2. Local AIMSweb ® Manager (LAM) Online Training MODULE 2: OVERVIEW OF CURRICULUM-BASED MEASUREMENT (CBM) AS A GENERAL OUTCOME MEASURE (GOM) Understanding the Purpose of CBM: Used to assist educators about the purpose of CBM Facilitates understanding of basic assessment and reporting processes within AIMSweb Prerequisite to future training and staff development for CBM

3. Let’s Begin: –The handout copy should be printed in advance so that you may take notes about this presentation for later reference. –You will be training others in your organization using this material. Again, take meaningful notes that will prepare you for this task. –This material is copyrighted and is the property of Edformation, Inc., the creators of AIMSweb.

5. OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D.

6. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery assessment. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include: End of chapter tests High-stakes tests (e.g., State assessments) GRE, ACT, SAT, GMAT, etc. tests Driver’s license test Final Exams. Formative Evaluation: Process of assessing student achievement during instruction to determine whether an instructional program is effective for individual students. Informs: When students are progressing, continue using your instructional programs. When tests show that students are not progressing, you can change your instructional programs in meaningful ways.

7. Big ideas of Benchmark Assessment It’s about using General Outcome Measures (GOMs) for formative assessment/evaluation to: ANDInform teaching AND ensure accountability. It’s different from, but related to, summative high-stakes testing/evaluation, which: Doesn’t inform teaching. Mostly used for accountability/motivation.

8. Today’s High Stakes Evaluation World High Stakes Tests are USUALLY appropriate for only for summative evaluation. NOT useful for decisions teachers need to make every day (formative): For whom do I need to individualize instruction or find more intensive instructional programs? How do I organize my classrooms for instructional grouping? How do I know that my teaching is “working” for each student so that I can make changes in instruction when necessary? NOT very useful to administrators who must make decisions about allocating instructional resources, especially in a preventative or responsive model.

9. High Stakes Evaluation World (continued) Reliability/Validity issues on High-stakes tests:Reliability/Validity issues on High-stakes tests: Guessing factor (bubble-in, skipping items, etc.)Guessing factor (bubble-in, skipping items, etc.) Cheating—at various levelsCheating—at various levels Culture-sensitivity concernsCulture-sensitivity concerns Test may not match what is taughtTest may not match what is taught FatigueFatigue Enabling behaviors may not be present for test that is requiredEnabling behaviors may not be present for test that is required Text anxietyText anxiety Political pressures on student performancePolitical pressures on student performance Testing often takes place after year(s) of instruction with long time frames between (annual). Information about success and failure rates provided too late to make changes. Primary use of high stakes tests then may be to “assign the blame” to students, their parents, teachers, or schools.

10. High Stakes Evaluation World (continued) High Stakes = High cost in terms of: Loss of instructional time. Time for test taking. Paying for the tests. In summary, typical High Stakes Testing is: Too little! Too late! At too high a cost!

11. An Example: Weight High standard: All children will have a healthy weight by the end of third grade. High Stakes Assessment: Based on assessing body density. Weighing each student. Immersing each student in a large tub filled with water, and measuring the amount of water displaced. Divide weight by displacement and get density, a very accurate picture of physical status.

12. Weight (continued) After 8-9 YEARS of growth, we would: 1.Place 1.Place students who are “unhealthy” in remedial programs. 2.Create 2.Create new health programs. 3.Blame 3.Blame the effectiveness of old health programs. 4.Blame 4.Blame the students (or their families) for over - or under - eating.

13. Formative Evaluation: Same Standard - Different Assessment High Standard: All children will have a healthy weight by the end of third grade. Benchmark Assessment: Monitor weight directly, frequently, and continuously. From birth, measure weight frequently and continuously with a simple, albeit less precise, general outcome measure, weight in pounds, using a scale.

14. At ANY Point in Development The child could be weighed and a decision made about healthy weight. This process is: Efficient. Sufficiently accurate. Sufficiently accurate. Proactive. Proactive. Cost effective Cost effective We would know their health status before they reached the high stakes point!

15. 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.

16. Common Characteristics of GOMs The same kind of evaluation technology as other professions Powerful Powerful measures that are: Simple Simple Accurate Accurate Efficient decisions Efficient indicators of performance that guide and inform a variety of decisions Generalizable thermometer that allows for reliable, valid, cross comparisons of data Generalizable thermometer that allows for reliable, valid, cross comparisons of data

17. General Outcome Measures (GOMs) from Other Fields Medicine measures height, weight, temperature, and/or blood pressure. Federal Reserve Board measures the Consumer Price Index. Wall Street measures the Dow-Jones Industrial Average. Companies report earnings per share. McDonald’s measures how many hamburgers they sell.

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

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

20. Items to Remember (continued) Are sensitive to improvement in brief intervals of time Also tell us how students earned their scores (qualitative information) Designed to be as short as possible to ensure its “do ability” Are linked to decision making for promoting positive achievement and Problem-Solving

21. What is CBM? CBM is a form of Curriculum-Based Assessment (CBA). Curriculum-Based Measurement (CBM) is the method of monitoring student progress through direct, continuous assessment of basic skills. CBM is used to assess skills such as reading fluency, comprehension, spelling, mathematics, and written expression. Early literacy skills (phonics and phonological awareness) are similar measures and are downward extensions of CBM. CBM probes last from 1 to 4 minutes depending on the skill being measured and student performance is scored for speed and accuracy to determine proficiency. Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data. The results are charted and provide for timely evaluation based on hard data.

22. Origins of CBM as General Outcome Measures Curriculum-Based Measurement Curriculum-Based Measurement (CBM) was developed more than 20 years ago by Stanley Deno at the University of Minnesota through a federal contract to develop a reliable and valid measurement system for evaluating basic skills growth. 25 years of school-based research CBM is supported by more than 25 years of school-based research by the US Department of Education. Starting in the area of reading, researchers have expanded to investigate additional academic areas over the years. With significant additional research, AIMSweb now offers CBM assessments in 7 areas and 2 languages, with new areas currently being tested and developed. 100’s of articles, book chapters, and books in the professional literature Supporting documentation can be found in 100’s of articles, book chapters, and books in the professional literature describing the use of CBM to make a variety of important educational decisions.

23. 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)

24. Advantages of CBM Direct measure of student performance. Correlates strongly with “best practices” for instruction and assessment, and research-supported methods for assessment and intervention. Focus is on repeated measures of performance. (This cannot be done with most norm-referenced and standardized tests due to practice effect or limited forms.)

25. Advantages of Using CBM Quick to administer, simple, easy, and cost-efficient. Performance is graphed an analyzed over time Sensitive to even small improvements in performance This is KEY—as most standardized/norm-referenced tests do NOT show small, incremental gains. CBM allows teachers to do what they do better! Capable of having many forms—whereas most standardized tests only have a maximum of two forms. Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.

26. 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 Early Identification of At Risk Students Instructional Planning Instructional Planning Progress Monitoring Progress Monitoring For Parents Opportunities for Communication/Involvement Opportunities for Communication/Involvement Accountability Accountability For Administrators Resource Allocation/Planning and Support Resource Allocation/Planning and Support Accountability Accountability

27. Benchmark Testing: Useful for Communicating with Parents Designed for collaboration and communication with parents. Student achievement is enhanced by the teacher-parent communication about achievement growth on a continuous basis. A Parent Report is produced for each Benchmark Testing.

28. 2006 2007 School Calendar Year (2006-2007): Benchmarking (Tier 1) 2-weeks during: September 1 to October 15 January 1 to February 1 May 1 to June 1

29. Benchmark (Tier 1) for Oral Reading (R-CBM) Set of 3 probes (passages) at grade-level* (~1 through 8). Administer the same set, three times per year, to all students. Requires 3 minutes per student, 3 times per year. 2 3 1

30. How the AIMSweb System Works for Benchmark (Tier 1): Oral Reading (R-CBM) as an Example Research suggests there is no significant practice effect by repeating the set of three passages for benchmark assessment periods. Using same passage sets for each benchmark increases confidence in data obtained, reduces extraneous variables. Edformation Standard Reading Assessment Passages. Students read aloud for 1 minute from each of the three Edformation Standard Reading Assessment Passages. Passages contain Passages contain meaningful, connected text. Number of words read correctly (wrc) and number of errors are counted per passage read. Scores reported as Scores reported as WRC/errors

31. Benefits of Using Edformation’s Standard Reading Assessment Passages Passages are written to represent general curriculum or to be “curriculum independent” For additional data on R-CBM passages, review: Allow decision making about reading growth, regardless of between-school, between-school-district, between-teacher differences in reading curriculum Are graded to be of equal difficulty Have numerous alternate forms for testing over time without practice effects Standard Reading Assessment Passages for Use in General Outcome Measurement: A manual describing development and technical features. Kathryn B. Howe, Ph.D. & Michelle M. Shinn, Ph.D.

32. Sample R-CBM Assessment Passage — Student Copy Standard Reading Assessment Passage Student Copy: No numbers Between 250-300 words (exception: 1st grade) An informative first sentence Same font style and size Text without pictures

33. Sample R-CBM Assessment Passage — Examiner Copy Standard Reading Assessment Passage Examiner Copy: Pre-numbered so they can be scored quickly and immediately.

34. Data: Get the MEDIAN score for student’s 3 passages: 67 / 2 85 / 8 74 / 9 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. Why use Median vs. Average? Averages are susceptible to outliers when dealing with small number sets. Median Score is a statistically more reliable number than average for R-CBM.

35. 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. The Data: Get the MEDIAN score for 3 passages: 67 / 2 85 / 8 74 / 9 1. Throw out the HIGH and LOW scores for Words Read Correct

36. 1 min. 1 min. 1 min. 1 min. 1 min. 1 min. 2. Throw out the HIGH and LOW scores for the Errors. Remaining scores = MEDIAN. Remaining scores = MEDIAN. 3. Report this score in your AIMSweb account. The Data: Get the MEDIAN score for 3 passages: 67 / 2 85 / 8 74 / 9 =74/8

37. Managing Data after Assessment: Take median score for each student and report in AIMSweb System. AIMSweb instantly generates multiple reports for analysis and various decision-making purposes. A few of the many reports available appear here: SAMPLESSAMPLESSAMPLESSAMPLES =74/8

38. For Teachers: Classroom Report

39. 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. 75 th percentile Median (50 th percentile) 25 th percentile 90 th percentile 10 th percentile outlier Average range of population included in sample. Below Average Range Above Average Range

40. Report Beginning of Year Status

41. Individual Report: Student

42. Know When Things are Working

43. Have Data to Know When Things Need Changing

44. Data to Know that Changes Made a Difference

45. Data to Know that Things Went Well

46. Identifying At Risk Students

47. For Teachers: Classroom Report

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

49. Follow student progress over time.

50. Compare Sub-group Trends:

51. Compare a School to a Composite

52. Many Reporting Options Available

53. Finally… Benchmark Testing, using simple general, RESEARCHED outcome measures, provides an ONGOING data base to teachers, administrators, and parents for making decisions about the growth and development of basic skills. Professionally managed by staff in a process that communicates that WE are in charge of student learning.

54. The End