. currently writes 20 correct digits in 3 minutes.minutes.

• Annual GoalAnnual Goal– Given 25 problems representing the third-grade Given 25 problems representing the third-grade

level, J. R. will write 40 correct digits in 3 level, J. R. will write 40 correct digits in 3 minutes by the end of the year (or in 35 weeks).minutes by the end of the year (or in 35 weeks).

• Measurable Objective for ProgressMeasurable Objective for Progress– Given 25 problems representing the third-grade Given 25 problems representing the third-grade

level, J. R. will write .6 additional correct digits level, J. R. will write .6 additional correct digits in 3 minutes each week [(40 – 20)/35 = .57].in 3 minutes each week [(40 – 20)/35 = .57].

3737

Using CBM to Monitor and Report Using CBM to Monitor and Report

Student ProgressStudent Progress• Using weekly data points, compare Using weekly data points, compare

trend line against goal linetrend line against goal line

– If trend line is steeper than goal line – If trend line is steeper than goal line – raise the goalraise the goal

– If trend line is below goal line – modify If trend line is below goal line – modify instructioninstruction

– If trend line is at goal line, student is If trend line is at goal line, student is making sufficient progress to meet making sufficient progress to meet annual goal annual goal

3838

Progressing greater than Progressing greater than the goal – Increase the the goal – Increase the goalgoal

0

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70

80

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100

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Weeks of Instruction

WIF

: C

orr

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tly

Re

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Wo

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Pe

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trend-line

goal-line

X

3939

Not making Progress – Not making Progress – Change instructional Change instructional programprogram

0

10

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60

70

80

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100

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Weeks of Instruction

WIF

: C

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X X

X

goal-line

trend-line

4040

Where can I learn Where can I learn more information more information

about student about student progress progress

monitoring?monitoring?

4141

National Center on National Center on Student Progress Student Progress

Monitoring WebsiteMonitoring Websitewww.studentprogress.www.studentprogress.orgorg

4242

4343

Which Tool Should Which Tool Should I Choose?I Choose?

A Look at Possible A Look at Possible Decision Making Decision Making

ScenariosScenarios

4444

I’m interested in monitoring I’m interested in monitoring student progress in mathematics student progress in mathematics in my district for grades 1-3.  in my district for grades 1-3.  Which tools would be appropriate?Which tools would be appropriate?

AIMSWeb

Chart Dog

Intervention Central

STAR

4545

Which tools offer accommodations for Which tools offer accommodations for students with special needs ( e.g. students with special needs ( e.g. English Language Learners, hearing English Language Learners, hearing impaired)?impaired)?

Dynamic Indicators of Early Basic Literary Skills (DIBELS)

STAR

4646

Table TalkTable Talk

• Discuss at your tables interventions Discuss at your tables interventions and strategies that you are currently and strategies that you are currently using in your classrooms that could using in your classrooms that could be used as Curriculum Based be used as Curriculum Based MeasuresMeasures

• Share with whole groupShare with whole group