1. easyCBM: Benchmarking and Progress Monitoring System: RTI Assessment Julie Alonzo, Ph.D. & Gerald Tindal, Ph.D. July 2011

2. Assessments Designed for RTI
Developed in 2006 with a federal grant for a Model Demonstration Project on Progress Monitoring in Early Literacy in a Response to Intervention Framework
Why another CBM assessment?
Fluency is not enough
English language learners
Older students
Comprehension, vocabulary, mathematics, informational text, read to perform a task
K-8
EasyCBM was designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. From the start, developers have emphasized the goal of the system to help facilitate good instructional decision-making. This project began with a grant from the federal Office of Special Education Programs in 2006, but it has continued to expand with the help of our school district partners across the United States.
The assessment system is offered on two different sites: the enhanced district version, which we are using here in _____ (add your district name here), and a version designed specifically for individual teacher use that only offers progress monitoring. If you ever forget our district easyCBM URL and end up typing in easycbm.com, you’ll come to the teacher site; some things will look familiar, but you’ll quickly notice some differences as well. If you do end up there, please log out and type in our district easyCBM web address instead.

3. Assessments Designed for RTI
Our guiding principles:
The assessment must give relevant information for:
Screening
Progress Monitoring
The measures must be technically adequate (reliable, with evidence to support the decisions they facilitate)
The system must be streamlined for use, incorporating Universal Design features throughout
EasyCBM was designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. From the start, developers have emphasized the goal of the system: to help facilitate good instructional decision-making. This project began with a grant from the federal Office of Special Education Programs in 2006, but it has continued to expand with the help of our school district partners across the country.
The assessment system is offered on two different sites: the enhanced district version, which we are using here in _____ (add your district name here), and a version designed specifically for individual teacher use that only offers progress monitoring. If you ever forget our district easyCBM URL and end up typing in easycbm.com, you’ll come to the teacher site; some things will look familiar, but you’ll quickly notice some differences as well. If you do end up there, please log out and type in our district easyCBM web address instead.

4. Assessments Designed for RTI
Creating Communities of Practice
Reports provide conversational starting points for key stakeholders:
teachers, administrators, specialists, parents, and students.
Historical record of intervention information and academic performance.
Different levels of access; ability to share student data seamlessly.
Local control to fit local context.
EasyCBM was designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. From the start, developers have emphasized the goal of the system: to help facilitate good instructional decision-making. This project began with a grant from the federal Office of Special Education Programs in 2006, but it has continued to expand with the help of our school district partners across the country.
The assessment system is offered on two different sites: the enhanced district version, which we are using here in _____ (add your district name here), and a version designed specifically for individual teacher use that only offers progress monitoring. If you ever forget our district easyCBM URL and end up typing in easycbm.com, you’ll come to the teacher site; some things will look familiar, but you’ll quickly notice some differences as well. If you do end up there, please log out and type in our district easyCBM web address instead.

5. Assessments Designed for RTI
Reading
Early Literacy
Phoneme Segmenting, Letter Names, Letter Sounds
Fluency
Word Reading Fluency, Passage Reading Fluency
Comprehension
Vocabulary (Benchmark only so far)
Read to Perform Task / Informational Text / Vocabulary PM, piloted , will be added in SY
Mathematics
Based on NCTM Focal Point Standards

6. District Admin Sets Percentile Lines and Risk Rating Color Codes

7. How ‘good’ is ‘good enough’?
Students who score at or above the 50th percentile on easyCBM in the fall are very likely to meet the state benchmark on OAKS math.
20th percentile
50th percentile
Students who score below the 20th percentile on easyCBM in the fall are very unlikely to meet the state benchmark on OAKS math
exceeds
meets

8. Benchmark Risk Rating Report

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

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

11. Math Item Analysis Example

12. 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.

13. Passage Reading Fluency
On this screen, I’ve added the blue arrows to indicate which of the scores are the Benchmark assessments. All others are progress monitoring measures. You should also note the key at the bottom of the graph that shows the color coding for the lines; this is the same as the color coding on the class list from the benchmark reports tab. The vertical lines (‘Triumphs’ and ‘Double Dose’) indicate interventions. At the bottom of the graph, you’ll see a brief description of what each of those interventions includes. Teachers enter this information through the “Interventions” tab, and it becomes a rich source of data to use in grade-level meetings, parent conferences, and professional development sessions with teachers at the school. Many schools print these reports and include them in their annual IEP reports as well.

14. MCRC: Benchmark Only
On this graph, the two data points (for the Comprehension test) show where the student scored, relative to his classmates, at the fall and winter benchmark assessments. This graph shows a similar progression in skill, where we see the student progress from the 20th percentile to near the 50th percentile. In this case, the teacher used the passage reading fluency (PRF) measure for progress monitoring because it was much shorter (1 minute administration time), and student performance on that measure was strongly correlated with his performance on the comprehension measure, as we would expect.
It’s worth pointing out that we recommend that teachers use one and only one measure type for progress monitoring (selecting one that will be sensitive to measuring growth, based on skill level at the first benchmark test), stair-stepping up to the more challenging type of progress monitoring measure as the student masters the easier ones.

15. Interventions Enter ALL interventions a student receives
Provides a short cut for future teachers as they are deciding on what to try for that student
Be as specific as possible
Specific curriculum and instruction, frequency, intensity, group size, location, provider

16. Interventions

17. Getting to the Site demo.state.easycbm.com
To access the demo site, you will type in the URL, then click on one of the pre-slugged links to log in.
demo.state.easycbm.com
Depending on level of access, you will see only the students in a single classroom, all students in a building, or all students in a district.
NOTE: prior to using this PowerPoint, type in your district’s URL so it is part of the slideshow.

18.
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.