1. Universal Screening and Progress Monitoring
Bartlett Schools
Universal Screening and Progress Monitoring

2. Benchmark & Progress Monitoring Assessments Reading & Math
What is CBM?
Benchmark & Progress Monitoring Assessments
Reading & Math
Grades K-8
Common Core
Computer Administration
Multi-Level Reporting
Student
Class/group
Building
District
This PowerPoint is for Internal Use Only.

3. History of University of Oregon, College of Education
Behavioral Research & Teaching (BRT)
Different group than DIBELS
Development started in January 2006, with a federal grant for a Model Demonstration Project on Progress Monitoring in Early Literacy in a Response to Intervention Framework
easyCBM is a research-based tool developed by the Behavioral Research and Teaching team at the University of Oregon.

4.
This is the website where you will be able to find links to the most recent publications on easyCBM as the University of Oregon researchers continue their work.

5. easyCBM Versions Complete Version Benchmark assessments
easyCBM Lite
Benchmark assessments
Full suite of progress monitoring assessments
Reading & Math – Grades K-8
New Content: Vocabulary and Common Core
Audio for math K-8 for struggling readers
System-level use
Team access
Computer Administration
Multi Level Reporting
Goal Lines for individual reports
$4 per student per year – unlimited access
Limited Progress monitoring assessments
Reading & Math – Grades K-8
Individual teacher use
Individual Reporting

6. Benefits Multi-level Reporting Individual and Group
Intervention Planning
Risk Analysis
Simple and Flexible Administration – online or paper/pencil
Computerized Scoring and Tracking – record fluency measures via i-Pad
Research-Based and Kid Centered

7. Curriculum Based Measurement
easyCBM™ contains two types of assessments:
Benchmarks
Universal assessments administered at regular intervals to students in key achievement areas. Testing Window set by District (Fall, Winter, Spring) – by grade level
Progress Monitoring
Brief assessments administered to individuals or small groups of students receiving support to determine response to instruction/intervention – by instructional level
easyCBM is a Benchmark and Progress Monitoring system designed to answer:
Which of our students might possibly need additional assistance in order to be successful academically?
Is learning happening? OR Is the intervention working?
Benchmark – Universal screener, administered at grade level to all students in the fall, students are assigned based on the roster file
Benchmarks are automatically assigned by the 3 core files at the students enrolled grade level
Progress Monitoring –Students identified for additional support, administered at the students instructional level
These tests are assigned by the teacher at the student’s instructional level

8. Assessments Designed for Core Curriculum and RTI
Reading
Early Literacy, Grades K-2
Phoneme Segmenting, Letter Names, Letter Sounds
Fluency, Grades K-3
Word Reading Fluency, Passage Reading Fluency
Comprehension, Grades 2-8
CCSS Reading (Read to Perform Task / Informational Text / Short Literary Text)
MCRC Comprehension
Vocabulary, Grades 2-8
Mathematics (Gr. K-8)
NCTM Focal Point Standards
CCSS Math
Spanish (Gr. K-2)
easyCBM contains between different measures for each of these content areas!

10. Reading Measures

11. Now, let’s look at this section of the website: the Measures tab
Now, let’s look at this section of the website: the Measures tab. When you click on this tab, you will see a list of the Benchmarking and Progress Monitoring assessments available on the system. Notice the Benchmark button at the top of the screen. When a Benchmark Testing Window is active, the Benchmarks button is automatically selected. Today we will look at setting your district’s benchmark window so that all benchmark tests are automatically ‘assigned’ to each student by grade level during this window. Benchmark Windows are set by your district easyCBM administrator.
Have you defined your district’s benchmark windows?
possible implication for training dates
describe testing windows best practices
On this screen you see that I have selected grade 2 and all of the Fall tests for grade 2 are shown. If you choose a different grade level, all of the tests for Reading and Math for that grade level will appear.
There are two sets of measures, those based on national standards and those based on the CCSS:
CCSS – Math grades K-8, Reading K-8
NCTM and National Reading Panel, Math and Reading grades K-8
Discuss based on their needs/state/implementation
Spanish Literacy tests are available for grades K-2 for students receiving their primary literacy in Spanish?
Discuss based on their needs/implementation
Group administered assessments are available both paper/pencil and on-line.
Discuss pros and cons based on their needs/implementation, possible need for student passwords
Here, you see the links to enter scores for each of the testing windows, booklets of testing materials, and individual tests, organized by grade and season. In each case, you can access student and assessor copies of each measure directly from this site – this enables you to print a measure..
Notice that for the Benchmark assessments, there are several different ways of getting scores into the system. For individually-administered measures (such as most of the early reading measures), the measures are administered and scored using paper/pencil printouts and are then hand-entered online, using the ‘Enter Scores’ buttons on this page.
For group-administered measures (comprehension, vocabulary, and math), it is best to administer the assessments on computer: this way, the tests are instantly scored, and the results are available as soon as the student has completed the assessment.
Additionally, a teacher can hand score and enter students results individually. This is especially useful in the event a student is absent on the day everyone is scheduled in the computer or a new student arrives.

12. Administration Time
The Administration Time chart is helpful for planning assessments. The chart provides general times for administration of each benchmark and progress monitoring assessment.
Notice that each grade level has it’s own set of assessments and subject domains based on the student’s grade level. Each individually administered assessment is 60 seconds in length and group assessments range from 8-30 minutes based on assessment type and domain.
As you consider your specific campus set-up, note that not all students must be tested by the same mode. Thus, you might have one grade level testing in the computer lab while others are testing paper/pencil.
Have you defined how tests will be administered and possibly computer lab schedule?

13. On-Line Scoring

14. Spanish Curriculum Based Measures

15. Math Measures
Just a few points about the Math Measures, then we can show you some when you are “live” in easyCBM.
This PowerPoint is for Internal Use Only.

16. Administration Time

17. Read-Aloud feature for online math measures supports struggling readers!
Once the testing window has closed, the system switches to the Progress Monitoring measures as the default setting. It is always possible to click back and forth between the two. As you can see, we are looking at the measures available in Grade 5, Reading. If I were to scroll further down the page, I would see the full list of comprehension tests, then the math measures.

18. Once you type in your User Name and Password, you will see this screen
Once you type in your User Name and Password, you will see this screen. Here, you can see the different tabs in the site: The Dashboard which is where we are right now, a Students tab, which shows you the student rosters the district has listed for you, a Measures tab, which is where you will enter benchmark scores and access and activate the progress monitoring measures, a Reports tab, which is where you will go to see how students are doing on their assessments, and an Account tab where you can edit your own account information. There’s also a link to a section where testers can learn how to administer and score the measures. We’re going to start with the Students tab, then move our way through the rest.

19. Training Page
Each measure type has an online training section and corresponding proficiency exam

20. Training Page
Training sections for individually-administered measures include video clips

21. Here, we are viewing the site from an individual teacher’s perspective
Here, we are viewing the site from an individual teacher’s perspective. People who have been assigned this level of access see only those students who are specifically assigned to them. Students CAN appear in multiple teachers’ lists – the District IT admin responsible for keeping the student / staff lists current can add a student to your class list if that student is assigned to you for all or part of his/her day. (NOTE: in presenting this slide, feel free to substitute the District IT person’s name so people know whom to contact).
You’ll see that the system gives you the opportunity to organize your students into Groups. This feature allows you to sort your students into smaller clusters based on what time of day you see them (AM/PM, for instance, or period 1, period 2, period 3, etc.), the particular tier of instruction they are receiving (Tier 2, Tier 3, etc.), or perhaps their instructional group designation.
When you organize your students into groups, it helps keep the list of names students have to search through when they are taking a test to a reasonable length. It also helps if you are assigning different measures to different students (for example, let’s say you are a 4th grade teacher. You may want to assign a Grade 2 comprehension test rather than a Grade 4 test to two of your students who are really struggling and are currently reading at a Grade 2 level. By organizing these two students into their own group, you can ‘assign’ the Grade 2 tests to them while assigning a Grade 4 test to other students in your class. When the students log on to the system in the computer lab, they will only see the tests that you have assigned to their particular group.
If a student is associated with more than one staff person, that student’s assessment data will appear in all their teachers’ files each time he or she takes a test. When a teacher adds an intervention line for a particular student, all staff associated with that student are able to see what the intervention is. This can be a really helpful way of making sure everyone knows what to focus on with a particular student.
The system also allows individual teachers to update their rosters and hand-enter a new student on the day of an assessment if the central office has not yet had the opportunity to update the rosters on the system as a whole. Please note that this feature should be used sparingly, as it does create additional work for the IT admin who then has to reconcile the files and exchange the temporary ID the system automatically assigns to students who have been hand-entered by the teachers for their permanent ID in the district data warehouse system.
You will use the ‘teacher/student setup’ tab to add students to your class list who are in the system under another the name of another teacher from your school.

22. Here, I am logged in as a teacher, so when I click on the Teacher/Student Setup tab, all the students that the system already has associated with my name have a check mark next to their name. To add another student to my ‘roster’, I just click in the little box to the left of their name, and they will now appear in My Students list. Adding them to my list does not remove them from another teacher’s list; it just adds them to mine.

23. Now, let’s move to a more interesting section of the website: the Measures tab. When you click on this tab, you will see a list of the Benchmarking and Progress Monitoring assessments available on the system. Notice the Benchmark button at the top of the screen. When a Benchmark Testing Window is active, the Benchmarks button is automatically selected.

25. Test Security
This option allows the District to limit access to the online tests to school hours

26. District Reports: Benchmark School Comparison
This report, available for people who have District-level access, enables one to compare the distribution of students in the various risk categories at different school sites within the district.

27. Building Level Reports – by Class Groups

28. Benchmark Risk Rating Report
Class list can be sorted by any of the column headers, providing quick identification of overall risk rating as well as patterns of strengths and weaknesses
Suggested Progress Monitoring path provided to help teachers quickly make decisions
The Benchmark Report (available for every level of user) lists students alphabetically by last name when you first log on, but at any point, you can sort the list by clicking on any of the variable names at the top of the table. Sorting by “Risk”, for instance, will cluster all your students in the high risk category at the top of the list. Sorting by “PRF” will organize the students based on their Passage Reading Fluency score. You can sort from high to low or from low to high, by simply clicking again on the column header.

29. Group Report: provides information helpful for grouping students
Group Report: provides information helpful for grouping students. Instructionally speaking, are they ‘in the same neighborhood’?

30. MCRC Reading Item Analysis Example
Group Report: provides insight into the item types on which students need more work.

31. Group Report
Although group views can be helpful in terms of evaluating the effectiveness of a particular approach for your class as a whole, the individual graphs are at the heart of easyCBM. Here, you see a series of scores, from the middle of September through the middle of January. Interventions are listed by the date they are implemented.
Review the individual chart in terms of dates, bm/pm, and interventions. The district/campus will want to set guidelines around naming conventions and entering all interventions (here it shows academic interventions but might also include sports clubs, study clubs, etc.) to help the team analyze what is working and what is not working for this student.

32. CCSS Reading Item Analysis Example
Group Report: provides insight into the item types on which students need more work.

33. Individual Student Report
This report Provides information helpful for judging the effectiveness of interventions for a particular student.
Although group views can be helpful in terms of evaluating the effectiveness of a particular approach for your class as a whole, the individual graphs are at the heart of easyCBM. Here, you see a series of scores, from the middle of September through the middle of January. Interventions are listed by the date they are implemented.
Review the individual chart in terms of dates, bm/pm, and interventions. The district/campus will want to set guidelines around naming conventions and entering all interventions (here it shows academic interventions but might also include sports clubs, study clubs, etc.) to help the team analyze what is working and what is not working for this student.

34. Goals and Aimlines
A blue aimline is drawn from the mid-point of the first 3 tests to the goal plotted on the graph. The black trendline is also shown.

35. Documenting Intervention Plans within the easyCBM system
Allows teachers to create a description of the intervention that outlines the instructional materials, group size, frequency of intervention, session length, progress monitoring tool, and frequency of assessment.