2008 Student Progress Monitoring & Data-Based Instruction in Special Education Introduction to Using CBM for Progress Monitoring

2 Today Overview of progress monitoring –Presentation –Why progress monitoring is important to teach in Assessment and Data-based Instruction classes Reading progress monitoring –Presentation, activities, discussion

3 Today Math progress monitoring –Presentation, activities, discussion Interpreting progress monitoring scores –Presentation, activities, discussion Incorporating progress monitoring into your curriculum –Class assignments

4 Discussion How is progress monitoring currently addressed in your class? How would you like to incorporate progress monitoring into your curriculum? –How much time (during the semester) will you allocate to progress monitoring? –How many class assignment or activities do you want to incorporate into your curriculum?

Introduction to Using CBM for Progress Monitoring An overview (Sample presentation to present to students) 2008 Student Progress Monitoring & Data-Based Instruction in Special Education

6 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

7 What Is the Difference Between Traditional Assessments and PM? Traditional assessments: –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 different tremendously from the national student sample

8 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 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

9 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

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

11 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

12 1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to 9 4.Multiply 2-digit numbers by a 1-digit number 5.Multiply 2-digit numbers by a 2-digit number 6.Division facts, divisors to 9 7.Divide 2-digit numbers by a 1-digit number 8.Divide 3-digit numbers by a 1-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole number and mixed number Fourth Grade Math Computation Curriculum

13 Multidigit Addition Mastery Test

14 Multidigit Addition Mastery Test WEEKS Number of problems correct in 5 minutes Multidigit Addition Multidigit Subtraction

15 1.Multidigit addition with regrouping 2.Multidigit subtraction with regrouping 3.Multiplication facts, factors to 9 4.Multiply 2-digit numbers by a 1-digit number 5.Multiply 2-digit numbers by a 2-digit number 6.Division facts, divisors to 9 7.Divide 2-digit numbers by a 1-digit number 8.Divide 3-digit numbers by a 1-digit number 9.Add/subtract simple fractions, like denominators 10.Add/subtract whole number and mixed number Fourth Grade Math Computation Curriculum

16 Multidigit Subtraction Mastery Test

17 Multidigit Subtraction Mastery Test WEEKS Multidigit Addition Multidigit Subtraction Multiplication Facts Number of problems correct in 5 minutes

18 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

19 Curriculum-Based Measurement (CBM) Was Designed to Address These Problems CBM makes no assumptions about instructional hierarchy for determining measurement (i.e., CBM fits with any instructional approach) CBM incorporates automatic tests of retention and generalization

20 Curriculum-Based Measurement Bridging Traditional and Classroom-Based Assessment Methods Traditional Assessment –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

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

22 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

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

24 Sarah’s Progress on Words Read Correctly Words Read Correctly Sarah SmithReading 2 SepOctNovDecJanFebMarAprMay Words Read Correctly Sarah SmithReading 2 SepOctNovDecJanFebMarAprMay

25 Jessica’s Progress on Words Read Correctly

26 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

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

28 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

29 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

30 Basics of CBM CBM probes available to progress monitor reading and math CBM is distinctive: –Each CBM test is of equivalent difficulty Samples the year-long curriculum –CBM is highly prescriptive and standardized Reliable and valid scores Writing and spelling can also be progress monitored

31 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

32 Discussion What assignments might you assign students on the topics of –progress monitoring –mastery measurement –curriculum-based assessment –curriculum-based measurement