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Curriculum Based Measurements Linking Assessment with Instruction Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007.

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Presentation on theme: "Curriculum Based Measurements Linking Assessment with Instruction Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007."— Presentation transcript:

1 Curriculum Based Measurements Linking Assessment with Instruction Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007

2 Wouldnt it be nice if we could… Have a standardized index of student performance in our curriculum and connected to IEP goals? 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? Have objective information on student progress which is easily shared and understood by all? Provide measurable, meaningful goals within our Districts curriculum? Provide measurable, meaningful goals within our Districts curriculum? Reduce jargon and communicate more directly? Reduce jargon and communicate more directly? Document when students are learning and when they are not? Document when students are learning and when they are not? Provide timely changes to the students instruction? Provide timely changes to the students instruction? Focus on solutions to problems, rather than causes? Focus on solutions to problems, rather than causes?

3 Curriculum Based Measurement (CBM) Has standardized measurement procedures Has standardized measurement procedures Uses stimulus items closely aligned to the curriculum Uses stimulus items closely aligned to the curriculum Improves the match between testing and teaching Improves the match between testing and teaching Links assessment to intervention Links assessment to intervention Establishes student skill level: mastery, instructional and frustration Establishes student skill level: mastery, instructional and frustration Is easily communicated and understood by all Is easily communicated and understood by all

4 Characteristics of CBM Accurate, Reliable, Standardized Measures of Basic Skills: > Reading > Math > Spelling > Writing

5 Characteristics of CBM continued… Test items come from the Districts curriculum Test items come from the Districts curriculum Tests are standardized and norm-referenced (using local norms) Tests are standardized and norm-referenced (using local norms)

6 Characteristics of CBM continued… Tests are inexpensive to produce and administer. Tests are inexpensive to produce and administer. Tests take minimum time from classroom instruction. Tests take minimum time from classroom instruction. > Reading >Math (1-3 min) (2 min) (1-3 min) (2 min) > Spelling > Writing (2 min) (4 min) (2 min) (4 min)

7 Characteristics of CBM continued… Tests require students to produce academic responses rather than guess, point or circle answers. Tests require students to produce academic responses rather than guess, point or circle answers. Students academic fluency (correct responses per minute) in basic skills is determined. Students academic fluency (correct responses per minute) in basic skills is determined.

8 Underlying Concept of Curriculum Based Assessment Testing should reflect what is taught since assessment will ultimately drive instruction. Testing should reflect what is taught since assessment will ultimately drive instruction. The measure of success in education is the students progress in the curriculum of the local school. The measure of success in education is the students progress in the curriculum of the local school.

9 Overview of CBM Procedures & Materials Reading: Student reads a grade level (Instructional) passage orally Student reads a grade level (Instructional) passage orally 1 minute test 1 minute test Given individually Given individually Score: # of words read correctly Score: # of words read correctly (optional: error types) (optional: error types)

10 Overview of CBM Procedures & Materials Spelling: Student writes words given orally from Student writes words given orally from list of high frequency grade level words list of high frequency grade level words 2 minute test 2 minute test Given in group or individually Given in group or individually Score Options: # correct words, or Score Options: # correct words, or # correct letter # correct letter sequences sequences

11 Overview of CBM Procedures & Materials Written Language: Student writes passage using story starter Student writes passage using story starter 3 minute test 3 minute test Given in group or individually Given in group or individually Score Options: total words written, Score Options: total words written, words spelled correctly words spelled correctly and correct word and correct word sequence sequence

12 Overview of CBM Procedures & Materials Math: Student completes math problems from selected grade-level materials Student completes math problems from selected grade-level materials 2 minute test 2 minute test Given in group or individually Given in group or individually Score: correct # of digits Score: correct # of digits

13 Specific Standardized Instructions… Reading: (see handout) Materials: 1. Unnumbered (student) copy of passage 1. Unnumbered (student) copy of passage 2. Numbered (examiner) copy of passage 2. Numbered (examiner) copy of passage 3. Stopwatch or timer 3. Stopwatch or timer 4. Tape recorder (optional) 4. Tape recorder (optional)

14 Specific Standardized Instructions… Written Expression:(see handout) Materials: 1. Lined paper with story starter for student 1. Lined paper with story starter for student 2. Pencil for student 2. Pencil for student 3. Stopwatch or timer 3. Stopwatch or timer

15 Specific Standardized Instructions… Spelling: Materials: 1. Spelling paper with 18 spaces for student 1. Spelling paper with 18 spaces for student 2. Pencil for student 2. Pencil for student 3. Stopwatch or timer 3. Stopwatch or timer 4. List of spelling words 4. List of spelling words

16 Specific Standardized Instructions… Math: (see handout) Materials: 1. Unnumbered (student) copy of math problems 1. Unnumbered (student) copy of math problems 2. Numbered (examiner) copy of math problems 2. Numbered (examiner) copy of math problems 3. Stopwatch or timer 3. Stopwatch or timer (May use single skill or multiple skills.)

17 CBM Use… Student progress in relation to others Student progress in relation to others Instructional program decisions Instructional program decisions Screening Tool / Student Study Teams Screening Tool / Student Study Teams Summer School – Extended School Year Summer School – Extended School Year Progress monitoring as part of the Problem solving model Progress monitoring as part of the Problem solving model

18 CBM Use continued… Special Education Goals on IEPs Special Education Goals on IEPs (see samples on pg. 3 in handout) (see samples on pg. 3 in handout) Identify At Risk Students Identify At Risk Students Class Profile – School Profile Class Profile – School Profile Program Evaluation Program Evaluation Measuring Response to Intervention Measuring Response to Intervention

19 CBM Use in RTI… Measure general effectiveness of a given intervention Measure general effectiveness of a given intervention For individual students: For individual students: - Progress monitoring - Progress monitoring - Performance compared to peers - Performance compared to peers - Performance compared to a set - Performance compared to a set standard standard - Single students response to intervention - Single students response to intervention

20 Examples of CBM Graphs…

21 Examples of CBM Graphs Continued…

22

23 Resources… – warehouse of CBMs – warehouse of CBMs – charting progress on line – charting progress on line - U of Oregon – Dibels - U of Oregon – Dibels - get pocket CBM - get pocket CBM


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