Presentation on theme: "Curriculum-based Measures: Math"— Presentation transcript:
1 Curriculum-based Measures: Math Kat Nelson, M.EdUniversity of Utah
2 ObjectivesYou will be able to define a CBM and articulate the big ideas of using math CBM with the CCSS and the MTSS model.You will be able to administer and score screener and progress monitoring probes.You will be able to use the problem solving process to interpret the data produced from the math CBM.
3 CBM: Big Ideas (Kelly, Hosp, Howell, 2008) “CBM is a quick and reliable method for gathering information about student performance and progress.”CBM is…Aligned with CurriculumValid and ReliableStandardized measuresProvides low-inference Information
4 CBM: Big Ideas (Kelly, Hosp, Howell, 2008) CBM probes are repeated measures that are efficient, and sensitive to growth.Sensitivity to growth = Informing your instruction frequently.Information about performance and growth can be easily shared with stakeholdersIndicator of future reading and math achievement
5 Curriculum-Based Measurement And The Common Core State Standarads Big Ideas
6 Common Core & CBM (Shinn, 2012) The Common Core State Standards (CCSS) provide sets of College and Career focused outcomes and annual Criterion Referenced Tests to measure student learning as a summative evaluation.The assessment implications of CCSS are clearly related to summative evaluation and accountabilityNo single test is sufficient for all the data-based decisions, screenings, intervention planning/diagnosis, progress monitoring, accountability/program evaluation that schools make in their attempts to identify student learning needs.
7 Common Core & CBM (Shinn, 2012) Assessment of CCSS need not be separate items or tests for each standard, but may include “rich tasks” that address a number of separate standards.AIMSweb’s Curriculum-Based Measurement (CBM) tests typically are based on these rich tasks that are validated as “vital signs” or “indicators” of general basic skill outcomes.
8 Common Core & CBM (Shinn, 2012) AIMSweb’s CBM tests are consistent with the CCSS. They are content valid.AIMSweb’s CBM tests are complementary to the assessment requirements to attain proficiency on the CCSS.
9 Curriculum Based- Measurement And Multi-tier System Of Support Big Ideas
10 Multi-Tiered System of Support Schools identify students at risk for poor learning outcomesMonitor student progressProvide evidence based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness.(NCRtI, 2010)
11 Key Features of MTSS (Sugai, 2008) • Universal Design• Data-based decision making and problem solving• Continuous progress monitoring• Focus on successful student outcomes• Continuum of evidence-based interventions• A core curriculum is provided for all students• A modiﬁcation of this core is arranged for students who are identiﬁed as non-responsive• A specialized and intensive curriculum for students with intensive needs• Focus on ﬁdelity of implementation
13 Using CBM within MTSS Tier 1 Universal Screening Establishes benchmarks three times throughout the school yearTier 2 Progress monitoringMonitoring students at-risk by assessing monthlyTier 3 Intensive Progress monitoringFrequent assessment for students at risk or significant needs
14 Conducting A Math CBMDirections and Scoring Procedures
15 Selecting the Measure At Kindergarten or Grade 1 At Grade 1-8 Oral CountingQuantity ArrayNumber IdentificationQuantity DiscriminationMissing NumberAt Grade 1-8Computation (Mixed and/or Facts)Concepts & ApplicationsAs appropriate (Grade 9?)Algebra
19 Administration of Computation Probe The number of correctly written digits in 2 minutes from the end-of-year curriculumCorrect digitsNot correct problems or answersWhy?2 minutesDepends on grade and publisher
20 Computation Student(s) are given a sheet of math problems and pencil Student(s) complete as many math problems as they can in 2 minutesAt the end of 2 minutes the number of correctly written digits is counted
21 Directions for Computation Give the child(ren) a math sheet(s) and pencilSay“The sheet on your desk is math facts. There are several types of problems on the sheet. Some are (insert types of problems on sheet). Look at each problem carefully before you answer it. When I say ‘please begin’, start answering the problems. Begin with the first problem and work across the page. Then go to the next row. If you cannot answer the problem, mark an ‘X’ through it and go to the next one. If you finish a page, turn the page and continue working. Are there any questions?”
22 Directions – Your TurnThe sheet on your desk is math facts. There are several types of problems on the sheet. Some are (insert types of problems on sheet). Look at each problem carefully before you answer it. When I say ‘please begin’, start answering the problems. Begin with the first problem and work across the page. Then go to the next row. If you cannot answer the problem, mark an ‘X’ through it and go to the next one. If you finish a page, turn the page and continue working. Are there any questions?”
23 Directions Continued Say “Please begin” and start your timer Make sure students are not skipping problems in rows and do not skip around or answer only the easy problemsSay “Please stop” at the end of 2 minutes
24 ScoringIf the answer is correct, the student earns the score equivalent to the number of correct digits written using the “longest method” taught to solve the problem, even if the work is not shownIf a problem has been crossed out, credit is given for the correct digits writtenIf the problem has not been completed, credit is earned for any correct digits written
25 Scoring ContinuedReversed digits (e.g., 3 as E) or rotated digits, with the exception of 6 & 9 are counted as correctParts of the answer above the line (carries or borrows) are not counted as correct digitsIn multiplication problems, a “0”, “X”, or <blank> counts as a place holder and is scored as a CD
26 Scoring ContinuedA division BASIC FACT is when both the divisor and the quotient are 9 or less. If the answer is correct the total CD always equals 1In division problems, remainder zeroes (r 0) are not counted as correct digitsIn division problems, place holders are not counted as correct digits
27 ScoringA correct digit is the correct is the correct numeral in the right place.
29 Put It To PracticeBenchmarking, Survey Level Assessment, and Progress Monitoring
30 Tier 1- Universal Screening Big Ideas (Hosp, Hosp, Howell, 2007) Provides a reliable and valid way to identifyStudents who are at risk for failureStudents who are not making adequate progressStudents who need additional diagnostic evaluationStudents’ instructional level.3 times a year for the entire school3 probes are given and you take the median score
31 What is Proficient. How Much Progress can we Expect What is Proficient? How Much Progress can we Expect? (Hosp, Hosp, Howell, 2007)Benchmarks - Use standards for level of performance that are empirically validated by researchers.Norms – Compare a student’s score to the performance of others in her grade or instructional level
32 Proficiency Levels or Benchmarks for Math CBM (Burns, VanDerHeyden, Jiban, 2006) GradePlacement LevelCorrect Digits2-3Frustration<14Instructional14-31Mastery>314-5<2424-49>49
33 Norms for Math CBM: Correct Digits (AIMSweb, 2006) GradePercentileFall (CD)Winter (CD)Spring (CD)290%31394375%20304250%122425%8161710%51068768553596937455225332327
34 Making Informed Data Based-Decisions Spring Benchmark Data for 2nd GradeStudentMedian Score1222353374105426477138279
35 Making Informed Data Based-Decisions Spring Benchmark Data for 2nd GradeStudentMedian Score6479425337235827122713410
36 Survey Level Assessment (Hosp, 2012) PurposesTo determine the appropriate instructional placement level for the studentThe highest level of materials that the student can be expected to benefit from instruction inTo provide baseline data, or a starting point for progress monitoringIn order to monitor progress toward a future goal, you need to know how the student is currently performing
37 Survey Level Assessment (Hosp, 2012) Start with grade level passages/worksheets (probes)Administer 3 separate probes (at same difficulty level) using standard CBM proceduresCalculate the median (i.e., find the middle score)Is the student’s score within instructional range?Yes: this is the student’s instructional levelNo: if above level (too easy), administer 3 probes at next level of difficultyNo: if below level (too hard), administer 3 probes at previous level of difficulty
39 Progress Monitoring Big Ideas: Tier 2 & 3 Purpose: (Hosp, Hosp, Howell, 2007)To ensure that instruction is workingTo signal when a change is neededTo guide adjustments in the programFrequency:Tier 2: Monthly – to show progress and to inform instructionTier 3: Weekly to Bi-Weekly – to ensure that students who are the most treatment resistant are making progress.
40 Progress Monitoring: Determine the Goal Calculating Aim LineWeekly Growth Rates for Math CBM: Correct DigitsMedian Score from SLA or Benchmark + (Number of Weeks x Rate of Improvement) = GoalStudent 425 + (20 x .50) = 35Goal = 35 Correct Digits in 20 weeksGradeRealistic Growth rates per week (CD)Ambitious growth rates per week (CD)10.300.502340.701.1550.751.2060.451.00(Fuchs, Fuchs, Hamlett, Walz, and Germann 1993)
41 Your Turn: Calculate Goal for Student 1 2nd grade: Spring Benchmark ScoresCalculateStudentMedian Score6479425337235827*1*22713410GradeRealistic Growth rates per week (CD)Ambitious growth rates per week (CD)20.300.50Median Score from SLA or Benchmark + (Number of Weeks x Rate of Improvement) = Goal
42 Making Informed Data Based-Decisions Is our intervention working?What changes should we make?