2. Curriculum Based Evaluation Gary L. Cates, Ph.D.

3. Steps to CBE Identify the problem – Observe accuracy and fluency in specific skills (Probes/Assignments) Develop a plan to address the problem – Instructional Hierarchy (Acquisition, Fluency, maintenance, Generalization, Adaptation) Implement the plan – Intervention Articulation Form Evaluate the plan – Single Case Research Design Adapt the plan as needed – React to students responding

4. Curriculum Based Evaluation in Reading Gary L. Cates, Ph.D.

5. Decoding AKA Reading Carnine: – Teachers need right materials – Teachers need right training Adams – Code instruction with meaning better for ALL readers Rate of Decoding is essential in understanding differences in effects of various reading methods.

6. Important Points Perceptual Processes: They matter very little. Early Reading Skills: Teach older kids that do not have early literacy skills these skills? Reading Levels: within text, across curricula – What about Grade Equivalents? The right question: What skill does the student need to learn?

7. Error/Miscue Analysis Variable empirical support Problem with Operational Definitions Should be an appropriate error sample (i.e. must make enough errors – 80-85%)

8. Pre-reading readiness Book Orientation Sentence, word, letter boundaries, Letter names Symbol recognition? Word recognition Word/sentence manipulation: Rain/Bow Segmenting, rhyming, blending,

9. Hypothesis: Won’t do Provide reinforcer for reading accurately (50% increase?)

10. Hypothesis: Error not important to meaning Tally errors and get percent of words that violate meaning (i.e. would give you a different sentence understanding). Shouldn’t be out of specified range.

11. Hypothesis: Code Structure is the issue Read a passage and note errors. Errors related to pattern in words? Be sure to base this on opportunity for error not just percentage of errors.

12. Hypothesis: Word Substitutions are? Related to phonics? – Misses phonetically regular portions of words – Can’t read non-sense words Not related to phonics? – Provide assisted self-monitoring – Maybe not a problem (Check if affects to meaning)

13. CBE: Comprehension

14. Let’s Change our Thinking Comprehension is a complex process Let’s talk about how a reader “reacts” to their reading. – Answering questions, retelling, paraphrasing, cloze, maze, t/f etc.

15. 9 Causes of Comprehension Failure These are 9 things that a good reader does that a poor reader doesn’t. If you want a cool round number (the top “10” reasons) the 10 th is Insufficient reinforcement.

16. Strategies of Comprehension Monitor for meaning and self-correct Selective attention to text: Skimming, going over closely Adjust for Text Difficulty: Change rate, rereading, highlighting Connect with Prior Knowledge: Clarify: Figure it out in some way to make it make sense (Ask for help?; Google)

17. Enablers of Comprehension Decoding: 140 wcpm (after 3 rd grade) Vocabulary (Semantics) – 70% of the variability! – Definitions – Determining Word Meaning Grammar (Syntax): Rare, but could be ESL Prior Knowledge

18. Curriculum Based Evaluation in Math Gary L. Cates, Ph.D.

19. Mark Mark is having difficulty with multiplication of fractions. An example of such a problem is: 5/6 x 3/9 = ? His answer to such a problem was 15/45 Take some time to write down your thoughts about how to assess this problem fully and generate an intervention that may be helpful given a fictional hypothesis that you may formulate based on your assessment.

20. Mathematics Areas Computation: Accurately and quickly responding with symbols of quantity Concepts: Rules Strategies: Need to be efficient Facts: Numerical statements Application: Using math – Sub-domains: Tool use, content knowledge, and Vocabulary Problem-Solving: Using both computation and application.

21. Math Assessments Irrelevant standards Irrelevant formats Lack empirically validated sequencing Inadequate samples of student behavior Provide little insight into why errors are made Not aligned with instructional objectives

22. Interviewing & Error Analysis 2 ways of collecting information for the development of a hypothesis Interviewing Error Analysis: Need a lot of problems of the same type (Facts, operations, applications)

23. Setting Goals with BMC considered Consider Basic Movement Cycle (BMC) – Think of it as a “handicap” Task Mastery Rate (TMR)= 50/minute Current BMC = 75/minute Expected BMC = 100/minute Formula: (TMR * Current BMC)/(EBMC) – (50*75)/100 = 37.5 – With current BMC student should be able to make 37.5 DCPM

24. Let’s try an Example Complete a probe and make a few errors (with pattern or without). Exchange probes with a colleague. Analyze a colleague’s probe for errors Develop a hypothesis Develop and intervention Describe how you would evaluate the intervention

25. Curriculum Based Evaluation in Written Expression Gary L. Cates, Ph.D.

26. The writer as an Author Purpose: Intent – The reader must know writer’s intent Process – Planning: Pre-writing: Intent and Style During: Ongoing changes of style – Reviewing: constant recursive steps – Revision: Improvement of clarity of intent – Transcribing: “Editing” (Writer as secretary)

27. Writer as Author Continued Product – Fluency: TWW and CWS – Syntactic Maturity: Complexity of sentences – Vocabulary: Sophistication and non-repeating – Content: Holistic rating/attention to organization – Conventions: Errors in mechanics

28. Assessment Options Permanent products Story Starters (younger kids) – Picture prompts could result in description only Essays (older kids)

29. Measurement Options Qualitative Scale (1 to 5 rating) – Not a normative Scaling! – Criterion Scale Holistic Scale (4 tiers of papers?) – Teachers at each grade level divide best from worst and rate the others accordingly – How about for benchmarking? Direct Measurement – NCW/L or W/LS – Important to adhere to “traits” you have chosen

30. Setting Goals Develop Cut Scores (1.5 or 2x discrepancy from standard) Set goal to close the gap between current performance and expectation

31. Instructional Ideas Balanced Instruction: Pre-writing Planning Teach The process: Planning, reviewing, revising, transcribing, peer collaboration Teach fluency of expression: Read/write a lot. In different ways for different people Balanced Mechanics: COPS Note about spelling: Morphograph instruction and not word lists!