Presentation on theme: "Curriculum Based Measurements"— Presentation transcript:
1Curriculum Based Measurements Linking Assessment with InstructionTricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007
2Wouldn’t it be nice if we could… Have a standardized index of student performance in our curriculum and connected to IEP goals?Have objective information on student progress which is easily shared and understood by all?Provide measurable, meaningful goals within our District’s curriculum?Reduce jargon and communicate more directly?Document when students are learning and when they are not?Provide timely changes to the student’s instruction?Focus on solutions to problems, rather than causes?
3Curriculum Based Measurement (CBM) Has standardized measurement proceduresUses stimulus items closely aligned to the curriculumImproves the match between testing and teachingLinks assessment to interventionEstablishes student skill level: mastery, instructional and frustrationIs easily communicated and understood by all
4Characteristics of CBM Accurate, Reliable, StandardizedMeasures of Basic Skills:> Reading > Math> Spelling > Writing
5Characteristics of CBM continued… Test items come from the District’s curriculumTests are standardized and norm-referenced (using local norms)
6Characteristics of CBM continued… Tests are inexpensive to produce and administer.Tests take minimum time from classroom instruction.> Reading >Math(1-3 min) (2 min)> Spelling > Writing(2 min) (4 min)
7Characteristics of CBM continued… Tests require students to produce academic responses rather than guess, point or circle answers.Student’s academic fluency (correct responses per minute) in basic skills is determined.
8Underlying Concept of Curriculum Based Assessment Testing should reflect what is taught since assessment will ultimately drive instruction.The measure of success in education is the student’s progress in the curriculum of the local school.
9Overview of CBM Procedures & Materials Reading:Student reads a grade level (Instructional) passage orally1 minute testGiven individuallyScore: # of words read correctly(optional: error types)
10Overview of CBM Procedures & Materials Spelling:Student writes words given orally fromlist of high frequency grade level words2 minute testGiven in group or individuallyScore Options: # correct words, or# correct lettersequences
11Overview of CBM Procedures & Materials Written Language:Student writes passage using story starter3 minute testGiven in group or individuallyScore Options: total words written,words spelled correctlyand correct wordsequence
12Overview of CBM Procedures & Materials Math:Student completes math problems from selected grade-level materials2 minute testGiven in group or individuallyScore: correct # of digits
13Specific Standardized Instructions… Reading: (see handout)Materials:1. Unnumbered (student) copy of passage2. Numbered (examiner) copy of passage3. Stopwatch or timer4. Tape recorder (optional)
14Specific Standardized Instructions… Written Expression:(see handout)Materials:1. Lined paper with story starter for student2. Pencil for student3. Stopwatch or timer
15Specific Standardized Instructions… Spelling:Materials:1. Spelling paper with spaces for student2. Pencil for student3. Stopwatch or timer4. List of spelling words
16Specific Standardized Instructions… Math: (see handout)Materials:1. Unnumbered (student) copy of math problems2. Numbered (examiner) copy of math problems3. Stopwatch or timer(May use single skill or multiple skills.)
17CBM Use… Student progress in relation to others Instructional program decisionsScreening Tool / Student Study TeamsSummer School – Extended School YearProgress monitoring as part of the Problem solving model
18CBM Use continued…Special Education Goals on IEPs(see samples on pg. 3 in handout)Identify “At Risk” StudentsClass Profile – School ProfileProgram EvaluationMeasuring Response to Intervention
19CBM Use in RTI… Measure general effectiveness of a given intervention For individual students:- Progress monitoring- Performance compared to peers- Performance compared to a setstandard- Single student’s response to intervention