2. OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
Mark R. Shinn, Ph.D.
Michelle M. Shinn, Ph.D.
Lisa A. Langell, M.A., S.Psy.S.

3. AIMSweb in a Picture and a Sentence
AIMSweb is a 3-tier Progress Monitoring System based on direct, frequent and continuous student assessment which is reported to students, parents, teachers and administrators via a web based data management and reporting system for the purpose of determining response to instruction.

4. CBM is a GOM Used for Scientific Reasons Based on Evidence
Reliable and valid indicator of student achievement
Simple, efficient, and of short duration to facilitate frequent administration by teachers
Provides assessment information that helps teachers plan better instruction
Sensitive to the improvement of students’ achievement over time
Easily understood by teachers and parents
Improves achievement when used to monitor progress

5. Things to Always Remember About CBM
Designed to serve as “indicators” of general reading achievement: CBM probes don’t measure everything, but measure the important things.
Standardized tests to be given, scored, and interpreted in a standard way
Researched with respect to psychometric properties to ensure accurate measures of learning

6. Skill Areas Currently Assessable via AIMSweb:
Early Literacy [K-1 benchmark, Progress Monitor (PM) any age]
Letter Naming Fluency
Letter sound fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Early Numeracy (K-1 benchmark, PM any age)
Oral Counting
Number identification
Quantity discrimination
Missing number
Oral Reading (K-8, PM any age)
MAZE (Reading comprehension); (1-8, PM any age)
Math Computation (1-6, PM any age)
Math Facts (PM any age)
Spelling (1-8, PM any age)
Written Expression (1-8, PM any age)
Early Literacy and Oral Reading—Spanish (K-8)

7. Big Ideas of Benchmark (Tier 1) Assessment
Benchmarking allows us to add systematic Formative Evaluation to current practice.
For Teachers (and Students)
Early Identification of At Risk Students
Instructional Planning
Progress Monitoring
For Parents
Opportunities for Communication/Involvement
Accountability
For Administrators
Resource Allocation/Planning and Support

8. Benchmark (Tier 1): 3x per year
Strategic Monitoring (Tier 2): 1x per month for select students at risk for educational difficulties (Optional)
Progress Monitor (Tier 3): Intensive assessment with adjustable frequency that matches need

9. Managing Data after Assessment is Easy:
After completing assessment, quickly type data in system.
AIMSweb instantly generates multiple reports for analysis and various decision-making purposes. A few of the many reports available appear here:
SAMPLES

10. Three times per year for all students.
Tier 1: Benchmark
Three times per year for all students.
Fall: September Winter: January Spring: May

11. For Teachers: Classroom Report

12. Box & Whiskers Graphs (box plots): A Brief Explanation
AIMSweb commonly uses box plots to report data.
This chart will help familiarize yourself with box plots:
Consider bell-curve. Box plots are somewhat similar in shape and representation.
outlier
90th percentile
Above Average Range
75th percentile
Median (50th percentile)
25th percentile
Average range of population included in sample.
Below Average Range
10th percentile

13. Report Beginning of Year Status

14. Individual Report: Student

15. Know When Things are Working

16. Have Data to Know When Things Need Changing

17. Data to Know that Changes Made a Difference

18. Identifying At Risk Students

19. Tier 2: Strategic Monitor
(Monthly)
Provides option to increase assessment frequency for select students who have been identified as at-risk in the Benchmark process – or for all students if
desired.

20. At-a-Glance Views of Student Ranking & Growth

21. Follow student progress over time.

22. Compare Sub-group Trends:

23. Compare a School to a Composite

24. Compare Yearly Improvement Progress by 50th Percentiles

25. Compare Average Student Performance by Benchmark & Across Years

26. View Growth Trends by Grade and Benchmark Period;
View by Comparison Group & Across Years

27. Compare Average Performance by Sub-Group
Compare by:
Service Code
Ethnicity
ELL/ESL
Meal Status
Various targets

28. School Reporters may also view data by Grade Level:

29. School Reporters May View By Grade Level Data: Options Shown Below

30. View Data by Scores and Percentile Rank per Grade Level within a school or by specific Classroom

31. Convert Tables to Chart formats

33. View by:

36. National Normative Data

37. National Normative Data

38. Small Sampling of District-Level Reports

39. Customer-Level Reports (Multi-District)

41. Compare Your School to Various Composite Groups, By Grade:

42. Progress Monitoring
Strategies for Writing Individual Goals in General Curriculum and More Frequent Formative Evaluation
Mark Shinn, Ph.D. Lisa A. Langell, M.A., S.Psy.S.

43. Big Ideas About Frequent Formative Evaluation Using General Outcome Measures and the Progress Monitoring Program
One of the most powerful interventions that schools can
use is systematic and frequent formative evaluation.
Benchmark Assessment is not enough for some students because they may be in ineffective programs too long. (3 mos +)
The solution is to write individualized goals and determine a feasible progress monitoring schedule.
The core of frequent progress monitoring is:
Survey-Level Assessment
Goal setting using logical educational practices
Analysis of student need and resources for determining progress monitoring frequency.

44. With Very Low Performers, Not Satisfactory to Wait This Long!

45. Formative Evaluation of Vital Signs Requires Quality Tools
Technical adequacy (reliability and validity);
Capacity to model growth (able to represent student achievement growth within and across academic years);
Treatment sensitivity (scores should change when students are learning);
Independence from specific instructional techniques (instructionally eclectic so the system can be used with any type of instruction or curriculum);
Capacity to inform teaching (should provide information to help teachers improve instruction);
Feasibility (must be doable).

46. Thinking About A Student’s Data
Sample Student:
Melissa Smart
3rd grade student
Progress Monitor

47. 8
Melissa Smart
110 92 77 50 34

48. Formative Evaluation—Is simply data enough?

49. Formative Evaluation: Is data and a goal enough?

50. Formative Evaluation: Are data, goals & trends enough?

51. Formative Evaluation is Impossible without all data: Goals Make Progress Decisions Easier

52. Need Shift to Few But Important Goals
Often Ineffective Goal Smorgasboard!
Student will perform spelling skills at a high 3rd grade level.
Student will alphabetize words by the second letter with 80% accuracy.
Student will read words from the Dolch Word List with 80% accuracy.
Student will master basic multiplication facts with 80% accuracy.
Student will increase reading skills by progressing through Scribner with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2006.
To increase reading ability by 6 months to 1 year as measured by the Woodcock Johnson.
Student will make one year's growth in reading by October 2006 as measured by the Brigance.
Student will be a better reader.
Student will read aloud with 80% accuracy and 80% comprehension.
Student will make one year's gain in general reading from K-3.
Students will read 1 story per week.

53. Reduce the Number of Goals to a Few Critical Indicators
Reading In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.
Spelling In (#) weeks (Student name) will write (#) Correct Letter Sequences and (#) Correct Words in 2 minutes from randomly selected Grade (#) spelling lists.
Math Computation In (#) weeks (Student name) will write (#) Correct Digits in 2 minutes from randomly selected Grade (#) math problems.
Written Expression In (#) weeks (Student name) will write (#) Total Words and (#) Correct Writing Sequences when presented with randomly selected Grade (#) story starters.

54. Conducting a Survey Level Assessment
Students are tested in successive levels of general curriculum, beginning with their current expected grade placement, until a level at which they are successful is determined.

55. John 5th grader: 5th grade passage
26/12
John 3rd grade passage 62/4
John 4th grade passage 49/7
Conducting a Survey Level Assessment

56. Base Goal Setting on Logical Educational Practices
Example of PLEP statement:
John currently reads about 26 words correctly from Grade 5 Standard Reading Assessment Passages. He reads Grade 3 reading passages successfully; 62 correct words per minute with 4 errors, which is how well beginning 3rd grade students read this material.

57. Response To Intervention Software (RTI)

58. The End