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Curriculum Based Measurement (CBM) Taking a Problem Solving Approach to Teaching Designed by Debra Caywood-Rukas 6-02.

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Presentation on theme: "Curriculum Based Measurement (CBM) Taking a Problem Solving Approach to Teaching Designed by Debra Caywood-Rukas 6-02."— Presentation transcript:


2 Curriculum Based Measurement (CBM) Taking a Problem Solving Approach to Teaching Designed by Debra Caywood-Rukas 6-02

3 2 Facts All children do not learn the same. Determining the optimal instructional level reduces frustration and behavior problems 40% of fourth grade children fell below grade level in % of children receive special education services in general education classrooms with or without resource support IDEA and Section 504 require schools to make classroom accommodations for children with learning and behavior support needs Facts from U..S. Department of Education

4 3 What are CBMs? A systematic and efficient way to solve learning and/or behavior problems Uses grade level curriculum criterion and student portfolios to measure skills, not standardized tests Utilizes data-based decision making Directly links assessment to interventions Data compares child to the childs ability (baseline) and school/grade/classroom norms

5 4 Data Collecting and Problem Solving Process Define the problem(s) in observable and measurable terms Which problems have the highest priority? (2-3 max) What are the desired replacement behaviors? Potential hypotheses that explain why the student might be engaging in the behaviors/not replacement behaviors Questions that need to be answered in order to confirm hypotheses Intervention ideas Evaluation procedure

6 5 The Data Tells You if its Working Assesses the effectiveness of the intervention Facilitates data-based decisions Documents intervention attempts Tracks baseline and progress and evaluates interventions Student outcomes improves when performance is assessed and data are recorded regularly

7 6 How Does CBM Help Teachers? Uses your teaching expertise in determining learning and behavior problems Can be integrated into the curriculum Data provides teacher accountability showing skills levels and remediation attempts Supports teacher, parent and student collaboration process Supports diverse learners in compliance with IDEA 97 and Section 504

8 7 For ALL Students; General and Special Education Students Students can track their progress Student outcomes improve when performance is assessed regularly Student and teacher work together to create an optimal environment for learning Student takes responsibility; fairness of goals creates partnership Receives support and resources without delay Reduces academic/classroom frustrations

9 8 Who will administer CBMs? Will it add to teacher workload? General/special education teachers, administrators, parents, social workers, associates, psychologists and other trained personnel can administer CBMs Most CBMs take minutes to administer to a student Can be given 3 times a year to monitor progress Ultimately reduces your workload by providing support and properly directing your efforts

10 9 Supports Diverse Learners; IDEA 97, Section 504 & Corey H. Requirements Acknowledges different skill levels in classrooms and addresses the needs of inclusive general education settings Addresses learning and behavior problems with a problem-solving, ecological and collaborative approach Provides teachers with the tools and support they need in a timely fashion

11 10 Its a Collaborative Effort Student Parents Teacher CommunitySchool

12 11 Summary Provides teacher and student with support without waiting for standardized testing Students are taught at the appropriate instructional level thereby reducing frustration and associated behaviors Extra work is minimal, usually 1-3 minute measurements 3 times a year Provides teachers with data to account for their teaching efforts Provides teachers with the resources and support needed to teach in an inclusive environment

13 12 List of some Illinois School Districts & other states involved with CBM and/or Problem Solving Models LOCAL North Suburban Special Education Coop (NSSED) Mount Prospect, District 57 Arlington Heights, District 23 Glenview, District 34 Northbrook, Districts 27, 28, 29, 30 West Northfield, 31 Glencoe, 35 Winnetka, 36, 37 Kenilworth, 38 Wilmette, 39 Lake Bluff, 65 Lake Forest, 67, 115 Bannockburn, 106 Deerfield, 109 North Shore 112 Highland Park/Deerfield 113 New Trier 201 Glenbrook, 225 NATIONAL Oregon Kansas Districts 17 and 611, 6000 students Iowa Washington Nebraska New York Florida California

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15 Thank You The End

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