1. Graphing and Interpreting CBM Scores An overview (Sample presentation to present to students) 2008 Student Progress Monitoring & Data-Based Instruction in Special Education

2. 2 How to Graph Scores Graphing student scores is vital. Graphs provide teachers with a straightforward way to: –Review a student’s progress. –Monitor the appropriateness of student goals. –Judge the adequacy of student progress. –Compare and contrast successful and unsuccessful instructional aspects of a student’s program.

3. 3 How to Graph Scores Teachers can use computer graphing programs. Teachers can create their own graphs. –A template can be created for student graphs. –The same template can be used for every student in the classroom. –Vertical axis shows the range of student scores. –Horizontal axis shows the number of weeks.

4. 4 How to Graph Scores

5. 5 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 3 Minutes How to Graph Scores Student scores are plotted on the graph, and a line is drawn between the scores.

6. 6 How to Graph Scores How to create graphs in Microsoft Excel

7. 7 How to Graph Scores How to create graphs in Microsoft Excel

8. 8 How to Set Ambitious Goals Once baseline data has been collected (best practice is to administer three probes and use the median score), the teacher decides on an end-of-year performance goal for each student. Three options for making performance goals: –End-of-year benchmarking –Intra-individual framework –National norms

9. 9 How to Set Ambitious Goals End-of-year benchmarking: –For typically developing students, a table of benchmarks can be used to find the CBM end-of-year performance goal.

10. 10 How to Set Ambitious Goals Reading GradeBenchmark Kindergarten40 letter sounds per minute (CBM LSF) First60 words correct per minute (CBM WIF) 50 words correct per minute (CBM PRF) Second75 words correct per minute (CBM PRF) Third100 words correct per minute (CBM PRF) Fourth20 correct replacements per 2.5 minutes (CBM Maze Fifth25 correct replacements per 2.5 minutes (CBM Maze Sixth30 correct replacements per 2.5 minutes (CBM Maze)

11. 11 GradeProbeMaximum score Benchmark FirstComputation3020 digits FirstData not yet available SecondComputation4520 digits SecondConcepts and Applications3220 blanks ThirdComputation4530 digits ThirdConcepts and Applications4730 blanks FourthComputation7040 digits FourthConcepts and Applications4230 blanks FifthComputation8030 digits FifthConcepts and Applications3215 blanks SixthComputation10535 digits SixthConcepts and Applications3515 blanks How to Set Ambitious Goals Math

12. 12 How to Set Ambitious Goals Intra-individual framework: –Weekly rate of improvement is calculated using at least eight data points. –Baseline rate is multiplied by 1.5. –Product is multiplied by the number of weeks until the end of the school year. –Product is added to the student’s baseline rate to produce end-of-year performance goal.

13. 13 How to Set Ambitious Goals First eight scores: 3, 2, 5, 6, 5, 5, 7, 4. Difference between medians: 5 – 3 = 2. Divide by (# data points – 1): 2 ÷ (8-1) = 0.29. Multiply by typical growth rate: 0.29 × 1.5 = 0.435. Multiply by weeks left: 0.435 × 14 = 6.09. Product is added to the first median: 3 + 6.09 = 9.09. The end-of-year performance goal is 9.

14. 14 How to Set Ambitious Goals Reading National norms: –For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal. Grade PRF Maze 12.000.40 21.50.40 31.00.40 40.900.40 50.500.40 60.300.40

15. 15 How to Set Ambitious Goals Math Grade Computation : Digits Concepts and Applications : Blanks 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70 National norms: –For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

16. 16 How to Set Ambitious Goals National norms: –Median is 14. –Fourth-grade Computation norm: 0.70. –Multiply by weeks left: 16 × 0.70 = 11.2. –Add to median: 11.2 + 14 = 25.2. –The end-of-year performance goal is 25. Grade Computation : Digits Concepts and Applications : Blanks 10.35N/A 20.300.40 30.300.60 40.70 5 60.400.70

17. 17 How to Set Ambitious Goals National norms: –Once the end-of-year performance goal has been created, the goal is marked on the student graph with an X. –A goal line is drawn between the median of the student’s scores and the X.

18. 18 How to Set Ambitious Goals Drawing a goal-line: –A goal-line is the desired path of measured behavior to reach the performance goal over time. X The X is the end-of-the-year performance goal. A line is drawn from the median of the first three scores to the performance goal.

19. 19 How to Set Ambitious Goals After drawing the goal-line, teachers continually monitor student graphs. After seven or eight CBM scores, teachers draw a trend-line to represent actual student progress. –A trend-line is a line drawn in the data path to indicate the direction (trend) of the observed behavior. –The goal-line and trend-line are compared. The trend-line is drawn using the Tukey method.

20. 20 How to Set Ambitious Goals Tukey Method –Graphed scores are divided into three fairly equal groups. –Two vertical lines are drawn between the groups. In the first and third groups: –Find the median data point. –Mark with an X on the median instructional week. –Draw a line between the first group X and third group X. –This line is the trend-line.

21. 21 X 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X How to Set Ambitious Goals

22. 22 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes Practice graph How to Set Ambitious Goals

23. 23 Practice graph 0 5 10 15 20 25 1234567891011121314 Weeks of Instruction Digits Correct in 5 Minutes X X X How to Set Ambitious Goals

24. 24 How to Set Ambitious Goals CBM computer management programs are available. Programs create graphs and aid teachers with performance goals and instructional decisions. Various types are available for varying fees. Programs are listed in CBM manuals.

25. 25 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions. Standard decision rules help with this process.

26. 26 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals If at least 3 weeks of instruction have occurred and at least six data points have been collected, examine the four most recent consecutive points: –If all four most recent scores fall above the goal-line, then the end-of-year performance goal needs to be increased. –If all four most recent scores fall below the goal-line, then the student's instructional program needs to be revised. –If the four most recent scores fall both above and below the goal-line, then continue collecting data (until the four-point rule can be used or a trend-line can be drawn).

27. 27 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

28. 28 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Most recent 4 points X

29. 29 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals If the trend-line is steeper than the goal line, then the end-of-year performance goal needs to be increased. If the trend-line is flatter than the goal line, then the student’s instructional program needs to be revised. If the trend-line and goal-line are fairly equal, then no changes need to be made.

30. 30 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line X X Trend-line

31. 31 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

32. 32 How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 7 Minutes Goal-line Trend-line X X X

33. 33 Other Ways to Use the Curriculum- Based Measurement Database How to Use the Curriculum-Based Measurement Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes How to Incorporate Decision Making Frameworks to Enhance General Educator Planning How to Use Progress Monitoring to Identify Nonresponders Within a Response-to-Intervention Framework to Identify Disability

34. 34 How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes No Child Left Behind requires all schools to show Adequate Yearly Progress (AYP) toward a proficiency goal. Schools must determine measure(s) for AYP evaluation and the criterion for deeming an individual student “proficient.” CBM can be used to fulfill the AYP evaluation in mathematics.

35. 35 Using mathematics CBM: –Schools can assess students to identify the number of initial students who meet benchmarks (initial proficiency). –The discrepancy between initial proficiency and universal proficiency is calculated. How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

36. 36 Using mathematics CBM (continued): –The discrepancy is divided by the number of years before the 2013–2014 deadline. –This calculation provides the number of additional students who must meet benchmarks each year. How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

37. 37 Advantages of using CBM for AYP: –Measures are simple and easy to administer. –Training is quick and reliable. –Entire student body can be measured efficiently and frequently. –Routine testing allows schools to track progress during school year. How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

38. 38 Across-Year School Progress How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

39. 39 (281) Within-Year School Progress How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

40. 40 Within-Year Teacher Progress How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

41. 41 Within-Year Special Education Progress How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

42. 42 Within-Year Student Progress How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

43. 43 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning CBM reports prepared by computer can provide the teacher with information about the class: –Student CBM raw scores –Graphs of the low-, middle-, and high- performing students –CBM score averages –List of students who may need additional intervention

44. 44 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

45. 45 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

46. 46 How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

47. 47 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests. Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction. Dual-discrepancy : –Student performs below level of classmates. –Student’s learning rate is below that of his or her classmates.

48. 48 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability All students do not achieve the same degree of mathematics competence. Just because mathematics growth is low, the student doesn’t automatically receive special education services. If the learning rate is similar to that of the other students, then the student is profiting from the regular education environment.

49. 49 How to Use Progress Monitoring to Identify Non- Responders Within a Response-to-Intervention Framework to Identify Disability If a low-performing student is not demonstrating growth where other students are thriving, then special intervention should be considered. Alternative instructional methods must be tested to address the mismatch between the student’s learning requirements and the requirements in a conventional instructional program.

50. 50 Case Study: Alexis 0 5 10 15 20 25 30 1234567891011121314 Weeks of Instruction Digits Correct in 2 Minutes Alexis’s goal-line Alexis’s trend-line X X

51. 51 Case Study 1: Alexis

52. 52 Case Study: Sascha

53. 53 Case Study: Sascha

54. 54 Case Study: Harrisburg Elem. Using CBM towards reading AYP –378 students –125 met initial benchmarks –Discrepancy between universal proficiency and initial proficiency is 253 students –Discrepancy of 253 students is divided by number of years until 2013-2014 253 ÷ 11 = 23 –23 students need to meet CBM benchmarks each year to demonstrate AYP

55. 55 Case Study: Harrisburg Elem. Harrisburg Elementary: Across-Year School Progress

56. 56 Case Study: Harrisburg Elem. Harrisburg Elementary: Within-Year School Progress

57. 57 Case Study: Harrisburg Elem. Harrisburg Elementary: Mrs. Chin Teacher Graph

58. 58 Case Study: Harrisburg Elem. Harrisburg Elementary: Mr. Elliott Teacher Graph

59. 59 Case Study: Harrisburg Elem. Harrisburg Elementary: Special Education Graph

60. 60 Case Study: Harrisburg Elem. Harrisburg Elementary: Hallie Martin Student Graph

61. 61 Case Study: Harrisburg Elem. Harrisburg Elementary: Davindra Sindy Student Graph

62. 62 Case Study: Mrs. Wilson

63. 63 Case Study: Mrs. Wilson

64. 64 Case Study: Mrs. Wilson

65. 65 Case Study: Joshua X Joshua’s goal-line Joshua’s trend-lines instructional changes

66. 66 Case Study: Joshua High-performing readers Middle-performing readers Low-performing readers

67. 67 Discussion How would you incorporate graphing and interpreting CBM scores into your curriculum? What assignments would you include in your syllabus?

68. 68 Homework for tonight Design an assignment for the topic of progress monitoring and interpretation of scores. What resources do you need from AIR for this assignment?