Curriculum Based Measures Improving Student Outcomes through Progress Monitoring

1. Curriculum Based MeasuresImproving Student Outcomes through Progress Monitoring

2. Questions to Answer • What is student progress monitoring? • How can CBM assist in selecting appropriate accommodations and modifications for classroom and testing purposes? • How does CBM help in the development of IEPs? • Where can I learn more information about student progress monitoring?

3. What exactly is student progress monitoring?

4. Progress Monitoring • Conducted frequently – at least monthly • Designed to: • Estimate rates of improvement • Identify students who are not demonstrating adequate progress • Compare the effectiveness of different forms of instruction • Thereby design more effective, individualized instructional programs for struggling learners

5. What is the Difference Between Norm-referenced assessments (EOGs) and PM? • Norm-referenced tests: • Lengthy tests • Not administered on a regular basis • Teachers do not receive immediate feedback • Student scores are based on national scores and averages • Lack of overlap w/ NCSCOS • Less sensitive to short-term academic gain

6. What is the Difference Between Norm-referenced assessments (EOGs) and PM? • Curriculum-Based Measurement (CBM) has the strongest evidence base. • Provides an easy and quick method to gathering student progress • Teachers can analyze student scores and adjust student goals and instructional programs • Student data can be compared to teacher’s classroom or school district data • Sensitive to short-term gain in academic skills • Good overlap with curriculum • Can be administered often

7. Curriculum-Based Measurement • CBM is distinctive: • Each CBM test is of equivalent difficulty • Samples the year-long curriculum • CBM is highly prescriptive and standardized • Reliable and valid scores

8. The Basics of CBM • CBM monitors student progress throughout the school year • Students are given probes at regular intervals • Weekly, bi-weekly, monthly • Recommended that SWD are given twice weekly probes • Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals

9. The Basics of CBM • CBM tests are brief and easy to administer • All tests are different, but assess the same skills and the same difficulty level • CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student • Only through careful observation and data gathering can teachers know if a child’s educational program is really effective • Strength of CBM lies in its ability to predict in a short time whether an intervention is working or needs to be altered

10. Hypothetical Fourth-Grade Math Computation Curriculum Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to 9 Multiply 2-digit numbers by a 1-digit number Multiply 2-digit numbers by a 2-digit number Division facts, divisors to 9 Divide 2-digit numbers by a 1-digit number Divide 3-digit numbers by a 1-digit number Add/subtract simple fractions, like denominators Add/subtract whole number and mixed number

11. Random numerals within problems • Random placement of problem types on page

12. Computation 4 Sheet #2 Password: AIR Name: Date A B C D E ) 5 2 8 5 2 9 ) 8 2 8 5 9 2 4 4 7 2 + 6 4 7 0 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 • Random numerals within problems • Random placement of problem types on page

13. Donald’s Progress in Digits Correct Across the School Year

14. A “Correct Digit” Is the Right Numeral in the Right Place 4507 4507 4507 2146 2146 2146 2361 2461 2441 3 correct digits 4 correct digits 2 correct digits

15. What We Look For in CBM • INCREASING SCORES: • Student is mastering the 4th grade curriculum. • FLAT SCORES: • Student is not profiting from instruction and requires a change in the instructional program.

16. Sarah’s Progress on Digits Correct Across School Year Sarah Smith Computation 4 DIGITS Sep Oct Nov Dec Jan Feb Mar Apr May

17. Jessica’s Progress on Digits Correct Across School Year Jessica Jones Computation 4 DIGITS Sep Oct Nov Dec Jan Feb Mar Apr May

18. Spelling • Teacher reads aloud words (12-17) that students are to spell correctly within a given time limit (2 minutes). • Spelling words are scored for correct letter sequences. • These sequences are pairs of letters in a word placed in a proper sequence

19. Spelling _T A L K _ • The word ‘talk’ has 4 letters, but it contains 5 letter sequences • The space before the first letter is considered a space holder or “phantom” letter. • When student places ‘t’ in correct place, the space holder and the first letter makes up the first sequence. • What are the other letter sequences in this word?

20. Writing • Teacher reads aloud a familiar theme/topic as story starter • Give 30 seconds to allow students to think about writing • Reread story starter • Students write for 3, 5, or 7 minutes depending on grade level

21. Writing • Scoring options: • Number of words written • Total words spelled correctly • Correct word sequences • Correct minus incorrect word sequences • Can use a combination of above, but must remain consistent throughout school year

22. Behavior • When measuring behaviors, break the day into small amounts of time. • Measure target behavior in each “block.” • i.e. Every 15 minutes, each class period, etc. • Give students the opportunity to rate their own behaviors • i.e. Likert Scale on their way out of class

23. CBM Research • CBM research has been conducted over the past 30 years • Research has demonstrated that when teachers use CBM for instructional decision making: • Students learn more • Teacher decision making improves • Students are more aware of their performance

24. Progress Monitoring • Evaluate effectiveness of instruction • Individual students • Entire class • Identify goals, measure goals, adjust teaching as needed • Accelerated learning • Targeted instruction • Faster attainment of state standards

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

26. How Does CBM Help in the Development of IEPs?

28. Curriculum-Based Measurement • Reliable and Valid assessment system • Basic academic skill areas • reading • writing • spelling • mathematics

29. IEPs • Present Levels of Academic Achievement and Functional Performance • Annual Goals • Measurable Objectives for Progress

30. Present Levels of Academic Achievement and Functional Performance • Average initial CBM scores are translated into present level of performance • Current performance can be compared to subsequent performance later in the year • Test administration is consistent • Scoring procedures consistent • Difficulty level of test consistent

31. Present Levels of Academic Achievement and Functional Performance • Reading • Given randomly selected passages at the third-grade level, J. R. currently reads aloud 65 words correct per minute. • Mathematics • Given 25 problems representing the third-grade level, J. R. currently writes 20 correct digits in 3 minutes.

32. Annual Goals • Instructional programming identifies end-of-year goals • CBM probes represent skills to be mastered by the end of the year • Measurable CBM goal statement can be written that reflects long-term mastery

33. Annual Goal-Line X

34. Measurable Objectives for Progress Annual goal Minus current performance Divided by number of weeks between baseline and goal = Measurable Objectives for Progress

35. Goals and Objectives in Reading • Present Level of Performance • Given randomly selected passages at the third-grade level, J. R. currently reads aloud 65 words correct per minute. • Annual Goal • 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). • Measurable Objective for Progress • Given randomly selected passages at the third-grade level, J. R. will read aloud 1.4 additional words correct per minute each week [(115 – 65)/35 = 1.43].

36. Goals and Objectives in Math • Present Level of Performance • Given 25 problems representing the third-grade level, J. R. currently writes 20 correct digits in 3 minutes. • Annual Goal • 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). • Measurable Objective for Progress • Given 25 problems representing the third-grade level, J. R. will write .6 additional correct digits in 3 minutes each week [(40 – 20)/35 = .57].

37. Using CBM to Monitor and Report Student Progress • Using weekly data points, compare trend line against goal line • If trend line is steeper than goal line – raise the goal • If trend line is below goal line – modify instruction • If trend line is at goal line, student is making sufficient progress to meet annual goal

38. Progressing greater than the goal – Increase the goal trend-line X goal-line

39. Not making Progress – Change instructional program X trend-line X X goal-line

40. Where can I learn more information about student progress monitoring?

41. National Center on Student Progress Monitoring Websitewww.studentprogress.org

43. Which Tool Should I Choose?A Look at Possible Decision Making Scenarios

44. I’m interested in monitoring student progress in mathematics in my district for grades 1-3. Which tools would be appropriate? • AIMSWeb • Chart Dog • Intervention Central • STAR

45. Which tools offer accommodations for students with special needs ( e.g. English Language Learners, hearing impaired)? • Dynamic Indicators of Early Basic Literary Skills (DIBELS) • STAR

46. Table Talk • Discuss at your tables interventions and strategies that you are currently using in your classrooms that could be used as Curriculum Based Measures • Share with whole group