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Curriculum Based Measurements

Curriculum Based Measurements. Linking Assessment with Instruction. Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007. Wouldn’t it be nice if we could…. Have a standardized index of student performance in our curriculum and connected to IEP goals?

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Curriculum Based Measurements

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  1. Curriculum Based Measurements Linking Assessment with Instruction Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007

  2. Wouldn’t it be nice if we could… • Have a standardized index of student performance in our curriculum and connected to IEP goals? • Have objective information on student progress which is easily shared and understood by all? • Provide measurable, meaningful goals within our District’s curriculum? • Reduce jargon and communicate more directly? • Document when students are learning and when they are not? • Provide timely changes to the student’s instruction? • Focus on solutions to problems, rather than causes?

  3. Curriculum Based Measurement (CBM) • Has standardized measurement procedures • Uses stimulus items closely aligned to the curriculum • Improves the match between testing and teaching • Links assessment to intervention • Establishes student skill level: mastery, instructional and frustration • Is easily communicated and understood by all

  4. Characteristics of CBM Accurate, Reliable, Standardized Measures of Basic Skills: > Reading > Math > Spelling > Writing

  5. Characteristics of CBM continued… • Test items come from the District’s curriculum • Tests are standardized and norm-referenced (using local norms)

  6. Characteristics of CBM continued… • Tests are inexpensive to produce and administer. • Tests take minimum time from classroom instruction. > Reading >Math (1-3 min) (2 min) > Spelling > Writing (2 min) (4 min)

  7. Characteristics of CBM continued… • Tests require students to produce academic responses rather than guess, point or circle answers. • Student’s academic fluency (correct responses per minute) in basic skills is determined.

  8. Underlying Concept of Curriculum Based Assessment • Testing should reflect what is taught since assessment will ultimately drive instruction. • The measure of success in education is the student’s progress in the curriculum of the local school.

  9. Overview of CBMProcedures & Materials Reading: • Student reads a grade level (Instructional) passage orally • 1 minute test • Given individually • Score: # of words read correctly (optional: error types)

  10. Overview of CBMProcedures & Materials Spelling: • Student writes words given orally from list of high frequency grade level words • 2 minute test • Given in group or individually • Score Options: # correct words, or # correct letter sequences

  11. Overview of CBMProcedures & Materials Written Language: • Student writes passage using story starter • 3 minute test • Given in group or individually • Score Options: total words written, words spelled correctly and correct word sequence

  12. Overview of CBMProcedures & Materials Math: • Student completes math problems from selected grade-level materials • 2 minute test • Given in group or individually • Score: correct # of digits

  13. Specific Standardized Instructions… Reading: (see handout) Materials: 1. Unnumbered (student) copy of passage 2. Numbered (examiner) copy of passage 3. Stopwatch or timer 4. Tape recorder (optional)

  14. Specific Standardized Instructions… Written Expression:(see handout) Materials: 1. Lined paper with story starter for student 2. Pencil for student 3. Stopwatch or timer

  15. Specific Standardized Instructions… Spelling: Materials: 1. Spelling paper with 18 spaces for student 2. Pencil for student 3. Stopwatch or timer 4. List of spelling words

  16. Specific Standardized Instructions… Math: (see handout) Materials: 1. Unnumbered (student) copy of math problems 2. Numbered (examiner) copy of math problems 3. Stopwatch or timer (May use single skill or multiple skills.)

  17. CBM Use… • Student progress in relation to others • Instructional program decisions • Screening Tool / Student Study Teams • Summer School – Extended School Year • Progress monitoring as part of the Problem solving model

  18. CBM Use continued… • Special Education Goals on IEPs (see samples on pg. 3 in handout) • Identify “At Risk” Students • Class Profile – School Profile • Program Evaluation • Measuring Response to Intervention

  19. CBM Use in RTI… • Measure general effectiveness of a given intervention • For individual students: -Progress monitoring - Performance compared to peers - Performance compared to a set standard - Single student’s response to intervention

  20. Examples of CBM Graphs…

  21. Examples of CBM Graphs Continued…

  22. Examples of CBM Graphs Continued…

  23. Resources… • www.interventioncentral.org – warehouse of CBMs • www.aimsweb.com – charting progress on line • http://dibels.uorgon.edu - U of Oregon – Dibels • http://www.cbmnow.com - get pocket CBM

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