Introduction to using cbm for progress monitoring in reading
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2008. Student Progress Monitoring &. Introduction to Using CBM for Progress Monitoring in Reading. Data-Based Instruction in Special Education. An overview (Sample presentation to present to students). Note About This Presentation.

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Introduction to using cbm for progress monitoring in reading l.jpg

2008

Student Progress Monitoring &

Introduction to Using CBM for Progress Monitoring in Reading

Data-Based Instruction in Special Education

An overview

(Sample presentation to present to students)


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Note About This Presentation

  • Although we use progress monitoring measures in this presentation to illustrate methods, we are not recommending or endorsing any specific product.


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2008

Student Progress Monitoring &

READING CBM

Data-Based Instruction in Special Education


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Reading CBM

  • Not interested in making kids read faster

  • Interested in kids becoming better readers

  • The CBM score is an overall indicator of reading competence

  • Students who score high on CBM

    • Are better decoders

    • Are better at sight vocabulary

    • Are better comprehenders

  • Correlates highly with other global measures of reading (e.g. high stakes testing; commercially available tests; teacher made tests)


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Steps to Conducting CBM

  • How to Place Students in a Reading CBM Task for Progress Monitoring

  • How to Identify the Level of Material for Monitoring Progress for Passage Reading Fluency and Maze Fluency

  • How to Administer and Score Reading CBM


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Step 1: How to Place Students in a Reading CBM Task

  • At Kindergarten

    • Letter Sound Fluency

  • At Grade 1

    • Word Identification Fluency

  • At Grades 2-3

    • Passage Reading Fluency

  • At Grades 4-6

    • Maze Fluency


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Step 2: How to Identify the Level of Material for Monitoring Progress

  • Generally, students use the CBM materials prepared for their grade level

  • However, some students may need to read from a different grade level if they are well below grade-level expectations


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Step 2: How to Identify the Level of Material for Monitoring Progress

  • To find the appropriate CBM level:

    • Determine grade level text for student

    • Administer 3 CBM Passage Reading Fluency passages

      • If student reads 10-50 words correct in 1 minute but with less than 85-90% accuracy, move to next lower CBM level

      • If student reads more than 50 words correct in 1 minute, move to the highest level of text where he/she reads between 10-50 words correct until the student reaches his/her grade level

      • If the student reads less than 10 correct words in 1 minute, use the CBM word identification fluency measure instead of CBM PRF or CBM Maze Fluency for progress monitoring.


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Step 3: How To Administer and Score Reading Probes Progress

  • Students read letters, isolated words or passages for 1 minute

  • Student reads out loud while teacher marks student errors

  • The number of letters or words correct is calculated and graphed on student graph

  • Four CBM reading tasks are considered


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CBM Letter Sound Fluency (LSF) Progress

  • For kindergarten students

  • Student presented with page of 26 random letters on LSF Student Copy

  • Student reads the letter sounds for 1 minute

  • Teacher marks errors on LSF Teacher Score Sheet


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CBM Letter Sound Fluency (LSF) Progress

  • Alternate-passage stability (3 weeks): .92 - .94

  • Criterion validity with WRMT: .58 - .71

  • Predictive Validity with CBM (Fall 1 to Spring 1): .68

  • Predictive Validity with CBM (Fall K to Spring 1): .54

  • Predictive Validity with TerraNova (Fall 1 to Spring 1): .53

  • Predictive Validity with TerraNova (Fall K to Spring 1): .43


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CBM Letter Sound Fluency (LSF) Progress

  • Student copy of LSF

  • Letters in the box are practice


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CBM Letter Sound Fluency (LSF) Progress

  • LSF Teacher Score Sheet

  • Errors are marked with a slash (/)

  • Score is adjusted if student completes in less than 1 minute


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CBM Letter Sound Fluency (LSF) Progress

  • Only short vowel sounds are correct.

  • If the student answers correctly, immediately point to the next letter on the student’s copy.


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CBM Letter Sound Fluency (LSF) Progress

  • If the student does not respond after 3 seconds, point to the next letter.

  • Do not correct errors.

  • Mark errors on teacher’s score sheet.

  • At 1 minute, circle the last letter the child attempts.


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CBM Letter Sound Fluency (LSF) Progress

  • Abby’s CBM LSF

  • Errors are marked with a slash (/)

  • Last sound (/r/) is circled

  • 23 sounds attempted

  • 5 incorrect

  • Abby’s score = 18


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CBM Letter Sound Fluency (LSF) Progress

  • Let’s practice.

  • This is the Teacher Score Sheet.


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CBM Letter Sound Fluency (LSF) Progress

  • Let’s practice.

  • This is the Student copy.


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Adjusting the Score Progress

  • # of sounds correct

    # of seconds

  • A x 60 = Adjusted score

  • Example: 20 correct sounds in 45 seconds

  • 20 / 45 = .44

  • .44 x 60 = 26.67

  • Adjusted score = 27 in 60 seconds

= A


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CBM Word Identification Fluency (WIF) Progress

  • For first-grade students

  • Student presented with a list of 50 words

  • Student reads words for 1 minute

  • Teacher marks errors on WIF Score Sheet


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CBM Word Identification Fluency (WIF) Progress

  • Alternate-passage stability (3 weeks): .97

  • Criterion validity with WRMT: .75 - .93

  • Predictive Validity with CBM(22-30 weeks): .68 - .87

  • Predictive Validity with TerraNova(22-30 weeks): .62 - .76


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CBM Word Identification Fluency (WIF) Progress

  • CBM WIF Student list


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CBM Word Identification Fluency (WIF) Progress

  • WIF Teacher Score Sheet

  • Words read correctly marked as ‘1’

  • Words read incorrectly marked as ‘0’


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CBM Word Identification Fluency (WIF) Progress

  • If the student hesitates, prompt her to move to the next word after 2 seconds.

  • If the student is sounding out a word, prompt him to move to the next word after 5 seconds.

  • Do not correct errors.

  • Mark errors on score sheet.


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CBM Word Identification Fluency (WIF) Progress

  • At 1 minute, circle the last word the student reads.

  • If the student finishes in less than 1 minute, note the number of seconds it took to complete the word list.

  • See administration and scoring guide for information on adjusting scores.


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CBM Word Identification Fluency (WIF) Progress

  • Shameka’s CBM WIF

  • Correct words marked as ‘1’

  • Incorrect words marked as ‘0’

  • Last word read(car) is circled

  • Shameka’sscore = 29


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CBM Word Identification Fluency (WIF) Progress

  • Let’s practice.

  • This is the Teacher Score Sheet.


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CBM Word Identification Fluency (WIF) Progress

  • Let’s practice.

  • This is the Student list.


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Adjusting the Score Progress

  • # of sounds correct

    # of seconds

  • A x 60 = Adjusted score

= A


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CBM Passage Reading Fluency (PRF) Progress

  • For students in grades 1-6

  • Student reads grade-appropriate passage for 1 minute from PRF Student copy

  • Teacher marks errors on PRF Teacher copy


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CBM Passage Reading Fluency (PRF) Progress

  • Alternate-passage stability (3 weeks): .92

  • Criterion validity with WRMT: .70 - .89

  • Predictive validity with CBM (22-30 weeks): .72 - .86

  • Predictive validity with TerraNova (22-30 weeks): .65 - .72


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CBM Passage Reading Fluency (PRF) Progress

  • PRF Student copy


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CBM Passage Reading Fluency (PRF) Progress

  • PRF Teacher copy

  • Numbers along margin allow for easy calculation of words attempted


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CBM Passage Reading Fluency (PRF) Progress

  • Scoring guidelines:

    • Repetitions, self-corrections, insertions, and dialectical differences are all scored as CORRECT

    • Mispronunciations, word substitutions, omitted words, hesitations (word not said within 3 seconds), and reversals are all scored as ERRORS


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CBM Passage Reading Fluency (PRF) Progress

  • Additional scoring guidelines:

    • A skipped line is counted as1 error

    • Every word but 1 of the words is subtracted from the total number of words attempted


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CBM Passage Reading Fluency (PRF) Progress

  • Reggie’s CBM PRF

  • Words read incorrectly marked with a slash (/)

  • Lines omitted marked with a horizontal line

  • Last word read in 1 minute markedwith a slash


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CBM Passage Reading Fluency (PRF) Progress

  • 135 words attempted in 1 minute

  • 14 of 15 wordsomitted in 4th line subtracted from 136 (135 – 14 = 121)

  • 1 omission error and8 reading errors subtracted from 121 (121 – 9 = 112)

  • Reggie’s score = 112


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CBM Passage Reading Fluency (PRF) Progress

  • This is the first page of the Teacher Copy.


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CBM Passage Reading Fluency (PRF) Progress

  • This is the first page of the Student Copy.


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CBM Maze Fluency Progress

  • For students in grades 1-6

  • Administered to a group of students at one time

  • Students read passage and circle correct word for each blank

  • Tests lasts for 2.5 minutes

  • Teacher grades each test later


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CBM Maze Fluency Progress

  • Alternate-passage stability (3 weeks): .94

  • Criterion validity with WRMT: .71 - .93

  • Predictive Validity with CBM(22-30 weeks): .70 - .84

  • Predictive Validity with TerraNova (22-30 weeks): .67 - .74


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CBM Maze Fluency Progress

  • Maze Student copy

  • Students receive 1 point for each correct answer

  • Scoring is discontinued if 3 consecutive errors are made


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CBM Maze Fluency Progress

  • Juan’s CBM Maze

  • 10 correct answers before he made 3 consecutive mistakes

  • Juan’s score = 10


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CBM Maze Fluency Progress

  • Let’s practice.

  • This is the first page of the CBM Maze test, “Summer Camp.”



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Minimum End of Year ProgressReading CBM Benchmarks

  • K: 40 letter sounds per min (LSF)

  • 1: 60 words correct per min (WIF)

  • 1: 50 words correct text per min (PRF)

  • 2: 75 words correct from text per min (PRF)

  • 3: 100 words correct from text per min (PRF)

  • 4: 20 replacements to text per 2.5 min (MAZE)

  • 5: 25 replacements to text per 2.5 min (MAZE)

  • 6: 30 replacements to text per 2.5 min (MAZE)


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How to Use Data to Describe Student Strengths and Weaknesses Progress

  • Using CBM PRF, student miscues may be analyzed to describe possible student strengths and weaknesses

  • Student reads a CBM PRF passage and teacher writes down student errors

  • First 10 errors are analyzed using a Quick Miscue Analysis Table








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Discussion Progress

  • How would you incorporate Reading CBM into your curriculum?

  • What assignments will you assign?

    • 3 Passage Reading Fluency probes

      (grades 1-6)

    • What assignments for students teaching middle or high school?

    • How will those assignments be graded?


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