1. Using CBM in a Response to Intervention Framework
Introduction to Using CBM for Progress Monitoring

2. Module Series
This module is intended to be used in conjunction with a series of modules.
Introduction to CBM
CBM in the Content Areas
Reading
Math
Written Expression
Other Ways to Use CBM Data
Using CBM to Determine RTI
While this module can be used alone, it is part of a series of modules teaching how to use CBM data in a Response to Intervention framework. This module is the first of the series. After you learn about the basics of CBM through this module, you will then be prepared to go into more depth in the content areas and you can learn about CBM in reading, math, and/or written expression. The last two modules cover other ways to use CBM data and how to use CBM to determine response to intervention.
This module consists of the power point presentation and a manual.

3. You Will Learn: Progress Monitoring vs Traditional Assessment
Curriculum Based Assessment (CBA) vs Curriculum Based Measurement (CBM)
Basics of CBM
In this presentation, you will learn what progress monitoring is and how it differs from traditional assessments. You will then learn the difference between CBA and CBM. Finally an overview of the basics of CBM will be covered.

4. Note About This Presentation
Although we use progress monitoring measures in this presentation to illustrate methods, we are not recommending or endorsing any specific product.

5. Progress Monitoring
Progress Monitoring (PM) is conducted frequently and is designed to:
Estimate rates of student improvement
Identify students who are not demonstrating adequate progress
Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to
estimate rates of improvement,
Identify students who are not demonstrating adequate progress and therefore require additional or alternative forms of instruction and/or
compare the efficacy of different forms of instruction and thereby design more effective, individualized instructional programs for problem learners.

6. What Is the Difference Between Traditional Assessments and PM?
Lengthy tests
Not administered on a regular basis
Teachers do not receive immediate feedback
Student scores are based on national scores and averages and a teacher’s classroom may differ tremendously from the national student sample
Traditional assessments used in schools are generally lengthy tests that are not administered on a regular basis. Many times, traditional assessments are administered to students once per year, and teachers do not receive their students’ scores until weeks or months later, sometimes after the school year is complete. Because teachers do not receive immediate feedback, they cannot use these assessments to adapt their teaching methods or instructional programs in response to the needs of their students.

7. What Is the Difference Between Traditional Assessments and PM?
Curriculum-Based Measurement (CBM) is one type of PM
CBM provides an easy and quick method to gather student progress
Teachers can analyze student scores and adjust student goals and instructional programs
Student data can be compared to teacher’s classroom or school district data
One type of progress monitoring, CBM, is an alternative to commercially prepared traditional assessments that are administered at one point in time. CBM provides teachers with an easy and quick method of obtaining empirical information on the progress of their students. With frequently obtained student data, teachers can analyze student scores to adjust student goals and revise their instructional programs. That way, instruction can be tailored to best fit the needs of each student.
One problem with traditional assessments is that student scores are based on national scores and averages. In fact, the students in a teacher’s classroom may differ tremendously from a national sample of students. CBM allows teachers to compare an individual student’s data to data on other students in their classroom. Schools or school districts may also collect normative data on the students within their own school or district to provide teachers with a local normative framework for interpreting scores.

8. Curriculum-Based Assessment
Measurement materials aligned with school curriculum
Measurement is frequent
Assessment information is used to formulate instructional decisions
CBM is one type of curriculum-based assessment
Curriculum-based assessment is a broader term than CBM. As defined by Tucker (1987), CBM meets the three curriculum-based assessment requirements:
measurement materials are aligned with the school’s curriculum;
measurement is frequent; and
assessment information is used to formulate instructional decisions.
CBM is just one type of curriculum-based assessment.
Resource:
Tucker, J. (1987). Curriculum-based assessment is not a fad. The Collaborative Educator, 1, 4, 10.

9. Most progress monitoring is mastery measurement.
Student progress monitoring
is not mastery measurement.

10. Mastery Measurement
Describes mastery of a series of short-term instructional objectives
To implement Mastery Measurement, the teacher
Determines a sensible instructional sequence for the school year
Designs criterion-referenced testing procedures to match each step in that instructional sequence
To implement Mastery Measurement, the teacher
Determines a sensible instructional sequence for the school year
Designs criterion-referenced testing procedures to match each step in that instructional sequence

11. Fourth Grade Math Computation Curriculum
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
Divide 2-digit numbers by a 1-digit number
Divide 3-digit numbers by a 1-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
Here is an example of a typical fourth grade math computation curriculum. There are 10 objectives the teacher plans to accomplish for the year. The first objective is Multidigit addition with regrouping.

12. Multidigit Addition Mastery Test
While teaching multidigit addition with regrouping, the teacher may give assessments that look something like this. There are 10 problems all dealing with multidigit addition with regrouping.

13. Multidigit Addition Mastery Test10 8 6 4 2
WEEKS
Number of problems correct in 5 minutes
Multidigit Addition
Multidigit Subtraction 12 14
As the teacher gives this assessment, he or she could graph the students results. In the first week of teaching the objective, the student did not get many answers correct. But as the weeks go by, the student gets better until they have had three consecutive weeks of getting 80% or more of the problems correct.
Once this happens, then the teacher moves on to the next objective.

14. Fourth Grade Math Computation Curriculum
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
Divide 2-digit numbers by a 1-digit number
Divide 3-digit numbers by a 1-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
The next objective in the curriculum is multidigit subtraction with regrouping.

15. Multidigit Subtraction Mastery Test
Again, as the teacher is teaching this objective, he or she may give assessments that look like this. There are 10 problems all dealing with multidigit subtraction with regrouping.

16. Multidigit Subtraction Mastery Test10 8 6 4 2
WEEKS
Multidigit Addition
Multidigit Subtraction 12 14
Multiplication
Facts
Number of problems correct in 5 minutes
Again, the students progress is charted.
A problem with this chart is that we cannot tell if the student is learning the objectives at a pace fast enough that will allow him or her to learn all the curriculum’s objectives in the span of the school year.

17. Problems Associated With Mastery Measurement:
Hierarchy of skills is logical, not empirical
Assessment does not reflect maintenance or generalization
Number of objectives mastered does not relate well to performance on criterion measures
Measurement methods are designed by teachers, with unknown reliability and validity
Additional problems association with mastery measurement include:
Hierarchy of skills is logical, not empirical – meaning that while it may seem logical to teach addition first and then subtraction, there is no evidence-based research that says you have to do it that way.
Assessment does not reflect maintenance or generalization. You don’t know if after teaching subtraction with regrouping if the student remembers how to do addition with regrouping.
Number of objectives mastered does not relate well to performance on criterion measures – meaning how a student does on these assessments does not indicate how he or she will do on standardized tests.
Measurement methods are designed by teachers, with unknown reliability and validity.

18. CBM incorporates automatic tests of retention and generalization
Curriculum-Based Measurement (CBM) Was Designed to Address These Problems
CBM makes no assumptions about instructional hierarchy for determining measurement
CBM incorporates automatic tests of retention and generalization
CBM makes no assumptions about instructional hierarchy for determining measurement. In other words, CBM fits with any instructional approach. Also, CBM incorporates automatic tests of retention and generalization. Therefore the teacher is constantly able to assess whether the student is retaining what was taught earlier in the year.

19. CBM as a Type of Curriculum-Based Assessment
CBM is distinctive:
Each CBM test if of equivalent difficulty
Samples the year-long curriculum
CBM is highly prescriptive and standardized
Reliable and valid scores
CBM is a distinctive form of curriculum-based assessment because of two additional properties. First, each CBM test is an alternate form of equivalent difficulty. Each test samples the year-long curriculum in exactly the same way using prescriptive methods for constructing the tests. In fact, CBM is usually conducted with “generic” tests, designed to mirror popular curricula. By contrast, other forms of curriculum-based assessment (CBA) require teachers to design their own assessment procedures. The creation of those CBA tests can be time-consuming for teachers because the measurement procedures (a) change each time a student masters an objective and (b) can differ across pupils in the same classroom.
The second distinctive feature of CBM is that it is highly prescriptive and standardized. This guarantees reliable and valid scores. CBM provides teachers with a standardized set of materials that have been researched to produce meaningful and accurate information. By contrast, the adequacy of teacher-developed CBA tests and commercial CBA tests is largely unknown. It is uncertain whether scores on those CBA tests represent performance on meaningful, important skills and whether the student would achieve a similar score if the test were re-administered.

20. The Basics of CBM
CBM monitors student progress throughout the school year
Students are given probes at regular intervals
Weekly, bi-weekly, monthly
Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals
CBM is used to monitor student progress across the entire school year. Students are given standardized probes at regular intervals (weekly, bi-weekly, monthly) to produce accurate and meaningful results that teachers can use to quantify short- and long-term student gains toward end-of-year goals. With CBM, teachers establish long-term (i.e., end-of-year) goals indicating the level of proficiency students will demonstrate on by the end of the school year.

21. The Basics of CBM CBM tests are brief and easy to administer
All tests are different, but assess the same skills and the same difficulty level
CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student
CBM tests (also called “probes”) are relatively brief and easy to administer. The probes are administered the same way every time. Each probe is a different test, but the probes assess the same skills at the same difficulty level. The reading probes have been prepared by researchers or test developers to represent curriculum passages and to be of equivalent difficulty from passage to passage within each grade level.
Reading probes are scored for reading accuracy and speed, and student scores are graphed for teachers to consider when making decisions about the instructional programs and teaching methods for each student in the class. CBM provides a doable and technically strong approach for quantifying student progress. Using CBM, teachers determine quickly whether an educational intervention is helping a student.

22. MATHEMATICS CBM
Now that we have explored a traditional approach to assessment, let’s look at how CBM is different.

23. Fourth Grade Math Computation Curriculum
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
Divide 2-digit numbers by a 1-digit number
Divide 3-digit numbers by a 1-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
Again, we start with the example of a typical fourth grade math computation curriculum. There are 10 objectives the teacher plans to accomplish for the year.

24. Random placement of problem types on page
Random numerals within problems (considering specifications of problem types)
Random placement of problem types on page
In CBM, rather than only assessing for the first objective that is being taught, all objectives in the curriculum are assessed. Different types of problems are placed randomly throughout the page.

25. Random placement of problem types on page
Random numerals within problems (considering specifications of problem types)
Random placement of problem types on page
Other forms of the assessment have the same types and difficulty of problems, but are placed in different spots on the page and using different numbers.

26. 10 20 30 40 50 60 70
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Donald Ross
Computation 4 D I G T S 38 A1 S1 M1 M2 M3 D1 D2 D3 F1 F2
Donald’s Graph and Skills Profile by Problem Type (darker boxes show greater level of mastery of problem type)
When giving CBM assessments, the students results are graphed on a chart.
As we graph student’s math scores we can use their graph and skills profile to assist the teacher in making instructional decisions.

27. Curriculum-Based Measurement Bridging Traditional and Classroom-Based Assessment Methods
Every assessment samples the same, relatively broad range of skills and is of equivalent difficulty
Methods for sampling curriculum and for administering/scoring assessments are prescriptive
Those methods are based on reliability, validity, and treatment utility studies
The CBM score can be viewed as a performance indicator, representing global competence in the target domain

28. Relies on repeated performance sampling
Curriculum-Based Measurement Bridging Traditional and Classroom-Based Assessment Methods
Classroom-Based
Relies on repeated performance sampling
Displays time-series data in graphic form
Incorporates qualitative descriptions of student performance

29. By Bridging Assessment Traditions, CBM
Yields Information About
Academic standing as well as growth
Global competence as well as skill-by-skill Mastery
Can Answer Questions About
Interindividual difference
Intraindividual improvement
How to strengthen programs

30. 2nd Grade Reading CBM
Now lets look at a quick overview of CBM in Reading for 2nd grade.

31. Grade 2 Reading Curriculum
Phonics
cvc patterns
cvce patterns
cvvc patterns . . .
Sight Vocabulary
Comprehension
Identification of who/what/when/where
Identification of main idea
Sequence of events
Fluency
Here is an example of the 2nd grade reading curriculum.

32. Grade 2 Reading CBM
Each week, every student reads aloud from a second-grade passage for 1 minute
Each week’s passage is the same difficulty
As student reads, teacher marks errors
Count number of words read correctly
Graph scores
When implementing CBM, each week, every student reads aloud from a second-grade passage for 1 minute.
Each week’s passage is the same difficulty.
As the student reads, the teacher marks errors.
At the end of one minute, the teacher counts the number of words that the student read correctly.
The student’s score is the graphed.

33. CBM Not interested in making kids read faster
Interested in kids becoming better readers
The CBM score is an overall indicator of reading competence
Students who score high on CBM
Are better decoders
Are better at sight vocabulary
Are better comprehenders
Correlates highly with other global measures of reading (e.g. high stakes testing; commercially available tests; teacher made tests)

34. CBM Passage for Correct Words per Minute
Mom was going to have a baby. Another one! That is all we need thought Samantha who was ten years old. Samantha had two little brothers. They were brats. Now Mom was going to have another one. Samantha wanted to cry.
“I will need your help,” said Mom. “I hope you will keep an eye on the boys while I am gone. You are my big girl!”
Samantha told Mom she would help. She did not want to, thought. The boys were too messy. They left toys everywhere. They were too loud, too. Samantha did not want another baby brother. Two were enough.
Dad took Samantha and her brothers to the hospital. They went to Mom’s room. Mom did not feel good. She had not had the baby. The doctors said it would be later that night. “I want to wait here with you,” said Samantha. “Thank you Samantha. But you need to go home. You will get too sleepy. Go home with Grandma. I will see you in the morning,” said Mom.
That night Samantha was sad. She knew that when the new baby came home that Mom would not have time for her. Mom would spend all of her time with the new baby.
The next day Grandma woke her up. “Your mom had the baby last night,” Grandma said. “We need to go to the hospital. Get ready. Help the boys get ready, too.”
Samantha slowly got ready. She barely had the heart to get dressed. After she finished, she helped the boys. They sure were a pain! And now another one was coming. Oh brother!
Soon they were at the hospital. They walked into Mom’s room. Mom was lying in the bed. Her tummy was much Smaller. Samantha . . .
This is a sample of a passage reading fluency probe.

35. What We Look for in CBM Students whose scores are going up
Indicates they are becoming better readers
Students whose scores are flat
Indicates they are not profiting from instructional program and require a change in their instructional program

36. Sarah’s Progress on Words Read Correctly20 40 60 80
100
120
140
160
180
Words Read
Correctly
Sarah Smith
Reading 2
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
This student’s scores are going up.

37. Jessica’s Progress on Words Read Correctly
This student’s scores have stayed flat.

38. Unified CBM Kindergarten: Letter-sound fluency
First Semester Grade 1: Word-identification fluency
Second Semester Grades 1-3: Passage reading fluency
Grades 4-6: Maze fluency
To accommodate skills taught throughout the grades, there are different CBM probes at different grade levels.
Kindergarten is assessed using Letter-sound fluency.
First Semester of Grade 1 is assessed using Word-identification fluency.
Second Semester of Grades 1-3 is assessed using Passage reading fluency.
And Grades 4-6 are assessed using Maze fluency.
Each of these CBM probes are discussed in detail in the module Introduction to Using CBM for Progress Monitoring in Reading.

39. In Sum, CBM Is Used to:
Identify at-risk students who may need additional services
Help general educators plan more effective instruction
Help special educators design more effective instructional programs for students who do not respond to general education

40. In Sum, CBM Is Used to:
Document student progress for accountability purposes, including IEPs
Communicate with parents or other professionals about student progress

41. CBM Research CBM research has been conducted over the past 30 years
Research has demonstrated that when teachers use CBM for instructional decision making:
Students learn more
Teacher decision making improves
Students are more aware of their performance
Research has demonstrated that when teachers use CBM to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be reliable and valid (e.g., Deno, 1985; Germann & Tindal, 1985; Marston, 1988; Shinn, 1989).
A more in-depth bibliography of CBM research is available in the CBM manual.
Resources:
Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52,
Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (1984). Effects of frequent curriculum-based measurement of evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21,
Germann G., & Tindal, G. (1985). An application on curriculum-based assessment: The use of direct and repeated measurement. Exceptional Children, 52,
Marston, D. (1988). The effectiveness of special education: A time-series analysis of reading performance in regular and special education settings. The Journal of Special Education, 21,
Shinn, M.R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.

42. Steps to Conducting CBM
Step 1: How to Place Students in a CBM Task for Progress Monitoring
Step 2: How to Identify the Level for Material for Monitoring Progress
Step 3: How to Administer and Score CBM
Step 4: How to Graph Scores
The following are the seven steps needed to conduct CBM. These steps will be covered in detail in each of the 3 content modules; Reading, Math and Written Expression.
Step 1 discusses how to place students in a CBM task for progress monitoring
Step 2 discusses how to identify the level for material for monitoring progress
Step 3 discusses how to administer and score CBM
Step 4 discusses how to graph scores

43. Steps to Conducting CBM
Step 5: How to Set Ambitious Goals
Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals
Step 7: How to Use the CBM Database Qualitatively to Describe Students’ Strengths and Weaknesses
Step 5 discusses how to set ambitious goals
Step 6 discusses how to apply decision rules to graphed scores to know when to revise programs and increase goals
Step 7 discusses how to use the CBM database qualitatively to describe students’ strengths and weaknesses

44. Module Series
This module is intended to be used in conjunction with a series of modules.
Introduction to CBM
CBM in the Content Areas
Reading
Math
Written Expression
Other Ways to Use CBM Data
Using CBM to Determine RTI
This concludes the Introduction to Using CBM for Progress Monitoring. To learn how to implement the seven steps of Curriculum Based Measurement, locate the content area module you are interested in learning about at

45. Response to Intervention
National Center on
Response to Intervention
This document was originally developed by the National Center on Student Progress Monitoring under Cooperative Agreement (#H326W0003) and updated by the National Center on Response to Intervention under Cooperative Agreement (#H326E07004) between the American Institutes for Research and the U.S. Department of Education, Office of Special Education Programs. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This publication is copyright free. Readers are encouraged to copy and share it, but please credit the National Center on Response to Intervention.