Presentation on theme: "Cleveland County Schools"— Presentation transcript:
1Data Driven Decisions & Target Interventions in the Elementary Math Classroom Cleveland County SchoolsGiancarlo Anselmo, Brian Bettis, Carrie Knotts
2ObjectivesDiscuss the research behind Curriculum Based Measures (CBMs)Advantages of CBMsCritical FeaturesReliability and ValidityDevelopment of CBMsNorms and Growth ratesUniversal ScreeningSuggestionsTeam Initiated Problem SolvingData Collection and AnalysisProgress MonitoringAppropriate Targeted Interventions
4Hierarchy of CBM Research 1st CBM reading elementary level2nd CBM reading secondary level3rd CBM math elementary level4th CBM math secondary level5th CBM for other subjects (writing, spelling, science, etc.)
5Curriculum Based Measurement: Advantages Direct measure of student performanceHelps target specific areas of instructional need for studentsQuick to administerProvides visual representation (reports) of individual student progress and how classes are acquiring essential reading skillsSensitive to even small improvements in performanceCapable of having many formsMonitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.Correlates strongly with “best practices” for instruction and assessment, and research-supported methods for assessment and intervention5
6Critical Features of CBM Technical adequacyEvaluation of general outcomesAssess student progressStecker et al. 2005
7Technical Adequacy Data exists for two distinct types of M-CBM ComputationConcepts and ApplicationsMath concepts and applications have been shown to be distinct from computation ability (Thurber et al., 2002). Thurber’s study with colleagues used factorial analysis procedures in order to determine the best factorial model for mathematics. Their research contends that the most defensible model for math was one that displayed a two factor model of mathematics assessment where computation and applications were distinct, although highly related (r=.83) (Thurber et al., 2002).
13Different Approaches to Developing M-CBM Curriculum sampling approachRobust Indicators approach
14Curriculum SamplingMeasures are developed by constructing representative samples of the year’s mathematics curriculumMethod is used with both math computation and math applicationsMath concepts and applications have been shown to be distinct from computation ability (Thurber et al., 2002). Thurber’s study with colleagues used factorial analysis procedures in order to determine the best factorial model for mathematics. Their research contends that the most defensible model for math was one that displayed a two factor model of mathematics assessment where computation and applications were distinct, although highly related (r=.83) (Thurber et al., 2002).
15Computation Curriculum Fourth Grade MathComputation CurriculumMultidigit addition with regroupingMultidigit subtraction with regroupingMultiplication facts, factors to 9Multiply 2-digit numbers by a 1-digit numberMultiply 2-digit numbers by a 2-digit numberDivision facts, divisors to 9Divide 2-digit numbers by a 1-digit numberDivide 3-digit numbers by a 1-digit numberAdd/subtract simple fractions, like denominatorsAdd/subtract whole number and mixed number
17Robust IndicatorsMeasures that are not necessarily representative of a particular curriculum, but are instead characterized by the relative strength of their correlations to various overall mathematics proficiency criteria (Foegen et al., 2007)The comparison is with ORF as that tends to be a robust indicator
18Robust IndicatorsLittle research but research done shows promise for this methodHelwig & Tindal 2002Took 11 concept grounded math problems and correlated the results the Computer Adaptive Test (state test given in Oregon)Results suggested correlations for general education students=.80Lower for students with learning disabilities
19Cleveland County Math Probes Used curriculum sampling approachDesigned our own universal screening probes using:Math-aids.comMath Concepts and Applications probes were adapted from Monitoring Basic Skills Progress: Basic Math Concepts and ApplicationsFuchs, Hamlett, & Fuchs, (1999)Adapted because probes gave a really good format. Very similar to Aimsweb but didn’t align with Common Core. So our curriculum people went through and tweaked questions to have them align with common core.
21M-CBM as part of a Three Tiered Model Tier I-Universal ScreeningTier II-Progressing MonitoringTier III-Further assessment as part of a problem solving process
22Universal ScreeningMath assessments are generally done using one probe during universal screeningHintze et al, 2002Study showed that one can expect extremely high dependability with as little as one 2-minute multiple-skill math probeResearch was not done at the secondary level but considering technical characteristics are similarly an upward extension does not seem so far off the mark.
23Universal Screening Which probes to use? Option 1: Design your own probesOption 2: Choose a standardized set of published probes
24Companies that Provide Standardized M-CBM Probes AimsWebEasy CBMYearly Progress Pro
25AIMSweb Math measures for Computation Mixed computation, grades 1-6+ facts, - facts, x facts, / facts, +/-mix, mult./div. mix, all mixMath measures for Concepts and ApplicationsSee table for areas covered
28Easy CBM Math and Reading Probes from grade 1-8 Probes covering: Number and Operations, Algebra, Measurement, Geometry, and Data/AnalysisMath probes can be taken as a paper and pencil test or taken online
31Easy CBM and AimsWeb Have established norms Have Math probes for grades 6-8Have alternative forms for progress monitoringHave the capability storing data online for distribution and analysis
32Overall SuggestionsHave a district level team select measures based on critical criteria such as reliability, validity and efficiencySelect screening measures based on the content they cover with an emphasis on critical instructional objectives for each grade levelIn grades 4-8, use screening measures in combination with state testing dataUse the same screening tool across a district to enable analyzing results across schoolsClarke and Baker
33Now What? Curriculum Based Measure has been selected Complete Universal Screening 3 times a year. BOY, MOY, EOYTeachers analyze data looking to answer these questions.How are all students performing?Why are there deficits/strengths?Are students growing?
34“Prismation” of DataMultiple Data Sources: Classroom Performance, CFA, CBM, Behavior, Teacher Judgment.Student’s Targeted Action Plan, customized to meet their individual needs.No one data source trumps another. They work in conjunction with each other to tailor an action plan for the student.
35Why?Determine how well your Foundational Core instructional programs are working for all students-- proficiency and growthIdentify specific skill deficits/strengths of all studentsUsed as a part of an early warning system
36Universal Screening Allows Us To…. Problem solveThe whole schoolA grade levelA classSubgroups
37Team Initiated Problem Solving Grade Level TeamsAnalyze grade level data in conjunction with curriculum coachesDefine the problemAnswer the “why” questionsDesign an action planCore instruction and interventions
38Identifying Areas of Need What are the students’ strengths? Why?What are their deficits? Why?Do we need to address this in core instruction?Do you need to address this with interventions?
39Example4th Grade Math CBM data analysisWhat would you do?