Transcript Curriculum-Based Measurement

Progress Monitoring
Lynn S. Fuchs
Vanderbilt University
And
Pamela M. Stecker
Clemson University
Progress Monitoring
• Teachers assess students’ academic performance
on a regular basis
• To determine whether children are profiting
appropriately from the typical instructional
program
• To build more effective programs for children who
do not benefit appropriately from typical
instruction
A Scientific Base Supports One
Form of Progress Monitoring:
Curriculum-Based Measurement
CBM
What is CBM?
A form of classroom assessment for . . .
• describing academic competence in reading,
spelling or math
• tracking academic development
• improving student achievement
Curriculum-Based Measurement (CBM) . . .
• result of 20 years of research
• used in schools across the country
• demonstrates strong reliability and validity
• used with all children to determine whether
they are profiting from typical instruction
• used with failing children to enhance
instructional programs
Research indicates:
• CBM produces accurate, meaningful
information about students’ academic levels
and growth;
• CBM is sensitive to student improvement;
• When teachers use CBM to inform their
instructional decisions, students achieve
better.
Most Forms of Classroom
Assessment are Mastery
Measurement
CBM is NOT
Mastery Measurement
Mastery Measurement describes mastery of a
series of short-term instructional objectives.
Mastery Measurement describes mastery of a
series of short-term instructional objectives.
To implement mastery measurement, the teacher
• determines a sensible instructional sequence
for the school year
• designs criterion-referenced testing
procedures to match each step in that
instructional sequence
Fourth Grade Math Computation Curriculum
1
Multidigit addition with regrouping
2
Multidigit subtraction with regrouping
3
Multiplication facts, factors to 9
4
Multiply 2-digit numbers by a 1-digit number
5
Multiply 2-digit numbers by a 2-digit number
6
Division facts, divisors to 9
7
Divide 2-digit numbers by a 1-digit number
8
Divide 3-digit numbers by a 1-digit number
9
Add/subtract simple fractions, like denominators
10
Add/subtract whole number and mixed number
Fourth Grade Math Computation Curriculum
1
Multidigit addition with regrouping
2
Multidigit subtraction with regrouping
3
Multiplication facts, factors to 9
4
Multiply 2-digit numbers by a 1-digit number
5
Multiply 2-digit numbers by a 2-digit number
6
Division facts, divisors to 9
7
Divide 2-digit numbers by a 1-digit number
8
Divide 3-digit numbers by a 1-digit number
9
Add/subtract simple fractions, like denominators
10
Add/subtract whole number and mixed number
Multidigit Addition Mastery Test
Fourth Grade Math Computation Curriculum
1
Multidigit addition with regrouping
2
Multidigit subtraction with regrouping
3
Multiplication facts, factors to 9
4
Multiply 2-digit numbers by a 1-digit number
5
Multiply 2-digit numbers by a 2-digit number
6
Division facts, divisors to 9
7
Divide 2-digit numbers by a 1-digit number
8
Divide 3-digit numbers by a 1-digit number
9
Add/subtract simple fractions, like denominators
10
Add/subtract whole number and mixed number
Multidigit Subtraction Mastery Test
Date
Name:
Subtracting
6 52 1
3 75
5 42 9
6 34
8 45 5
7 56
6 78 2
9 37
7 32 1
3 91
5 68 2
9 42
6 42 2
5 29
3 48 4
4 26
2 41 5
8 54
4 32 1
8 74
Problems Associated with Mastery Measurement
• Hierarchy of skills is logical, not empirical.
• Assessment does not reflect maintenance or
generalization.
• Number of objectives mastered does not relate
well to performance on criterion measures.
• Measurement shifts make it difficult to estimate
learning patterns.
• Measurement methods are designed by teachers,
with unknown reliability and validity.
• Measurement framework is highly associated with
a set of instructional methods.
Curriculum-Based Measurement (CBM)
was designed to address these problems.
• CBM makes no assumptions about
instructional hierarchy for determining
measurement (i.e., fits with any
instructional approach)
• CBM incorporates automatic tests of
retention and generalization.
How To Do CBM
• Identify the skills in the year-long curriculum
• Determine the weight of skills in the curriculum
• Create 30 alternate test forms
– each test samples the entire year’s curriculum
– each test contains the same types of problems
• Give tests weekly (twice weekly for special ed)
• Graph and analyze data
• Modify instruction as appropriate
How to do CBM
• Identify the skills in the year-long curriculum
• Determine the weight of skills in the curriculum
• Create 30 alternate test forms
– each test samples the entire year’s curriculum
– each test contains the same types of problems
• Give tests weekly (twice weekly for special ed)
• Graph and analyze data
• Modify instruction as appropriate
MATH
CBM
Fourth Grade Math Computation Curriculum
1
Multidigit addition with regrouping
2
Multidigit subtraction with regrouping
3
Multiplication facts, factors to 9
4
Multiply 2-digit numbers by a 1-digit number
5
Multiply 2-digit numbers by a 2-digit number
6
Division facts, divisors to 9
7
Divide 2-digit numbers by a 1-digit number
8
Divide 3-digit numbers by a 1-digit number
9
Add/subtract simple fractions, like denominators
10
Add/subtract whole number and mixed number
A “correct digit” is the right numeral in the
right place.
4507
2146
2361
4507
2146
2461
4507
2146
2441
4
correct
digits
3
correct
digits
2
correct
digits
Donald Ross
Computation 4
70
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Reading
CBM
Grade 1 Reading Curriculum
• Phonics
– Sound-letter correspondence
– cvc patterns
– cvce patterns
– cvvc patterns
• Sight vocabulary
• Comprehension
– identification of who/what/when/where
– identification of main idea
– sequencing events
• Fluency
Reading CBM
• Number of correct words read aloud in 1
minute from end-of-year passages
• Number of words correctly restored in 2.5
minutes to end-of-year maze passages
Jason Fry ran home from school. He had to pack his
clothes. He was going to the beach. He packed a swimsuit and
shorts. He packed tennis shoes and his toys. The Fry family was
going to the beach in Florida.
The next morning Jason woke up early. He helped Mom
and Dad pack the car, and his sister, Lonnie, helped too. Mom and
Dad sat in the front seat. They had maps of the beach. Jason sat in
the middle seat with his dog, Ruffie. Lonnie sat in the back and
played with her toys.
They had to drive for a long time. Jason looked out the
window. He saw farms with animals. Many farms had cows and
pigs but some farms had horses. He saw a boy riding a horse.
Jason wanted to ride a horse, too. He saw rows of corn growing in
the fields. Then Jason saw rows of trees. They were orange trees.
He sniffed their yummy smell. Lonnie said she could not wait to
taste one. Dad stopped at a fruit market by the side of the road.
He bought them each an orange.
W 60
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Donald Ross
S ep
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Reading 4
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May
Pre-Reading CBM
• Kindergarten: Phonemic Segmentation
Fluency
• Kindergarten: Letter Sound Fluency
• Early First Grade: Word Fluency
Kindergarten
Phonemic Segmentation Fluency
I’m going to say a word.
After I say it, tell me
all the sounds in the
word.
Example:
Examiner: “Sam”
Child: /s/ /a/ /m/
Time: 1 minute
•
•
•
•
•
•
•
•
call
show
skin
thick
brook
do
young
...
Kindergarten
Letter Sound Fluency
• Say the sound that
goes with each letter.
• 1 minute
•
•
•
•
•
•
p
i
q
v
k
y
o
t
a
g
m
l
r
s
j
n
u
e
d
z
b
y
w
f
h
v
Early First Grade
Word ID Fluency
Read these words.
1 minute
two
for
come
because
last
from ...
Three Purposes of CBM
• Screening
• Progress Monitoring
• Instructional Diagnosis
CBM Screening
• All students tested early in the year
• Two alternate forms administered in same
sitting
• Students who score below a criterion are
candidates for additional testing or more
intensive service
CBM Screening
Examples
Beginning of grade 1: students who say less
than 15 sounds in 1 minute.
Beginning of grade 2: students who read less
than 40 words from text in 1 minute.
Progress Monitoring and
Instructional Decision Making in
General Education
Identify students whose progress is
less than adequate
Use information to enhance
instruction for all students
In general
education, the
focus is on the
class report to
enhance
instruction for
all and to
identify students
in need of more
help.
CLASS SUMMARY
T eac her: Mrs . Smith
Report through 3/17
Computation 4
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60
50
40
30
20
10
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S ep Oc t Nov Dec J an Feb Mar A pr May
Students to W atch
Most Improv ed
J onathan Nic hols
A manda Rami rez
A nthony J ones
E ric a J ernigan
Ic on
Ic on
Mic hael Elliott
J onathan Nic hols
Mic hael Sande rs
Matthew Hayes
Areas of Improvement: C omputation
M1
M2
M3
D1
Multiplying bas ic fac ts
Multiplying by 1 digit
Multiplying by 2 digits
Dividing bas ic fac ts
W hole Class Instruction: Computation
M3 Multiplying by 2 digits
58% of your s tudents are eith er COLD or
COOL on this s kill.
Small Group Instruction: Computation
S 1 Subtrac tin g
Cindy Linc oln
Ic on
K aitlin Laird
Mic hael Elliott
Mic hael Sande rs
CLASS SKILLS PROFILE - C omputation
T eacher: Mrs. S mith
Report through 3/17
Name
A dam Qualls
A manda Ramire z
A nthony Jones
A roun Phung
B ecca Jarrett
Charles McB ride
Cindy Lincoln
David A nderson
E mily W aters
E rica Jernigan
Gary McKnight
Icon
Jenna Clover
Jonathan Nichols
Jung Lee
K aitlin Laird
K athy T aylor
Matthew Hayes
Michael Elliott
Michael Sanders
S amantha Spai n
V icente Gonzalez
V ictoria Dillard
Y asmine Sallee
COLD. Not tried
COOL. Trying these.
W ARM. S tarting to get it.
V ERY W ARM. A lmost have it.
HOT . You've go t it!
A1
S1
M1
M2
M3
D1
D2
D3
F1
F2
0
3
2
5
13
1
8
1
3
10
0
0
0
8
15
0
5
1
4
13
0
14
3
0
6
0
3
6
4
10
2
16
0
0
5
8
10
2
1
2
2
3
0
1
17
5
3
1
0
14
RANKED SCORES - Computation
T eacher: Mrs. Smith
Report through 3/17
Name
S amantha S pain
A roun Phun g
Gary McKni ght
Y asmine S allee
K athy T aylo r
Jung Lee
Matthew Hayes
E mily W aters
Charles Mc Bride
Michael Ell iott
Jenna Clover
B ecca Jarrett
David A nderson
Cindy Linco ln
K aitlin Laird
V ictoria Dil lard
V icente Go nzalez
A dam Qual ls
Michael Sa nders
Jonathan Nichols
A manda Ra mirez
A nthony Jo nes
E rica Jernigan
Icon
S core
Growth
57
56
54
53
53
53
51
48
43
42
42
41
38
36
35
34
29
26
25
25
23
19
18
0
+1.89
+1.60
+1.14
+1.34
+1.11
+1.23
+1.00
+1.04
+1.12
+0.83
+0.78
+1.14
+0.79
+1.04
+0.71
+0.64
+0.28
+0.60
+0.70
+2.57
+0.85
+0.05
+0.23
+0.00
PEER TUTORING ASSIGNMENTS
T eacher: Mrs. S mith
Report through 3/17
M2 Multiplying by 1 digit
First Coach
S amantha Spai n
K athy T aylor
A roun Phung
E mily W aters
Charles McB ride
David A nderson
M3 Multiplying by 2 digits
First Coach
Matthew Hayes
Cindy Lincoln
Jung Lee
Y asmine Sallee
V icente Gonzalez
Jenna Clover
S econd Coach
Icon
E rica Jernigan
A dam Qualls
Michael Sanders
A manda Ramire z
A nthony Jones
S econd Coach
B ecca Jarrett
K aitlin Laird
V ictoria Dillard
Gary McKnight
Michael Elliott
Jonathan Nichols
CLASS STATISTICS: Computation
T eacher: Mrs. Smith
Report through 3/17
Score
Average score
Standard deviation
Discrepancy criterion
39.5
12.6
26.9
Slope
Average sl ope
Standard deviation
Discrepancy criterion
+0.98
0.53
+0.45
Students identified with dual discrepancy criterion
Anthony Jones
Erica Jernig an
Score
19.0
18.0
Slope
+0.05
+0.23
CLASS SUM MARY
Teacher: Mrs. Jones
Report t hrough 2/ 15
C
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180
160
140
120
100
80
W
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20
R
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Reading 2
Stude nts to Watch
Shana Harmon
Mario Houst on
Jalisha Sizemore
Ladarius Freeman
Nathanial Anderson
Mos t Im pr ove d
Jalisha Sizemore
Ladarius Freeman
Mario Houst on
Shana Harmon
Nathanial Anderson
Sep Oct Nov Dec Jan Feb Mar Apr May
Com pr e he ns ion A ctivitie s
Adam Brown
Andrew Jones
Angela Adams
Caroly n Hudson
Cathry n O'Connel
Jermaine Jones
Kenzie Williams
Melanie White
Quenton Miller
Russell Carson
Sam Nelson
Wilson Cart er
Flue ncy Pr actice
Phonics Ins tr uction
MAT/ LAST
Ladarius Freeman
Mario Houst on
Nathanial Anderson
TIME
CAR
Ladarius Freeman
Mario Houst on
Nathanial Anderson
PUBLI C
Jalisha Sizemore
Shana Harmon
RUNNING
BEAT
HAPPY
Jalisha Sizemore
Shana Harmon
CLASS SKILLS PROFILE
Col d. Missing most of these words.
War m. Getting some of these wor ds ri ght.
Hot. Getting most of these words rig ht.
MAT/LAST: closed syllabl e, shor t vowel, e.g., bed, top, hit, cat bump, mast, damp
TIME: fi nal e, long vowel, e.g ., cake, poke, same, woke, mine, rose, g ate
CAR: vowel r -controll ed, e.g ., fur , nor , per , sir, her, tar
BEAT: two vowels tog ether , e.g ., soap, maid, lean, l oaf, pai d, meal
HAPPY: divide between two l ike consonants, e.g ., lesson, bubble, battle, g ig gle,
PUBLIC: divi de between unlike consonants, e.g ., elbow, walrun, doctor , victim, admit
RUNNING: dividing between double consonant with suffix, e.g., batter , sipped, hitting, tanned, bitten
RUNNING
PUBLIC
HAPPY
BEAT
CAR
TIME
Name
Comprehens ion Fluenc y
Adam Brown ............................. C................................
Andrew J ones .......................... C................................
Angela Adams .......................... C................................
Caroly n Huds on........................ C................................
Cathry n O'Connel..................... C................................
J alis ha Sizem ore............................................................
J ermaine J ones........................ C................................
Kenzie Williams......................... C................................
Ladarius Freeman..........................................................
Mario Houst on...............................................................
Melanie White........................... C................................
Nathanial Anderson........................................................
Quenton Miller .......................... C................................
Russ ell Cars on.......................... C................................
Sam Nelson.............................. C................................
Shana Harmon...............................................................
Wilson Carter............................ C................................
MAT/LAST
Teac her: Mrs . J ones
Report t hrough 2/ 15
Clas s Scor e s
Teacher: Mrs. Jones
Report t hrough 2/ 15
Name
Score
Growth
* The foll owi ng student(s) are curr ently at or above end-of-year benchmar k.
Jermaine Jones
146
+1.17
Kenzie Williams
133
+1.32
Wilson Cart er
132
+3.05
Caroly n Hudson
132
+2.37
Cathry n O'Connel
123
+0.80
Angela Adams
122
+0.30
Sam Nelson
120
-0. 31
Andrew Jones
115
+0.49
Russell Carson
106
+1.40
Adam Brown
105
+1.61
Quenton Miller
104
+2.61
Melanie White
93
+1.55
Shana Harmon
77
+0.69
* The foll owi ng student(s) are curr ently below end-of-year benchmar k.
Mario Houst on
58
+0.95
Jalisha Sizemore
54
+1.21
Ladarius Freeman
38
+0.90
* The foll owi ng student(s) are curr ently below pr evious year 's benchmark.
Nathanial Anderson
17
+0.45
Ashley Whitaker
Computation 3
50
Graphs are
printed for the
student feedback
every two
weeks.
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10
0
Sep
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Nov
Dec
A1
S1
S2
M1
M2
D1
A1
S1
S2
M1
M2
D1
Adding
Subtracting with regrouping
Subtracting with regrouping with 0
Multiplying basic facts
Multiplying
Dividing basic facts
HO T. You've got it!
VERY WA RM. Almost have it.
WARM. Starting to get it.
CO OL. Trying these.
CO LD. Not tried
Jan
Feb
Mar
Apr
May
For students whose
progress is
unacceptably poor,
individual decision
making
Donald Ross
Computation 4
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W ait. Not enough scores for decision.
Y ou need at least 8 sco res to make a decision.
A1
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M2
M3
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D2
D3
F1
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May
Laura Smith
Computation 3
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Dec
Jan
Feb
Mar
Apr
May
Uh-oh! Make a teaching change.
S tudent's rate of p rogres s is les s than the goal line.
A1
S1
S2
M1
M2
D1
Brian Jones
Computation 3
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10
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Sep
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Nov
Dec
Jan
Feb
Mar
Apr
OK!!Raise the goal.
S tudent's rate of p rogres s exc eeds th e goal line
A1
S1
S2
M1
M2
D1
May
In summary, CBM is used for:
• to identify at-risk students who may need additional
services
• to help general education teachers plan more effective
instruction within their classrooms
• to help special education teachers design more effective
instructional programs for students who don’t respond
to the general education program
• To document student progress for accountability
purposes
• To communicate with parents or others professionals
about students’ progress
The End