2. CHRISTO/CSUS/246/2003/CBM CURRENT ASSESSMENTS What data on student performance is available? What data on student performance is available? How is it used in referral/assessment process? How is it used in referral/assessment process? What data needs are being met? What data needs are being met? What data needs are not being met? What data needs are not being met? How do you know whether or not a program is benefiting a student(s)? How do you know whether or not a program is benefiting a student(s)?

3. CHRISTO/CSUS/246/2003/CBM CURRENT TRENDS Use of IQ/Achievement discrepancy Use of IQ/Achievement discrepancy Response to intervention Response to intervention Need for monitoring of progress on short term basis Need for monitoring of progress on short term basis Office of Special Education Office of Special Education National Joint Council on Learning Disabilities National Joint Council on Learning Disabilities President’s Commission on Special Education President’s Commission on Special Education

4. CHRISTO/CSUS/246/2003/CBM ROOTS OF CBM Deno at University of Minnesota Institute for Research on Learning Disabilities (Deno, 1986) Deno at University of Minnesota Institute for Research on Learning Disabilities (Deno, 1986) Effort to develop and validate simple methods for use in IEP’s Effort to develop and validate simple methods for use in IEP’s CASP Presentation, (Herdman, Leaman, and Chartard, 1990) CASP Presentation, (Herdman, Leaman, and Chartard, 1990)

5. CHRISTO/CSUS/246/2003/CBM ASSESSMENT NEEDS Use curriculum Use curriculum Short in duration Short in duration Multiple forms Multiple forms Inexpensive Inexpensive User friendly User friendly Show improvement over time Show improvement over time Research based Research based

6. CHRISTO/CSUS/246/2003/CBM MEASURES IDENFITIED Considered simple measures in reading, written language and math Considered simple measures in reading, written language and math Data-based assessment Data-based assessment CBA CBA

7. CHRISTO/CSUS/246/2003/CBM CHARACTERISTICS OF ALL CBA MODELS Test stimuli drawn from the curriculum Test stimuli drawn from the curriculum Repeated testing occurs over time Repeated testing occurs over time Useful in instructional planning Useful in instructional planning

8. CHRISTO/CSUS/246/2003/CBM CBA DIFFER IN TERMS OF: Long vs. short term goals Long vs. short term goals Short term objectives Short term objectives Task analysis Task analysis Emphasis on fluency Emphasis on fluency Use in time series analysis Use in time series analysis

9. CHRISTO/CSUS/246/2003/CBM ADVANTAGES OVER OTHER TYPES OF CBA Focus on end of year goal, not sequential skill analysis Focus on end of year goal, not sequential skill analysis Can evaluate variety of instructional methods Can evaluate variety of instructional methods Automatically assesses retention and generalization Automatically assesses retention and generalization Don’t need to alter testing strategies Don’t need to alter testing strategies Avoid issues with measurement shift Avoid issues with measurement shift Can be normed locally Can be normed locally

10. CHRISTO/CSUS/246/2003/CBM DESCRIPTION OF CBM Normed assessment from which you can develop local criteria Normed assessment from which you can develop local criteria Dynamic (sensitive) Indicator (correlates) of Basic Skills (not content areas) Dynamic (sensitive) Indicator (correlates) of Basic Skills (not content areas) Uses local curriculum Uses local curriculum Formative evaluation Formative evaluation Use in a problem solving model Use in a problem solving model Uses at individual, class, and school levels Uses at individual, class, and school levels

11. CHRISTO/CSUS/246/2003/CBM CBM AS DYNAMIC INDICATORS OF BASIC SKILLS DYNAMIC = sensitive to short term effects in assessing growth DYNAMIC = sensitive to short term effects in assessing growth INDICATORS = correlates of key behaviors indicative of overall academic performance INDICATORS = correlates of key behaviors indicative of overall academic performance BASIC SKILLS = assess basic skills not content areas BASIC SKILLS = assess basic skills not content areas (Mark Shinn, 1998) (Mark Shinn, 1998)

12. CHRISTO/CSUS/246/2003/CBM CBM IS A MEASURE OF PROFICIENCY ACQUISITION TEACHING MASTERY ACCURACY PROFICIENCY ACCURACY SPEED FLUENCY=

13. CHRISTO/CSUS/246/2003/CBM READING FLUENCY Indicator of automaticity of important skills Indicator of automaticity of important skills Strong predictor of reading comprehension Strong predictor of reading comprehension Critical element of competent reading Critical element of competent reading Oral reading a better indicator than silent Oral reading a better indicator than silent

14. CHRISTO/CSUS/246/2003/CBM DIFFERENCES FROM TRADITIONAL MEASURES Does not try to determine why child is having trouble Does not try to determine why child is having trouble But how different from the norm But how different from the norm And is he getting better? And is he getting better?

15. CHRISTO/CSUS/246/2003/CBM SHIFT TO PROBLEM SOLVING FOCUS Disability vs. handicap Disability vs. handicap Educational problems as handicaps Educational problems as handicaps Difference between performance and expectation Difference between performance and expectation

16. CHRISTO/CSUS/246/2003/CBM CBM DOES NOT Give Give national normative data Provide Provide broad band information Is Is not diagnostic  Although  Although error analysis (or qualitative evaluation of reading) can be used to provide further information

17. CHRISTO/CSUS/246/2003/CBM VALIDITY AND RELIABILITY Construct validity Construct validity  Theory and research support Concurrent, criterion related validity Concurrent, criterion related validity  Highest for reading Test/retest reliability Test/retest reliability Predictive/concurrent validity (Christo and Southwell, 2001; Good, Simmons and Kame’enui, 2001; Marston, 1989; Shinn, M.R., Good, R.H., Knutson, N., Tilly, W.D., & Collins, V.L., 1992) Predictive/concurrent validity (Christo and Southwell, 2001; Good, Simmons and Kame’enui, 2001; Marston, 1989; Shinn, M.R., Good, R.H., Knutson, N., Tilly, W.D., & Collins, V.L., 1992)

18. CHRISTO/CSUS/246/2003/CBM LEGAL DEFINSIBILITY Directly from curriculum so social and cultural bias is reduced Directly from curriculum so social and cultural bias is reduced Reliability and validity are high Reliability and validity are high Answers need for instructional utility Answers need for instructional utility

19. CHRISTO/CSUS/246/2003/CBM ACCOUNTABILITY CBM can document effectiveness by showing change over time CBM can document effectiveness by showing change over time Provides a baseline of performance to determine if related services are leading to change over time Provides a baseline of performance to determine if related services are leading to change over time Achievement and accountability decisions are made on basis of classroom performance Achievement and accountability decisions are made on basis of classroom performance

20. CHRISTO/CSUS/246/2003/CBM STAFF ACCEPTANCE Eliminated jargon and ambiguity Eliminated jargon and ambiguity Procedures allowed them to follow intent of law Procedures allowed them to follow intent of law Testing more relevant Testing more relevant Confidence in test results Confidence in test results Can compare to peers Can compare to peers Improved communication with parents Improved communication with parents Motivating to students to see growth Motivating to students to see growth

21. CHRISTO/CSUS/246/2003/CBM RESEARCH BASE Use in informing instructional decisions Use in informing instructional decisions  Math (Fuchs, Fuchs, 1989)  Reading (Good, R.H. and Kaminski R.A., 1996). Use in identifying students at risk of academic difficulties Use in identifying students at risk of academic difficulties Use in re-integration decisions ( Shinn, 1998) Use in re-integration decisions ( Shinn, 1998) Language minority students Language minority students

22. CHRISTO/CSUS/246/2003/CBM DEVELOPING PROBES Developed from student’s actual curriculum Developed from student’s actual curriculum Allow for quick administration and scoring Allow for quick administration and scoring Reading probes Reading probes Math probes Math probes Spelling Spelling Written language Written language

23. CHRISTO/CSUS/246/2003/CBM READING PROBE One on one administration One on one administration Three one-minute tests Three one-minute tests Score is number of correct words read Score is number of correct words read Errors noted Errors noted Median score Median score Grade level reading rates Grade level reading rates

24. CHRISTO/CSUS/246/2003/CBM MATH PROBE Variety of types of problems the student will encounter Variety of types of problems the student will encounter Group administration Group administration Three to five minute test Three to five minute test “Correct digits” is the number of digits in the correct place on each problem “Correct digits” is the number of digits in the correct place on each problem

25. CHRISTO/CSUS/246/2003/CBM OTHER SUBJECT AREAS Spelling – correct letter sequence Spelling – correct letter sequence Writing – Total words written, words spelled correctly, Writing – Total words written, words spelled correctly,

26. CHRISTO/CSUS/246/2003/CBM POCKET CBM DATA Cover Sheet Cover Sheet Quartile Distribution ( The main graph) Quartile Distribution ( The main graph) Frequency of Scores (Curriculum Planning) Frequency of Scores (Curriculum Planning) Percentile Rank Percentile Rank Rank Order Rank Order Teacher List Teacher List School-wide Progress School-wide Progress

27. CHRISTO/CSUS/246/2003/CBM DETERMINING NORMS By hand By hand By spreadsheet By spreadsheet With Pocket CBM With Pocket CBM On line programs On line programs Other software Other software

28. CHRISTO/CSUS/246/2003/CBM

29. STEP 1: INITIAL REFERRAL Difference between student performance and expectation Difference between student performance and expectation Peer or norm referenced Peer or norm referenced Look for discrepancy ratio or cutoff Look for discrepancy ratio or cutoff Make decision regarding further assessment Make decision regarding further assessment

30. CHRISTO/CSUS/246/2003/CBM DETERMINING DISCREPANCY Discrepancy ratio is greater than 2 Discrepancy ratio is greater than 2  Peer median/Student median  100/40 = 2.5 Criterion scores Criterion scores  Well below instructional range  Will vary with grade Percentile rank Percentile rank

31. CHRISTO/CSUS/246/2003/CBM

32. STEP 2: INVESTIGATE PROBLEM How severe is the problem? How severe is the problem? What general education services can be used? What general education services can be used? Survey level assessment Survey level assessment

33. CHRISTO/CSUS/246/2003/CBM

34. STEP 3: SETTING EXPECTATIONS/ GOALS Response to intervention model Response to intervention model SST SST IEP IEP Long-term vs. short-term measurement Long-term vs. short-term measurement Determining goal (instructional range of classroom) Determining goal (instructional range of classroom)  Peer referenced  Minimum competence  Expert judgment  Reasonable growth

35. CHRISTO/CSUS/246/2003/CBM STEP 4: MONITORING PROGRESS Establish baseline Establish baseline Plotting growth Plotting growth Aimlines and trendlines Aimlines and trendlines  By hand  Using Excel Using commercial software Using commercial software

36. CHRISTO/CSUS/246/2003/CBM STEP 5: DECISION POINT Is student within instructional range of classroom? (LRE) Is student within instructional range of classroom? (LRE) Response to intervention model: Response to intervention model:  More in-depth assessment  More intensive services In special education process In special education process  Exit special education  Re-consider services being provided

37. CHRISTO/CSUS/246/2003/CBM Referral Is the student performing significantly different from his/her peers? Is the student performing significantly different from his/her peers? 4 th grader, Malcolm 4 th grader, Malcolm  Reading 30 cwpm  Class median is 90  Places him at 20 th percentile

38. CHRISTO/CSUS/246/2003/CBM Investigate Problem How severe is the problem? How severe is the problem? Survey level assessment Survey level assessment  In 3 rd grade text at 25 th percentile  In 2 nd grade text at 35 th percentile

39. CHRISTO/CSUS/246/2003/CBM Setting Expectations/Goals Were does he need to be? Were does he need to be?  End of year  To show progress Expected rate of progress for effective intervention. Expected rate of progress for effective intervention.  What do we know about response rates for effective interventions? Set goal for review. Set goal for review.

40. CHRISTO/CSUS/246/2003/CBM Monitoring Progress Is Malcolm making acceptable progress Is Malcolm making acceptable progress  Meeting trendline?  Change goal?

41. CHRISTO/CSUS/246/2003/CBM CLASS LEVEL Provide teachers with class profile Provide teachers with class profile Parent reports Parent reports Program evaluations Program evaluations STAR Alternate assessment STAR Alternate assessment

42. CHRISTO/CSUS/246/2003/CBM SCHOOL LEVEL Screening: acts as safety net Screening: acts as safety net Establish school wide norms Establish school wide norms Information to new parents Information to new parents Retention/summer school decisions Retention/summer school decisions

43. CHRISTO/CSUS/246/2003/CBM WAYS TO IMPLEMENT CBM One class One class One school One school A few teachers A few teachers Variety of ways to develop norms Variety of ways to develop norms

44. CHRISTO/CSUS/246/2003/CBM TWO TYPES OF CBM FOR PRIMARY STUDENTS DIBELS for prereaders or delayed readers DIBELS for prereaders or delayed readers  onset recognition  phonemic segmentation Oral reading probes for beginning readers Oral reading probes for beginning readers

45. CHRISTO/CSUS/246/2003/CBM DIBELS Dynamic Indicators of Basic Early Literacy Skills Dynamic Indicators of Basic Early Literacy Skills Skills important to development of literacy Skills important to development of literacy Marker skills that can identify students needing early intervention Marker skills that can identify students needing early intervention

46. CHRISTO/CSUS/246/2003/CBM ARE STUDENTS ACHIEVING FOUNDATIONAL SKILLS? Good, Simmons, Kame’enui (2001) Good, Simmons, Kame’enui (2001) Establish benchmarks Establish benchmarks Use benchmarks to determine students at risk of not achieving next benchmark Use benchmarks to determine students at risk of not achieving next benchmark Importance of fluency as opposed to accuracy Importance of fluency as opposed to accuracy Other studies Other studies

47. CHRISTO/CSUS/246/2003/CBM CONTINUUM OF SKILLS (Good, Simmons, Kame’enui) Kindergarten Kindergarten  Phonological awareness (onset rhyme fluency, phonemic segmentation fluency) First Grade First Grade  Alphabet principle (nonsense word fluency)  Accuracy and fluency with connected text (oral reading fluency) Second Grade Second Grade  Accuracy and fluency with connected text (oral reading fluency)

48. CHRISTO/CSUS/246/2003/CBM

51. IMPLEMENTATION Decide on Model (individual, class, school, district) Decide on Model (individual, class, school, district) Support from Stakeholders Support from Stakeholders Develop Timeline Develop Timeline Identify Personnel Resources Identify Personnel Resources Staff Training Staff Training Computer Needs Computer Needs Assessment Assessment Distribution of Results Distribution of Results

52. CHRISTO/CSUS/246/2003/CBM RESOURCES University of Oregon – Dibels http://dibels.uorgon.edu University of Oregon – Dibels http://dibels.uorgon.eduhttp://dibels.uorgon.edu Florida Project -http://sss.usf.edu/cbm/cbm.htm Florida Project -http://sss.usf.edu/cbm/cbm.htmhttp://sss.usf.edu/cbm/cbm.htm CBM Website List - http://www.luc.edu/schools/education/c487/lap/velde.h tm CBM Website List - http://www.luc.edu/schools/education/c487/lap/velde.h tm http://www.luc.edu/schools/education/c487/lap/velde.h tm http://www.luc.edu/schools/education/c487/lap/velde.h tm Curriculum-Based Measurement – Assessing Special Children by Mark Shinn Curriculum-Based Measurement – Assessing Special Children by Mark Shinn Advanced Applications of Curriculum Based Measurement by Mark Shinn Advanced Applications of Curriculum Based Measurement by Mark Shinn The CBM Program! The CBM Program!