Loading in 2 Seconds...
Step 3: How to Administer and Score Math CurriculumBased Measurement Probes ... problems representing the yearlong gradelevel math curriculum. ...
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Using CurriculumBased Measurement for Progress Monitoring in Math
Todd Busch
Tracey Hall
Pamela Stecker
CurriculumBased Measurement
The scientifically validated form of progress monitoring.
Most Progress Monitoring: Mastery Measurement
CurriculumBased Measurement is NOT
Mastery Measurement
1.Multidigit addition with regrouping
2.Multidigit subtraction with regrouping
3.Multiplication facts, factors to nine
4.Multiply twodigit numbers by a onedigitnumber
5.Multiply twodigit numbers by a twodigit number
6.Division facts, divisors to nine
7.Divide twodigit numbers by a onedigit number
8.Divide threedigit numbers by a onedigit number
9.Add/subtract simple fractions, like denominators
10.Add/subtract whole numbers and mixed numbers
Multidigit Subtraction
Multidigit Addition
10
8
6
in 5 minutes
Number of digits correct
4
2
0
4
8
10
12
14
6
2
WEEKS
1.Multidigit addition with regrouping
2.Multidigit subtraction with regrouping
3.Multiplication facts, factors to nine
4.Multiply twodigit numbers by a onedigit number
5.Multiply twodigit numbers by a twodigit number
6.Division facts, divisors to nine
7.Divide twodigit numbers by a onedigit number
8.Divide threedigit numbers by a onedigit number
9.Add/subtract simple fractions, like denominators
10.Add/subtract whole numbers and mixed numbers
Date:
Name:
Subtracting
6
5
2
1
5
4
2
9
8
4
5
5
6
7
8
2
7
3
2
1
3
7
5
6
3
4
7
5
6
9
3
7
3
9
1
5
6
8
2
6
4
2
2
3
4
8
4
2
4
1
5
4
3
2
1
9
4
2
5
2
9
4
2
6
8
5
4
8
7
4
Multidigit Subtraction
Multidigit Subtraction
Multiplication
Multiplication
Multidigit
Multidigit
10
10
Facts
Facts
Addition
Addition
8
8
6
6
Number of problems correct
in 5 minutes
in 5 minutes
Number of digits correct
4
4
2
2
0
0
4
4
8
8
10
10
12
12
14
14
6
6
2
2
WEEKS
WEEKS
An Example of CurriculumBased Measurement:
Math Computation
1.Multidigit addition with regrouping
2.Multidigit subtraction with regrouping
3.Multiplication facts, factors to nine
4.Multiply twodigit numbers by a onedigit number
5.Multiply twodigit numbers by a twodigit number
6.Division facts, divisors to nine
7.Divide twodigit numbers by a onedigit number
8.Divide threedigit numbers by a onedigit number
9.Add/subtract simple fractions, like denominators
10.Add/subtract whole numbers and mixed numbers
Computation 4
Sheet #2
Password: AIR
Name:
Date:
A
B
C
D
E
)
5
5
2
2
8
8
5
5
2
2
9
)
8
2
8
5
9
2
4
4
7
2
+
+
6
6
4
4
7
7
0
0
8
8
4
3
0
4
x
0
9
0
+
J
F
G
H
I
)
3
5
4
7
2
1
6
3
0
=
x
7
4
x
x
3
3
5
9
K
L
M
N
O
4
8
3
2
)
)
5
6
5
3
1
6
3
0

=
7
x
x
2
3
6
P
Q
S
T
R
1
0
7
)
4
1
6
5
3
2
9
6
+
=
3
x
4
4
1
1
1
1
x
2
U
V
W
X
Y
1
5
0
4
1
1
3
0
)
9
8
1
4
+
6
=
1
4
4
1
)
5
1
0
2
7
x
One Page of a 3Page CBM in Math Concepts and Applications (24 Total Blanks)
Darker boxes equal a greater level of mastery.
Method 1:
Method 2:
CBM Passage for Correct Words per Minute
Increasing Scores:
Flat Scores:
Sarah Smith
Reading 2
180
160
140
120
100
Words Read Correctly
80
60
40
20
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jessica Jones
Reading 2
180
160
140
120
100
Words Read Correctly
80
60
40
20
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
p U z L y
i t R e w
O a s d f
v g j S h
k m n b V
Y E i c x
…
CBM Passage for Correct Words per Minute
Step 1:How to Place Students in aMath CurriculumBasedMeasurement Task forProgress Monitoring
Step 2:How to Identify the Level ofMaterial for Monitoring Progress
Step 3:How to Administer and ScoreMath CurriculumBasedMeasurement Probes
Step 4:How to Graph Scores
Step 5:How to Set Ambitious Goals
Step 6:How to Apply Decision Rulesto Graphed Scores to KnowWhen to Revise Programsand Increase Goals
Step 7:How to Use the CurriculumBased MeasurementDatabase Qualitatively toDescribe Students’ Strengthsand Weaknesses
OR
Student Copy of a First Grade Computation Test
Computation
ü
ü
ü
ü
ü
ü
ü
ü
ü
Correct Digits: Evaluate Each Numeral in Every Answer
4507
4507
4507
2146
2146
2146
2
61
4
2361
2
1
44
3 correct
4 correct
2 correct
digits
digits
digits
Scoring Different Operations
Examples:
23
8 184
16
24
24
0
22
x 43
66
880
946
4
1
1
18
+16
34
3 correct digits
2 correct digits
2 correct digits
3 correct digits
Division Problems with Remainders
Scoring Examples: Division with Remainders
Correct Answer
Student
’
s Answer
4 0 3 R 5 2
4 3 R 5
(1 correct digit)
ü
2 3 R 1 5
4 3 R 5
ü
ü
(2 correct digits)
Scoring Decimals and Fractions
Scoring Examples: Decimals
Correct Answer
Student
’
s Answer
6
7 / 1 2
6
8 / 1 1
(2 correct digits)
ü
ü
5
1 / 2
5
6 / 1 2
(2 correct digits)
ü
ü
Scoring Examples: Fractions
Samantha’s
Computation
Test
Sixth Grade
Computation
Test
Answer Key
Student Copy of a Concepts and Applications test
Quinten’s Fourth Grade Concepts and Applications Test
Concepts and Applications
Fifth Grade Concepts and Applications Test—1
Concepts and Applications
Fifth Grade Concepts and Applications Test—Page 2
Fifth Grade Concepts and Applications Test—Page 3
Answer Key
Student Copy of
a Number
Identification test
Number Identification Score Sheet
Jamal’s Number
Identification
Score Sheet
Teacher Score
Sheet
Student
Sheet—Page 1
Student
Sheet—Page 2
Student
Sheet—Page 3
Student Copy of a
Quantity
Discrimination test
Quantity Discrimination Score Sheet
Lin’s Quantity
Discrimination
Score Sheet
Teacher Score
Sheet
Student
Sheet—Page 1
Student
Sheet—Page 2
Student
Sheet—Page 3
Student Copy
of a Missing
Number Test
Missing Number
Score Sheet
Thomas’s
Missing Number
Score Sheet
Teacher Score
Sheet
Student
Sheet—Page 1
Student
Sheet—Page 2
Student
Sheet—Page 3
Step 4: How to Graph Scores
Step 4: How to Graph Scores
Step 4: How to Graph Scores
Step 4: How to Graph Scores
25
20
15
Digits Correct in 3 Minutes
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
Step 5: How to Set Ambitious Goals
Step 5: How to Set Ambitious Goals
Step 5: How to Set Ambitious Goals
Step 5: How to Set Ambitious Goals
IntraIndividual Framework
Step 5: How to Set Ambitious Goals
National Norms
Step 5: How to Set Ambitious Goals
National Norms
National Norms
Step 5: How to Set Ambitious Goals
Drawing a GoalLine
Goalline: The desired path of measured behavior to reach the performance goal over time.
Step 5: How to Set Ambitious Goals
Trendline: A line drawn in the data path to indicate the direction (trend) of the observed behavior.
Step 5: How to Set Ambitious Goals
Step 5: How to Set Ambitious Goals
Step 5: How to Set Ambitious Goals
25
20
15
Digits Correct in 5 Minutes
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
Practice 1
Step 5: How to Set Ambitious Goals
Practice 1
Step 5: How to Set Ambitious Goals
25
20
15
Digits Correct in 5 Minutes
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
Practice 2
Step 5: How to Set Ambitious Goals
Practice 2
Step 5: How to Set Ambitious Goals
30
Most recent 4 points
25
20
15
Digits Correct in 7 Minutes
10
Goalline
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
30
25
20
15
Digits Correct in 7 Minutes
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
Goalline
Most recent 4 points
Step 7: How to Use CurriculumBased Measurement Data Qualitatively to Describe Student Strengths and Weaknesses
Step 7: How to Use CurriculumBased Measurement Data Qualitatively to Describe Student Strengths and Weaknesses
Step 7: How to Use CurriculumBased Measurement Data Qualitatively to Describe Student Strengths and Weaknesses
Other Ways to Use the CurriculumBased Measurement Database
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
AcrossYear School Progress
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
WithinYear School Progress
(281)
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
WithinYear Teacher Progress
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
WithinYear Special Education Progress
How to Use CurriculumBased Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes
WithinYear Student Progress
How to Incorporate DecisionMaking Frameworks to Enhance General Educator Planning
How to Incorporate DecisionMaking Frameworks to Enhance General Educator Planning
How to Incorporate DecisionMaking Frameworks to Enhance General Educator Planning
How to Incorporate DecisionMaking Frameworks to Enhance General Educator Planning
How to Use Progress Monitoring to Identify NonResponders Within a ResponsetoIntervention Framework to Identify Disability
How to Use Progress Monitoring to Identify NonResponders Within a ResponsetoIntervention Framework to Identify Disability
How to Use Progress Monitoring to Identify NonResponders Within a ResponsetoIntervention Framework to Identify Disability
Case Study 1: Alexis
Case Study 1: Alexis
Case Study 2: Darby Valley Elementary
Case Study 2: Darby Valley Elementary
400
X
(378)
300
Meeting CBM Benchmarks
Number Students
200
100
(125)
0
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
End of School Year
AcrossYear School Progress
Case Study 2: Darby Valley Elementary
X
(148)
WithinYear School Progress
Case Study 2: Darby Valley Elementary
Ms. Main (Teacher)
Case Study 2: Darby Valley Elementary
Mrs. Hamilton (Teacher)
Case Study 2: Darby Valley Elementary
25
20
15
Number Students on Track to
Meet CBM Benchmarks
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
2004 SchoolYear Month
Special Education
Case Study 2: Darby Valley Elementary
Cynthia Davis (Student)
Case Study 2: Darby Valley Elementary
Dexter Wilson (Student)
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 4: Marcus
Case Study 4: Marcus
30
25
20
15
Digits Correct in 5 Minutes
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Weeks of Instruction
Highperforming math students
Middleperforming math students
Lowperforming math students
CurriculumBased Measurement Materials
CurriculumBased Measurement Resources