Curriculum-Based Measurement (CBM) for Special Educators: Workshop Agenda

1. Curriculum-Based Measurement & Special Educators: Assessing Student Foundation Academic SkillsJim Wrightwww.interventioncentral.org

2. Curriculum-Based Measurement: An Introduction Writing IEP Goals for CBM CBM Reading, Math Computation, & Writing Charting & Evaluating Data Using CBM CBM Web Resources Curriculum-Based Measurement (CBM) for Special Educators: Workshop Agenda

3. Curriculum-Based Measurement: An Introduction

4. Curriculum-Based Measurement: Advantages as a Set of Tools to Monitor RTI/Academic Cases • Aligns with curriculum-goals and materials • Is reliable and valid (has ‘technical adequacy’) • Is criterion-referenced: sets specific performance levels for specific tasks • Uses standard procedures to prepare materials, administer, and score • Samples student performance to give objective, observable ‘low-inference’ information about student performance • Has decision rules to help educators to interpret student data and make appropriate instructional decisions • Is efficient to implement in schools (e.g., training can be done quickly; the measures are brief and feasible for classrooms, etc.) • Provides data that can be converted into visual displays for ease of communication Source: Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford.

5. Among other areas, CBM Techniques have been developed to assess: • Reading fluency • Reading comprehension • Math computation • Writing • Spelling • Phonemic awareness skills • Early math skills

6. CBM Student Reading Samples: What Difference Does Fluency Make? • 3rd Grade: 19 Words Per Minute • 3rd Grade: 70 Words Per Minute • 3rd Grade: 98 Words Per Minute

7. Measuring General vs. Specific Academic Outcomes General Outcome Measures… • Track the student’s increasing proficiency on general curriculum goals such as reading fluency. Example: CBM-Oral Reading Fluency (Hintz et al., 2006). • Are most useful for longer-term measurement (e.g., to set and track IEP goals over the timespan of a school year). Sources: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Hintz, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.

8. Measuring General vs. Specific Academic Outcomes Specific Sub-Skill Mastery Measures… • Track short-term student academic progress with clear criteria for mastery (Burns & Gibbons, 2008). Example: Letter Identification. • Are helpful in assessing whether the student has acquired short-term skills whose acquisition may require weeks rather than months. Sources: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Hintz, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.

9. Problem: IEPs Often Use ‘Mastery Measurement’ • The student is expected to master a series of ‘short-term’ objectives • The methods used to track student progress change as the student masters various objectives • These informal ‘mastery tests’ have technical limitations: • They fail to provide information about students’ maintenance of mastered skills • They are not in equivalent ‘units’--so different measures cannot be compared directly with one another • There is little or no information about the reliability and validity of these ‘informal’ measures • They are unable to show GENERAL student progress toward a long-term goal in mastering academic skills Source: Stecker, P. M., & Hosp, M. (2005). Applications of Progress-Monitoring to IEP and Program Development. Presentation at the 2005 CEC Annual Conference & Expo, Baltimore, MD.

10. Solution: CBM Measures Can Serve as Valid, Reliable ‘Long-Term’ Academic Measurement Tools • Various types of Curriculum-Based Measurement can: • Track student progress toward a fixed year-end goal for improvement • Have been demonstrated to be a valid and reliable measure of student fluency in targeted basic academic skills • are timed and uses standard directions and scoring criteria—so each probe administered is an equivalent ‘unit’ and can be compared with past and future student probes. Results can also be charted for visual feedback • Allows the IEP to be less cluttered with assessment methods, thus making the document more manageable Source: Stecker, P. M., & Hosp, M. (2005). Applications of Progress-Monitoring to IEP and Program Development. Presentation at the 2005 CEC Annual Conference & Expo, Baltimore, MD.

11. ‘Elbow Group’ Activity: How Might CBM Measures Be Useful in Your Practice as a Special Educator? • In your ‘elbow groups’: • Discuss the general concept of CBMs and how they might have a use in monitoring students with whom you work. • In particular, how can such measures be useful to assess IEP goals? • Be prepared to share your discussion points with the larger group. • Aligns with curriculum-goals and materials • Is reliable and valid (has ‘technical adequacy’) • Is criterion-referenced: sets specific performance levels for specific tasks • Uses standard procedures to prepare materials, administer, and score • Samples student performance to give objective, observable ‘low-inference’ information about student performance • Has decision rules to help educators to interpret student data and make appropriate instructional decisions • Is efficient to implement in schools (e.g., training can be done quickly; the measures are brief and feasible for classrooms, etc.) • Provides data that can be converted into visual displays for ease of communication

12. Curriculum-Based Measurement: Oral Reading FluencyJim Wrightwww.interventioncentral.org

13. In your packet, for CBM reading/literacy… Here are key resource and activity materials: • Oral Reading Fluency (ORF): Directions: pp. 2-7 • Research-Based Norms: ORF: p. 17 • CBM Literacy Measures: Listing: pp. 19-21 • ORF Record Form: pp. 41-42

14. Reading: 5 Big Ideas • Phonemic Awareness • Alphabetics • Fluency with Text/General Outcome Measure • Vocabulary • Comprehension

15. Five Big Ideas in Reading • “Phonemic Awareness: The ability to hear and manipulate sounds in words. • Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. • Fluency with Text: The effortless, automatic ability to read words in connected text. • Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. • Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning.” SOURCE: University of Oregon: http://reading.uoregon.edu/big_ideas/trial_bi_index.php

16. http://www.nichd.nih.gov/publications/nrppubskey.cfm

17. NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

18. CBM Reading Probes: Preparation

19. CBM Reading : Preparation

20. CBM Reading Assessment: Preparation • Decide on ‘measurement pool’ (e.g., basal reading series, literature selections sorted according to readability) • Prepare examiner and student copies of passages • Select passages randomly from larger library when administering to student

21. CBM Reading Measurement Pool: Silver Burdett & Ginn (1989) Book 1: All Through the Town.Grade 1 Book 2: Out Came the Sun…..Grade 1 Book 3: Morning Bells….……..Grade 1 Book 4: Make A Wish…………Grade 1 Book 5: A New Day……………Grade 1 Book 6: Garden Gates………..Grade 2 Book 7: Going Places…………Grade 2 Book 8: Castles of Sand………Grade 3 Book 9: On the Horizon……….Grade 3 Book 10: Silver Secrets……….Grade 4 Book 11: Dream Chasers……..Grade 5 Book 12: Wind by the Sea…….Grade 6

22. CBM Reading Probes: Example

23. CBM Reading Probes: Administration

24. CBM Reading : Administration

25. CBM Reading Probes: Administration • 3 passages selected at random from probe collection • Stopwatch • Pencil, pen, or marker • Quiet, non-distracting location Materials needed:

26. CBM Reading Assessment: Administration • Sit at table next to or across from student • Read off standardized directions • Start stopwatch after (a) student reads first word, or (b) examiner provides first word

27. CBM Reading Assessment: Administration • Supply correct word if student hesitates for longer than 3 seconds • Mark errors on examiner passage • Mark student stopping point in passage (“]”) at end of 60 seconds • Tell student to stop reading

28. CBM Reading Probes: Scoring

29. CBM Reading : Scoring

30. CBM Reading Assessment: Scoring Words are counted as correct if . . . • the student repeats a correctly read word • the student self-corrects within 3 seconds • variant pronunciation of a word is due to dialectical differences or speech articulation issues

31. CBM Reading Assessment: Scoring Words are counted as incorrect if they are. . . • mispronunciations • substitutions (e.g., home for house) • omissions • hesitations of greater than 3 seconds • word transpositions

32. CBM Reading Assessment: Scoring Words read aloud are ignored if. . . • the student inserts them into the text

33. CBM Reading Assessment: Computing Correctly Read Words Number of correctly read words (CRW) is calculated by: • subtracting number of errors (E) from • total read words (TRW) during timed minute --words read up to end bracket in passage

34. CBM Reading Assessment: Computing Correctly Read Words • TRW=74 • Errors=5 • CRW=69

35. CBM Reading Assessment: Omitted Text Adjustment: • Count up the number of words omitted in a segment of a passage • Subtract all but one of those omitted words from the total word count (TRW) • Repeat for additional omitted passages • Count each omission as single error when calculating correctly read words (CRW)

36. CBM Reading Assessment: Scoring Example/Omitted Text • TRW=74 • Omitted Words=10 • New TRW=64 • Errors=6 • CRW=58

37. Franklin Jones Mrs. Larrossa 3-2 SB&G: Bk 9 49 4 45 92% Lvl 4-1 Probe 1 9/23 64 3 61 95% Lvl 4-1 Probe 2 9/23 42 2 40 95% Lvl 4-1 Probe 3 9/23 CBM Reading Assessment: Selecting Median Values

38. CBM: Math Computation

39. In your packet, for CBM Math… Here are key resource and activity materials: • CBM Math Computation: Directions: pp. 7-11 • Research Norms: Math Computation: p. 17 • Early Math Fluency: Listing: p. 24 • Math Computation & Concepts/Applications: Listing: p. 30-31

40. CBM Math Computation Probes: Preparation

41. CBM Math Computation Sample Goals • Addition: Add two one-digit numbers: sums to 18 • Addition: Add 3-digit to 3-digit with regrouping from ones column only • Subtraction: Subtract 1-digit from 2-digit with no regrouping • Subtraction: Subtract 2-digit from 3-digit with regrouping from ones and tens columns • Multiplication: Multiply 2-digit by 2-digit-no regrouping • Multiplication: Multiply 2-digit by 2-digit with regrouping

42. CBM Math Computation Assessment: Preparation • Select either single-skill or multiple-skill math probe format. • Create student math computation worksheet (including enough problems to keep most students busy for 2 minutes) • Create answer key

43. CBM Math Computation Assessment: Preparation • Advantage of single-skill probes: • Can yield a more ‘pure’ measure of student’s computational fluency on a particular problem type

44. CBM Math Computation Assessment: Preparation • Advantage of multiple-skill probes: • Allow examiner to gauge student’s adaptability between problem types (e.g., distinguishing operation signs for addition, multiplication problems) • Useful for including previously learned computation problems to ensure that students retain knowledge.

46. CBM Math Computation Probes: Administration

48. CBM Math Computation Probes: Scoring

49. CBM Math Computation Assessment: Scoring Unlike more traditional methods for scoring math computation problems, CBM gives the student credit for each correct digit in the answer. This approach to scoring is more sensitive to short-term student gains and acknowledges the child’s partial competencies in math.

50. 3 CDs 2 CDs 12 CDs Math Computation: Scoring Examples