Presentation on theme: "Curriculum Based Evaluations Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006."— Presentation transcript:
Curriculum Based Evaluations Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006
Why do we evaluate student achievement? Gathering Information For eligibility decision making For informed instruction What gets measured gets done. What gets measured and fed back gets done well. (Schmoker, 2001)
Assessments: Traditional versus Curriculum-Based Traditional Assessments Standardized commercial achievement tests Measure broad curriculum areas and/or skills Curriculum-Based Evaluations (CBE) Local curriculum, direct observation and recording Measure specific skills presently being taught in the classroom, usually in basic skills
Characteristics of CBE Measurement procedures assess students directly using the materials in which they are being instructed. This involves sampling items from the curriculum. Administration of each measure is brief in duration (1-5 mins.). Structured such that frequent and repeated measurement is possible and measures are sensitive to change. Data are usually displayed graphically to allow monitoring of student performance.
Characteristics of CBE continued Subject areas Math Reading Spelling Other areas Grade levels Typical focus on elementary (K-3 or K-6) K-12
Origins in Special Education Alternative to standardized norm-referenced measures Eligibility and planning for special education Integrating students with disabilities
Implications for General Curriculum Monitoring progress of student in the general education curriculum Formative evaluation of specific academic skills Evaluating effectiveness of interventions Information for making curriculum adjustments
Uses for CBE General and special education classroom settings Reading First Big Ideas of Early Literacy No Child Left Behind (NCLB) Response To Intervention (RTI)
Features that differentiate CBE models The purpose of the assessment Research support for testing procedures and decision-making.
Curriculum-Based Evaluation Models and Tools Curriculum-Based Assessment (CBA) Precision Teaching Curriculum-Based Measurement (CBM) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) AIMSWeb
Curriculum-Based Assessment (CBA) Applications: Evaluation and instructional planning Development: Teacher made Administration and Scoring: Individually administered and teacher scored Frequency: Multiple times to assess learning
Precision Teaching Applications: Evaluation and instructional planning Development: Teacher made Administration and Scoring: Individually administered and teacher scored Frequency: Multiple measures
Curriculum-Based Measurement (CBM) Applications: Eligibility, placement, diagnosis Development: Teacher made using guidelines Administration and Scoring: Standardized Frequency: Repeated over time for a long duration
DIBELS Applications: Specific skill difficulties Development: Sampling of items created by authors Administration and Scoring: Standardized Frequency: Two to three times yearly – often fall/winter and spring
Development Teacher made CBA Precision Teaching Teacher made using guidelines CBM Sampling of items created by authors DIBELS AIMSWeb
Administration and Scoring Individually administered and teacher scored CBA Precision Teaching Standardized administration and scoring CBM DIBELS AIMSWeb
Frequency Multiple times to assess learning CBA Multiple measures Precision Teaching Repeated over time for a long duration CBM Two to three times yearly – often fall/winter and spring DIBELS AIMSWeb
Evidence of Effectiveness States mandating CBE as a component of pre- referral intervention process CBA and Precision Teaching Student advancement in percentage points on ITBS greater for those receiving intervention than control students (Binder & Watkins, 1990)
Evidence of Effectiveness CBM Viable and accurate tool for classroom teachers to measure long-term objectives of students with and without disabilities Applications for special and general education as well as integrated settings Diagnostic tool for error analysis and overall decision-making Potential for additional applications Computer development of multiple measures Computer scoring Computer graphing (Shinn & Bomonto, 1998) Correlation with performance on state-wide assessment measures
Evidence of Effectiveness DIBELS Measures are reliable and valid indicators of early literacy development and predictive of later reading proficiency Specifically designed to assess 3 of the 5 Big Ideas of early literacy Phonological Awareness Alphabetic Principle Fluency with Connected Text Provide grade-level feedback toward validated instructional objectives. Allow early identification of students who are not progressing as expected.
AIMSWeb Progress Monitoring and Response to Intervention System Scientifically based system. Provides continuous student performance data. Provides assessment materials and ability to organize and report CBM or DIBELS. Uses a 3-Tier Problem-Solving model, including Response- to-Intervention (RTI). Web-based data management and reporting applications for universal screening progress monitoring for general education strategic assessment for remedial or at-risk programs intensive progress monitoring of IEP goals for students with severe achievement problems.
Pros to using CBE Individualized Curriculum connected Can be generalized and use as predictor Data driven decision making NCLB, Big Ideas, Reading First, RTI Inexpensive
Cons to using CBE Training and implementation Time consuming
A System in Place – Foley Elementary DIBELS / AIMSWeb Materials Scoring and data reporting $4 per student Evaluation Teams Teachers Paras Title I School Psychologist
Foley System continued Use of Data Title I Services Individualized Interventions Instructional Groups Curriculum Committee – trends and curriculum needs Positive Reactions Teachers Parents Administration Longevity DIBELS – 5 years AIMSWeb Math– 2 years
Despite our best efforts some kids succeed. FO Smartest Kid in Class.wmv FO Smartest Kid in Class.wmv
Resources http://www.cast.org/publications/ncac/ncac_curriculumbe.html http://www.cast.org/publications/ncac/ncac_curriculumbe.html http://dibels.uoregon.edu/index.php http://dibels.uoregon.edu/index.php http://jpa.sagepub.com/cgi/content/abstract/24/1/19 http://jpa.sagepub.com/cgi/content/abstract/24/1/19 http://www.aimsweb.com/ http://www.aimsweb.com/ http://www.teacherstoolkit.com/classroom1.htm http://www.teacherstoolkit.com/classroom1.htm Binder, C., & Watkins, C. L. (1990). Precision teaching and direct instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96. Shinn, M. R. & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn. (Ed.) Advanced Applications of Curriculum-Based Measurement. New York, NY: The Guilford Press.