1. Curriculum-Based Measurements How can it help me as a teacher? What does it mean to our students? Susan Griffin Special Education Consultant November 16, 2009

2. CBM defined Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. CBM can be helpful to parents and teachers because it provides current, week-by-week information on the progress their children are making.

3. CBM defined cont. CBM also monitors the success of the instruction the student is receiving – If a student’s performance is not meeting expectations, the teacher then has an opportunity to change the way they are teaching the student to try to find the type and amount of instruction the student needs to make sufficient progress toward meeting the academic goals.

4. How does CBM work? When CBM is used, each child is tested briefly each week. The tests generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the child’s score. For example, in reading, the student may be asked to read aloud for one minute. The scores are recorded on a graph and compared to the expected performance on the content for that year. The graph allows the teacher and parent to see quickly how the child’s performance compares to expectations.

5. How does CBM work? cont After the scores are entered on the graphs, the teacher decides whether to continue instruction in the same way, or to change it. A change is called for if the child’s rate of learning progress is lower than is needed to meet the goal for the year.

6. How can teachers modify instruction? The teacher can change instruction in any of several ways. These are some examples:  increase instructional time,  change a teaching technique or way of presenting the material, or  change a grouping arrangement (for example, individual instruction instead of small-group instruction).

7. Then what? After the change, the parent and the teacher – can see from the weekly scores on the graph whether the change is helping the student. If it is not, then the teacher can try another change in instruction, and its success will be tracked through the weekly measurements.

8. How else can CBM help you as a teacher? CBM can also help teachers and parents work more effectively on the student’s behalf. CBM graphs make the goals, and your child’s progress, clear to you and to the teacher. In this way, CBM can help parents and teachers communicate more constructively. You can use the CBM graph in conferences as it gives you specific information about student progress and the success of the instructional methods being used. You can also use the CBM graph in IEP meetings to go over specific information about the student’s current performance so that the team can develop measurable goals and objectives that will lead to more meaningful progress for the student.

9. Using CBM in day-to-day teaching THE KEY TO SUCCESS: Intervention Alignment

10. All teachers, general ed and special ed can use CBM to guide instruction

11. Intervention Alignment to Meet Student Needs Is led by the Four Guiding Questions…. Exactly what is it we want all students to learn? How will we know when each student has acquired the knowledge and skills? What happens when a student does learn? What happens when a student doesn’t learn?

12. What is one avenue to answer the four guiding questions? Professional Learning Communities (PLCs)

13. PLCs Focus on school-wide data Focus on student achievement Depend on teacher collaboration Use common assessments

14. Responsiveness to Instruction Focus on data Monitor student achievement Depend on teacher collaboration Use common assessments Focus on the answers to the questions… How will we know when each student has acquired the knowledge and skills? What happens when a student does and doesn’t learn?

15. What is the common thread between PLCs and instruction? Data Student Achievement Teacher Collaboration Common Assessments So, you don’t have to officially be implementing all components of RTI to use CBM to align instruction to student need

16. Data Collection Using the data collected to identify the students who are: At Benchmark Above Below

17. A Tiered Model: Levels of Intervention Tiers indicate intensity of intervention; Not a place Most Intensive/IEP 1%-7% of learners Intensive/SST 5%-15% of learners Core General Education Strategic 80% - 90%

18. Physical Cultural Social Emotional Cognitive Classroom Environment Foundational Literacy Skills Word Recognition Vocabulary & Concept Development Fluency Comprehension ModeledShared Guided Collaborative Independent 80-90% 5-15% 1-7%

19. Base decision for school plan on data Examine school-wide data to determine if 80% - 90% are at benchmark Effective instruction is required to meet the district goal Align resources effectively for student success Is our school meeting the needs of our students?

20. Examine grade-level data Develop team-based approach to differentiated instruction Collaborate with other personnel in school (Title I, ESL) Regularly review data for student progress Ongoing communication with parent regarding student progress Level I and Level II- The Linchpin

21. How do we meet the needs of the 5%-15% students? Team refers student to Student Support Team (SST) based on classroom data SST will follow a problem solving model SST determines who will collect additional data SST develops a more strategic instructional plan Plan includes research based approach and progress monitoring Team supports teacher and student in implementing plan

22. Continues progress monitoring Adjusts plan as needed determined by data Monitors student growth Continues to support student at intensive level of intervention as needed Refers only students who are not making adequate progress or whose plan becomes so intensive that it requires entitlement Ongoing communication with parent regarding student progress How do we meet the needs of the 5% - 15% students?

23. SST refers student to the IEP team IEP team may determine: Intervention is not so intensive as to be deemed at the level of entitlement and recommends intervention continue at Level 3 Lack of progress is the result of inappropriate intervention How do we meet the needs of the 1% - 7% students?

24. IEP Team may consider: Intervention is appropriate but needs to continue longer Entitlement is considered because achievement AND the rate of progress are significantly below peers AND intervention is so intensive as to be deemed at the level of entitlement

25. Teacher serves student in the general education setting to the maximum extent possible following modifications and accommodations as stated in the IEP Ongoing communication with parent regarding student progress IEP Team continues to monitor the schedule of interventions for the student and ensures collaboration among all persons working with the student during the instructional day How do we meet the needs of the 1% -7% students?

26. IEP includes (at a minimum): Goals based on successful Level 3 interventions Plan for progress monitoring Exit criteria How do we meet the needs of the 1% - 7% of students?

27. Conversations may change…. Classroom teachers Classroom teachers Intervention teachers Intervention teachers Special Education teachers Special Education teachers School psychologists School psychologists Speech Language Pathologists Speech Language Pathologists Literacy coaches Literacy coaches ESL teachers ESL teachers Title I teachers Title I teachers

28. The goal is to help schools ALIGN the interventions and resources they already have in order to meet the needs of EVERY child The goal is to help schools ALIGN the interventions and resources they already have in order to meet the needs of EVERY child

29. We like to describe it as……. Providing the right resources to the right students at the right time Providing the right resources to the right students at the right time

30. Using CBM can be your guide through the entire process Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement

31. Monitoring Student Progress in Individualized Educational Programs Using Curriculum- Based Measurement

32. After a multidisciplinary team determines that a student requires special education services, the Individualized Education Program (IEP) becomes the tool for developing and documenting the student’s educational plan. After a multidisciplinary team determines that a student requires special education services, the Individualized Education Program (IEP) becomes the tool for developing and documenting the student’s educational plan.

33. The IEP must include assessment information pertaining to the student’s individual needs, educational programming that addresses those needs, and a system for monitoring student progress. The IEP must include assessment information pertaining to the student’s individual needs, educational programming that addresses those needs, and a system for monitoring student progress.

34. Curriculum-based measurement (CBM) is a type of alternative assessment methodology that can be used both to fulfill The content of the CBM tests may be drawn from a specific curriculum or may represent generalized outcomes for a student at that grade level. Curriculum-based measurement (CBM) is a type of alternative assessment methodology that can be used both to fulfill The content of the CBM tests may be drawn from a specific curriculum or may represent generalized outcomes for a student at that grade level.

35. In either case, CBM content represents important, global outcomes for the year and not just an individual objective or series of objectives representing current instructional lessons. In either case, CBM content represents important, global outcomes for the year and not just an individual objective or series of objectives representing current instructional lessons.

36. How Is CBM Used for Describing Present Levels of Performance on the IEP? The IEP team can transform the student’s average initial scores on CBM tests into an IEP statement of present level of performance.

37. Present level of performance can be written in the same fashion as a measurable, long-term goal that includes the learner behavior and conditions or stimulus materials.

38. When the IEP team knows how children typically read or perform mathematics calculations at particular ages or grades, the present level of performance written with CBM data also suggests how substantially the disability affects student performance in that academic area. When the IEP team knows how children typically read or perform mathematics calculations at particular ages or grades, the present level of performance written with CBM data also suggests how substantially the disability affects student performance in that academic area.

39. Present Level of Academic Achievement and Functional Performance (PLAAFP) (1) A statement of the child’s present levels of academic achievement and functional performance, including— (1) A statement of the child’s present levels of academic achievement and functional performance, including— (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum; or (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum; or (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

40. Academic Achievement Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math). Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math).

41. Functional Performance Functional performance generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement. Functional performance generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement. Functional is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. Functional is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. Functional performance can impact academic achievement Functional performance can impact academic achievement

42. Present Levels of Performance Functional performance must be addressed for all students within the present level of performance, and in the annual goals as appropriate. Functional performance must be addressed for all students within the present level of performance, and in the annual goals as appropriate.

43. The PLAAFP Must be… Current Relevant Relevant Objective Objective Measurable Measurable Understandable Understandable

44. Major Components of PLAAFP Data-based student specific information related to current academic achievement and functional performance Data-based student specific information related to current academic achievement and functional performance Strengths of the student Strengths of the student Needs resulting from the disability Needs resulting from the disability Effects of the disability on involvement and progress in the general education curriculum Effects of the disability on involvement and progress in the general education curriculum

45. Data-Based Student Specific Information The PLAAFP should be written in objective measurable terms. The PLAAFP should be written in objective measurable terms. Data from the child’s evaluation would be one source of such information. Data from the child’s evaluation would be one source of such information. Test scores that are pertinent to the child’s diagnosis might be included, if appropriate. Test scores that are pertinent to the child’s diagnosis might be included, if appropriate. Scores should be self-explanatory or an explanation must be included. Scores should be self-explanatory or an explanation must be included.

46. Sample IEP Statement of Current Level of Performance in Reading “Portion of PFLAP only” “Portion of PFLAP only” Given randomly selected passages at the third-grade level, J. R. currently reads aloud 65 words correct per minute. Given randomly selected passages at the third-grade level, J. R. currently reads aloud 65 words correct per minute.

47. Sample IEP Statement of Performance in Mathematics “Portion of required PFLAP only” “Portion of required PFLAP only” Given 25 problems representing the third- grade level, J. R. currently writes 20 correct digits in 3 minutes. Given 25 problems representing the third- grade level, J. R. currently writes 20 correct digits in 3 minutes.

48. Developing Measurable Annual Goals NC Policy requires that the Individualized Education Program include: (2)(i) A statement of measurable annual goals, including academic and functional goals designed to- A. Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and NC Policy 1503-4.1 NC Policy 1503-4.1

49. Annual Goals (B) Meet each of the child’s other educational needs that result from the child’s disability; (ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives. (ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives. Policy 1503-4.1

50. The measurable annual goal is a statement that links directly to the areas of need identified in the present levels of academic achievement and functional performance.

51. Measurable Annual Goals The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP. The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP.

52. Measurable Annual Goals For each area needing specially designed instruction, determine the desired level of achievement or outcome for each goal for a student by considering the following: Primary concerns stated in the present level of academic Primary concerns stated in the present level of academic achievement/functional performance. achievement/functional performance. Amount of time the student has left in school and the age of the student. Amount of time the student has left in school and the age of the student. Skills needed to progress to the next level of performance. Skills needed to progress to the next level of performance. Skills needed to achieve transition. Skills needed to achieve transition. Behavior / skills that will improve with modifications. Behavior / skills that will improve with modifications.

53. Measurable Annual Goals Strengths of the student. Strengths of the student. Concerns of the parent for enhancing the education of her/his child. Concerns of the parent for enhancing the education of her/his child. Scope and sequence of the skill, curricular or behavior areas addressed. Scope and sequence of the skill, curricular or behavior areas addressed. Special factors. Special factors. Student’s learning behaviors. Student’s learning behaviors. Clustering behaviors or skills that are related. Clustering behaviors or skills that are related.

54. Measurable Annual Goals Major Components Any important givens/conditions (when, with what, where)…as applicable. Any important givens/conditions (when, with what, where)…as applicable. A skill/domain area (academic, behavioral, functional). A skill/domain area (academic, behavioral, functional). An observable learner performance (what the learner will be doing, an action). An observable learner performance (what the learner will be doing, an action). Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency) Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency)

55. Measurable Annual Goals What exactly does “measurable” mean? Unfortunately, IDEA doesn’t define it. Characteristics of Measurability: Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something. Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something. Yields the same conclusion if measured by several people. Yields the same conclusion if measured by several people. A measurable goal allows us to know how much progress has been made since the last measured performance. A measurable goal allows us to know how much progress has been made since the last measured performance. A measurable goal can be measured as written, without additional information. A measurable goal can be measured as written, without additional information. Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be reached). Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be reached).

56. Sample IEP Long-Term Goal in Reading Given randomly selected passages at the third-grade level, J. R. will read aloud 115 words correct per minute by the end of the year (or in 35 weeks) Given randomly selected passages at the third-grade level, J. R. will read aloud 115 words correct per minute by the end of the year (or in 35 weeks)

57. Sample Long-term Goal in Math Given 25 problems representing the third- grade level, J. R. will write 40 correct digits in 3 minutes by the end of the year (or in 35 weeks).

58. Instruction 25-35% Task &Classroom Environment 5-15% Student 50-60% Influences on Learning: 3 Variables Prior Knowledge Scaffolding Flexible Grouping Effective Planning Time Rate of Learning Collaborative Culture Focus on Learning Use of Data for Decision Making We Control

59. Questions?