1 Curriculum Based Measures Improving Student Outcomes through Progress Monitoring

2 Questions to Answer What is student progress monitoring? What is student progress monitoring? How can CBM assist in selecting appropriate accommodations and modifications for classroom and testing purposes? How can CBM assist in selecting appropriate accommodations and modifications for classroom and testing purposes? How does CBM help in the development of IEPs? How does CBM help in the development of IEPs? Where can I learn more information about student progress monitoring? Where can I learn more information about student progress monitoring?

3 What exactly is student progress monitoring?

4 Progress Monitoring Conducted frequently – at least monthly Conducted frequently – at least monthly Designed to: Designed to: –Estimate rates of improvement –Identify students who are not demonstrating adequate progress –Compare the effectiveness of different forms of instruction Thereby design more effective, individualized instructional programs for struggling learners Thereby design more effective, individualized instructional programs for struggling learners

5 What is the Difference Between Norm-referenced assessments (EOGs) and PM? Norm-referenced tests: Norm-referenced tests: –Lengthy tests –Not administered on a regular basis –Teachers do not receive immediate feedback –Student scores are based on national scores and averages –Lack of overlap w/ NCSCOS –Less sensitive to short-term academic gain

6 What is the Difference Between Norm-referenced assessments (EOGs) and PM? Curriculum-Based Measurement (CBM) has the strongest evidence base. Curriculum-Based Measurement (CBM) has the strongest evidence base. –Provides an easy and quick method to gathering 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 –Sensitive to short-term gain in academic skills –Good overlap with curriculum –Can be administered often

7 Curriculum-Based Measurement CBM is distinctive: CBM is distinctive: –Each CBM test is of equivalent difficulty Samples the year-long curriculum Samples the year-long curriculum –CBM is highly prescriptive and standardized Reliable and valid scores Reliable and valid scores

8 The Basics of CBM CBM monitors student progress throughout the school year CBM monitors student progress throughout the school year Students are given probes at regular intervals Students are given probes at regular intervals –Weekly, bi-weekly, monthly –Recommended that SWD are given twice weekly probes Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

9 The Basics of CBM CBM tests are brief and easy to administer CBM tests are brief and easy to administer All tests are different, but assess the same skills and the same difficulty level 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 scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student Only through careful observation and data gathering can teachers know if a child’s educational program is really effective Only through careful observation and data gathering can teachers know if a child’s educational program is really effective Strength of CBM lies in its ability to predict in a short time whether an intervention is working or needs to be altered Strength of CBM lies in its ability to predict in a short time whether an intervention is working or needs to be altered

10 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 Hypothetical Fourth-Grade Math Computation Curriculum

11 Random numerals within problems Random placement of problem types on page

12 Random numerals within problems Random placement of problem types on page

13 Donald’s Progress in Digits Correct Across the School Year

14 A “Correct Digit” Is the Right Numeral in the Right Place correct digits 3 correct digits 2 correct digits

15 What We Look For in CBM INCREASING SCORES: INCREASING SCORES: – Student is mastering the 4 th grade curriculum. FLAT SCORES: FLAT SCORES: – Student is not profiting from instruction and requires a change in the instructional program.

16 Sarah’s Progress on Digits Correct Across School Year DIGITS Sarah SmithComputation 4 SepOctNovDecJanFebMarAprMay

17 Jessica’s Progress on Digits Correct Across School Year DIGITS Jessica JonesComputation 4 SepOctNovDecJanFebMarAprMay

18 Spelling Teacher reads aloud words (12-17) that students are to spell correctly within a given time limit (2 minutes). Teacher reads aloud words (12-17) that students are to spell correctly within a given time limit (2 minutes). Spelling words are scored for correct letter sequences. Spelling words are scored for correct letter sequences. These sequences are pairs of letters in a word placed in a proper sequence These sequences are pairs of letters in a word placed in a proper sequence

19 Spelling _T A L K _ The word ‘talk’ has 4 letters, but it contains 5 letter sequences The word ‘talk’ has 4 letters, but it contains 5 letter sequences The space before the first letter is considered a space holder or “phantom” letter. The space before the first letter is considered a space holder or “phantom” letter. When student places ‘t’ in correct place, the space holder and the first letter makes up the first sequence. When student places ‘t’ in correct place, the space holder and the first letter makes up the first sequence. What are the other letter sequences in this word? What are the other letter sequences in this word?

20 Writing Teacher reads aloud a familiar theme/topic as story starter Teacher reads aloud a familiar theme/topic as story starter Give 30 seconds to allow students to think about writing Give 30 seconds to allow students to think about writing Reread story starter Reread story starter Students write for 3, 5, or 7 minutes depending on grade level Students write for 3, 5, or 7 minutes depending on grade level

21 Writing Scoring options: Scoring options: –Number of words written –Total words spelled correctly –Correct word sequences –Correct minus incorrect word sequences –Can use a combination of above, but must remain consistent throughout school year

22 Behavior When measuring behaviors, break the day into small amounts of time. When measuring behaviors, break the day into small amounts of time. –Measure target behavior in each “block.” –i.e. Every 15 minutes, each class period, etc. Give students the opportunity to rate their own behaviors Give students the opportunity to rate their own behaviors –i.e. Likert Scale on their way out of class

23 CBM Research CBM research has been conducted over the past 30 years CBM research has been conducted over the past 30 years Research has demonstrated that when teachers use CBM for instructional decision making: 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

24 Progress Monitoring Evaluate effectiveness of instruction Evaluate effectiveness of instruction –Individual students –Entire class Identify goals, measure goals, adjust teaching as needed Identify goals, measure goals, adjust teaching as needed Accelerated learning Accelerated learning Targeted instruction Targeted instruction –Faster attainment of state standards

25 Case Study: Joshua Joshua’s trend-lines instructional changes Joshua’s goal-line X

26 How Does CBM Help in the Development of IEPs?

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28 Curriculum-Based Measurement Reliable and Valid assessment system Reliable and Valid assessment system Basic academic skill areas Basic academic skill areas –reading –writing –spelling –mathematics

29 IEPs Present Levels of Academic Achievement and Functional Performance Present Levels of Academic Achievement and Functional Performance Annual Goals Annual Goals Measurable Objectives for Progress Measurable Objectives for Progress

30 Present Levels of Academic Achievement and Functional Performance Average initial CBM scores are translated into present level of performance Average initial CBM scores are translated into present level of performance Current performance can be compared to subsequent performance later in the year Current performance can be compared to subsequent performance later in the year –Test administration is consistent –Scoring procedures consistent –Difficulty level of test consistent

31 Present Levels of Academic Achievement and Functional Performance Reading Reading –Given randomly selected passages at the third-grade level, J. R. currently reads aloud 65 words correct per minute. Mathematics Mathematics –Given 25 problems representing the third-grade level, J. R. currently writes 20 correct digits in 3 minutes.

32 Annual Goals Instructional programming identifies end-of-year goals Instructional programming identifies end-of-year goals CBM probes represent skills to be mastered by the end of the year CBM probes represent skills to be mastered by the end of the year Measurable CBM goal statement can be written that reflects long-term mastery Measurable CBM goal statement can be written that reflects long-term mastery

33 Annual Goal-Line X

34 Measurable Objectives for Progress Annual goal Minus current performance Divided by number of weeks between baseline and goal = Measurable Objectives for Progress

35 Goals and Objectives in Reading Present Level of Performance Present Level of Performance –Given randomly selected passages at the third- grade level, J. R. currently reads aloud 65 words correct per minute. Annual Goal Annual Goal –Given randomly selected passages at the third- grade level, J. R. will read aloud 115 words correct per minute by the end of the year (or in 35 weeks). Measurable Objective for Progress Measurable Objective for Progress –Given randomly selected passages at the third- grade level, J. R. will read aloud 1.4 additional words correct per minute each week [(115 – 65)/35 = 1.43].

36 Goals and Objectives in Math Present Level of Performance Present Level of Performance –Given 25 problems representing the third-grade level, J. R. currently writes 20 correct digits in 3 minutes. Annual Goal Annual Goal –Given 25 problems representing the third-grade level, J. R. will write 40 correct digits in 3 minutes by the end of the year (or in 35 weeks). Measurable Objective for Progress Measurable Objective for Progress –Given 25 problems representing the third-grade level, J. R. will write.6 additional correct digits in 3 minutes each week [(40 – 20)/35 =.57].

37 Using CBM to Monitor and Report Student Progress Using weekly data points, compare trend line against goal line Using weekly data points, compare trend line against goal line –If trend line is steeper than goal line – raise the goal –If trend line is below goal line – modify instruction –If trend line is at goal line, student is making sufficient progress to meet annual goal

38 Progressing greater than the goal – Increase the goal trend-line goal-line X

39 Not making Progress – Change instructional program X X X goal-line trend-line

40 Where can I learn more information about student progress monitoring?

41 National Center on Student Progress Monitoring Website

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43 Which Tool Should I Choose? A Look at Possible Decision Making Scenarios

44 I ’ m interested in monitoring student progress in mathematics in my district for grades 1-3. Which tools would be appropriate?  AIMSWeb  Chart Dog  Intervention Central  STAR

45 Which tools offer accommodations for students with special needs ( e.g. English Language Learners, hearing impaired)?  Dynamic Indicators of Early Basic Literary Skills (DIBELS)  STAR

46 Table Talk Discuss at your tables interventions and strategies that you are currently using in your classrooms that could be used as Curriculum Based Measures Discuss at your tables interventions and strategies that you are currently using in your classrooms that could be used as Curriculum Based Measures Share with whole group Share with whole group