Transcript Document

Response to Intervention
Formative Assessment Overview:
Specific Assessment Tools to
Measure Student Literacy Skills
and Behavior
Jim Wright
www.interventioncentral.org
www.interventioncentral.org
Response to Intervention
Effective Formative Evaluation: The Underlying Logic…
1. What is the relevant academic or behavioral
outcome measure to be tracked?
2. Is the focus the core curriculum or system,
subgroups of underperforming learners, or
individual struggling students?
3. What method(s) should be used to
measure the target academic skill or behavior?
4. What goal(s) are set for improvement?
5. How does the school check up on progress
toward the goal(s)?
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Response to Intervention
Summative data is static information that provides a fixed ‘snapshot’
of the student’s academic performance or behaviors at a particular
point in time. School records are one source of data that is often
summative in nature—frequently referred to as archival data.
Attendance data and office disciplinary referrals are two examples of
archival records, data that is routinely collected on all students.
In contrast to archival data, background information is collected
specifically on the target student. Examples of background information
are teacher interviews and student interest surveys, each of which can
shed light on a student’s academic or behavioral strengths and
weaknesses. Like archival data, background information is usually
summative, providing a measurement of the student at a single point in
time.
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Response to Intervention
Formative assessment measures are those that can be administered
or collected frequently—for example, on a weekly or even daily basis.
These measures provide a flow of regularly updated information
(progress monitoring) about the student’s progress in the identified
area(s) of academic or behavioral concern.
Formative data provide a ‘moving picture’ of the student; the data
unfold through time to tell the story of that student’s response to
various classroom instructional and behavior management strategies.
Examples of measures that provide formative data are CurriculumBased Measurement probes in oral reading fluency and Daily Behavior
Report Cards.
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Response to Intervention
Formal Assessment Defined
“Formative assessment [in academics] refers to the
gathering and use of information about students’
ongoing learning by both teachers and students to
modify teaching and learning activities. ….
Today…there are compelling research results indicating
that the practice of formative assessment may be the
most significant single factor in raising the academic
achievement of all students—and especially that of
lower-achieving students.” p. 7
Source: Harlen, W. (2003). Enhancing inquiry through formative assessment. San Francisco, CA: Exploratorium. Retrieved on
September 17, 2008, from http://www.exploratorium.edu/ifi/resources/harlen_monograph.pdf
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Response to Intervention
Academic or Behavioral Targets Are Stated as
‘Replacement Behaviors’
“A problem solution is defined as one or more
changes to the instruction, curriculum, or
environment that function(s) to reduce or
eliminate a problem.” p. 159
Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school
psychology V (pp. 159-176).
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Response to Intervention
School Instructional Time: The Irreplaceable Resource
“In the average school system, there are 330
minutes in the instructional day, 1,650 minutes in
the instructional week, and 56,700 minutes in the
instructional year. Except in unusual circumstances,
these are the only minutes we have to provide
effective services for students. The number of years
we have to apply these minutes is fixed. Therefore,
each minute counts and schools cannot afford to
support inefficient models of service delivery.”
p. 177
Source: Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in problem analysis. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp. 177-193).
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Response to Intervention
Formative Assessment: Essential Questions…
1. What is the relevant academic or behavioral
outcome measure to be tracked?
Problems identified for formative assessment should be:
1. Important to school stakeholders.
2. Measureable & observable.
3. Stated positively as ‘replacement behaviors’ or goal statements
rather than as general negative concerns (Bastche et al., 2008).
4. Based on a minimum of inference (T. Christ, 2008).
Source: Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in problem analysis. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp. 177-193).
Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V
(pp. 159-176).
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Response to Intervention
Academic or Behavioral Targets Are Stated as
‘Replacement Behaviors’
“The implementation of successful interventions begins
with accurate problem identification. Traditionally, the
student problem was stated as a broad, general
concern (e.g., impulsive, aggressive, reading below
grade level) that a teacher identified. In a competencybased approach, however, the problem identification is
stated in terms of the desired replacement behaviors
that will increase the student’s probability of successful
adaptation to the task demands of the academic
setting.” p. 178
Source: Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in problem analysis. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp. 177-193).
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Response to Intervention
Inference: Moving Beyond the Margins of the ‘Known’
“An inference is a tentative conclusion without direct
or conclusive support from available data. All
hypotheses are, by definition, inferences. It is critical
that problem analysts make distinctions between
what is known and what is inferred or
hypothesized….Low-level inferences should be
exhausted prior to the use of high-level inferences.”
p. 161
Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school
psychology V (pp. 159-176).
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Response to Intervention
Examples of High vs. Low Inference Hypotheses
The results of grade-wide benchmarking in reading show that a
target 2nd-grade student can read aloud at approximately half the
rate of the median child in the grade.
High-Inference Hypothesis. The student has an
auditory processing issue that prevents success in
reading. The student requires a multisensory
approach to reading instruction to address reading
deficits.
Unknown
Known
Unknown
Low-Inference Hypothesis. The student needs
to build reading fluency skills to become more
proficient in decoding.
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Known
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Response to Intervention
Adopting a Low-Inference Model of Reading Skills
5 Big Ideas in Beginning Reading
1. Phonemic Awareness
2. Alphabetic Principle
3. Fluency with Text
4. Vocabulary
5. Comprehension
Source: Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from
http://reading.uoregon.edu/index.php
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Response to Intervention
Formative Assessment: Essential Questions…
2. Is the focus the core curriculum or system,
subgroups of underperforming learners, or
individual struggling students?
Apply the ‘80-15-5 ‘Rule (T. Christ, 2008) :
–
–
–
If less than 80% of students are successfully meeting academic or behavioral
goals, the formative assessment focus is on the core curriculum and general
student population.
If no more than 15% of students are not successful in meeting academic or
behavioral goals, the formative assessment focus is on small-group ‘treatments’
or interventions.
If no more than 5% of students are not successful in meeting academic or
behavioral goals, the formative assessment focus is on the individual student.
Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school
psychology V (pp. 159-176).
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Response to Intervention
Using Local Norms in Coordination with
Benchmark Data
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Response to Intervention
Baylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students
Group Norms: Correctly Read Words Per Min: Book 4-1: Raw Data
31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89 102 108 112
115 118 118 131
LOCAL NORMS EXAMPLE: Twenty-three 4th-grade students
were administered oral reading fluency Curriculum-Based
Measurement passages at the 4th-grade level in their school.
In their current number form, these data are not easy to
interpret.
So the school converts them into a visual display—a boxplot —to show the distribution of scores and to convert the
scores to percentile form.
When Billy, a struggling reader, is screened in CBM reading
fluency, he shows a SIGNIFICANT skill gap when compared to
his grade peers.
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Response to Intervention
Baylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students
January Benchmarking
Group Norms: Correctly Read Words Per Min: Book 4-1: Raw Data
31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89 102 108 112
115 118 118 131
National Reading
Norms: 112 CRW
Per Min
Group Norms: Converted
to Box-Plot
Median (2nd Quartile)=71
1st Quartile=43
3rd Quartile=108
Billy=19
Hi Value=131
Low Value=31
0
20
40
Source: Tindal, G.,
Hansbrouck, J., &
Jones, C. (2005).Oral
reading fluency: 90
years of
measurement
[Technical report
#33]. Eugene, OR:
University of Oregon.
60
80
100
120
140
160
Correctly Read Words-Book 4-1
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Response to Intervention
Team Activity: Formative Assessment and Your
Schools
At your tables, discuss:
•
What kinds of formative measures
your schools tend to collect most
often.
•
How ‘ready’ your schools are to
collect, interpret, and act on
formative assessment data..
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Response to Intervention
Formative Assessment: Essential Questions…
3. What method(s) should be used to
measure the target academic skill or behavior?
Formative assessment methods should be as direct a measure as
possible of the problem or issue being evaluated. These assessment
methods can:
– Consist of General Outcome Measures or Specific Sub-Skill
Mastery Measures
– Include existing (‘extant’) data from the school system
Curriculum-Based Measurement (CBM) is widely used to track basic
student academic skills. Daily Behavior Report Cards (DBRCs) are
increasingly used as one source of formative behavioral data.
Source: 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.
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Response to Intervention
Making Use of Existing (‘Extant’) Data
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Response to Intervention
Extant (Existing) Data (Chafouleas et al., 2007)
• Definition: Information that is collected by
schools as a matter of course.
• Extant data comes in two forms:
– Performance summaries (e.g., class grades, teacher
summary comments on report cards, state test
scores).
– Student work products (e.g., research papers, math
homework, PowerPoint presentation).
Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention
and instruction. New York: Guilford Press.
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Response to Intervention
Advantages of Using Extant Data (Chafouleas et al., 2007)
• Information is already existing and easy to
access.
• Students will not show ‘reactive’ effects when
data is collected, as the information collected is
part of the normal routine of schools.
• Extant data is ‘relevant’ to school data
consumers (such as classroom teachers,
administrators, and members of problem-solving
teams).
Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention
and instruction. New York: Guilford Press.
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Response to Intervention
Drawbacks of Using Extant Data (Chafouleas et al., 2007)
• Time is required to collate and summarize the data (e.g., summarizing
a week’s worth of disciplinary office referrals).
• The data may be limited and not reveal the full dimension of the
student’s presenting problem(s).
• There is no guarantee that school staff are consistent and accurate in
how they collect the data (e.g., grading policies can vary across
classrooms; instructors may have differing expectations regarding
what types of assignments are given a formal grade; standards may
fluctuate across teachers for filling out disciplinary referrals).
• Little research has been done on the ‘psychometric adequacy’ of
extant data sources.
Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention
and instruction. New York: Guilford Press.
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Response to Intervention
Grades as a Classroom-Based ‘Pulse’ Measure
of Academic Performance
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Response to Intervention
Grades & Other Teacher Performance Summary
Data (Chafouleas et al., 2007)
• Teacher test and quiz grades can be useful as a
supplemental method for monitoring the impact
of student behavioral interventions.
• Other data about student academic performance
(e.g., homework completion, homework grades,
etc.) can also be tracked and graphed to judge
intervention effectiveness.
Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention
and instruction. New York: Guilford Press.
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Response to Intervention
Marc Ripley
2-Wk
9/23/07
4-Wk
10/07/07
6-Wk
10/21/07
(From Chafouleas et al., 2007)
8-Wk
11/03/07
10-Wk
11/20/07
12-Wk
12/05/07
Source: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention
and instruction. New York: Guilford Press.
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Response to Intervention
Online Grading Systems
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Response to Intervention
Academic Measures Can Serve As Indicators of
Improved Student Behavior
Academic measures (e.g., grades, CBM data) can be useful as
part of the progress-monitoring ‘portfolio’ of data collected on
a student because:
• Students with problem behaviors often struggle academically,
so tracking academics as a target is justified in its own right.
• Improved academic performance generally correlates with
reduced behavioral problems.
• Individualized interventions for misbehaving students
frequently contain academic components (as the behavior
problems can emerge in response to chronic academic
deficits). Academic progress-monitoring data helps the school
to track the effectiveness of the academic interventions.
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Response to Intervention
Curriculum-Based Measurement: Assessing Basic
Academic Skills
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Response to Intervention
Curriculum-Based Assessment: Advantages Over
Commercial, Norm-Referenced Achievement Tests
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Response to Intervention
Commercial Tests: Limitations
• Compare child to ‘national’ average rather than to
class or school peers
• Have unknown overlap with student curriculum,
classroom content
• Can be given only infrequently
• Are not sensitive to short-term student gains in
academic skills
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Response to Intervention
Curriculum-Based Evaluation
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Response to Intervention
Curriculum-Based Evaluation: Definition
•
•
•
•
“Whereas standardized commercial achievement tests measure
broad curriculum areas and/or skills, CBE measures specific skills
that are presently being taught in the classroom, usually in basic
skills. Several approaches to CBE have been developed. Four
common characteristics exist across these models:
The measurement procedures assess students directly using the
materials in which they are being instructed. This involves sampling
items from the curriculum.
Administration of each measure is generally brief in duration
(typically 1-5 mins.)
The design is structured such that frequent and repeated
measurement is possible and measures are sensitive to change.
Data are usually displayed graphically to allow monitoring of student
performance.”
SOURCE: CAST Website: http://www.cast.org/publications/ncac/ncac_curriculumbe.html
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Response to Intervention
SOURCE: CAST Website: http://www.cast.org/publications/ncac/ncac_curriculumbe.html
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Response to Intervention
Curriculum-Based Measurement/
Assessment: Defining Characteristics:
• Assesses preselected objectives from local
curriculum
• Has standardized directions for administration
• Is timed, yielding fluency, accuracy scores
• Uses objective, standardized, ‘quick’ guidelines
for scoring
• Permits charting and teacher feedback
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Response to Intervention
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
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Response to Intervention
CBM Techniques have been developed to
assess:
•
•
•
•
•
•
•
Reading fluency
Reading comprehension
Math computation
Writing
Spelling
Phonemic awareness skills
Early math skills
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Response to Intervention
Measuring General vs. Specific Academic
Outcomes
• General Outcome Measures: Track the student’s
increasing proficiency on general curriculum
goals such as reading fluency. An example is
CBM-Oral Reading Fluency (Hintz et al., 2006).
• Specific Sub-Skill Mastery Measures: Track
short-term student academic progress with clear
criteria for mastery (Burns & Gibbons, 2008). An
example is Letter Identification.
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.
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Response to Intervention
Example of Curriculum-Based Assessment
Reading Probe
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Response to Intervention
DIBELS Reading Probe: Level 2.1
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Response to Intervention
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Response to Intervention
57
WPM
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Response to Intervention
Assessing Basic Academic Skills:
Curriculum-Based Measurement
Reading: These 3 measures all proved
‘adequate predictors’ of student performance on
reading content tasks:
– Reading aloud (Oral Reading Fluency): Passages
from content-area tests: 1 minute.
– Maze task (every 7th item replaced with multiple
choice/answer plus 2 distracters): Passages from
content-area texts: 2 minutes.
– Vocabulary matching: 10 vocabulary items and 12
definitions (including 2 distracters): 10 minutes.
Source: Espin, C. A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In M. R. Shinn (Ed.) Advanced
applications of curriculum-based measurement. New York: Guilford Press.
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Response to Intervention
Assessing Basic Academic Skills:
Curriculum-Based Measurement
Writing: CBM/ Word Sequence is a ‘valid
indicator of general writing proficiency’. It
evaluates units of writing and their relation to
one another. Successive pairs of ‘writing units’
make up each word sequence. The mechanics
and conventions of each word sequence must
be correct for the student to receive credit for
that sequence. CBM/ Word Sequence is the
most comprehensive CBM writing measure.
Source: Espin, C. A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In M. R. Shinn (Ed.) Advanced
applications of curriculum-based measurement. New York: Guilford Press.
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Response to Intervention
Curriculum-Based Evaluation: Math Vocabulary
Format Option 1
• 20 vocabulary terms appear
alphabetically in the right
column. Items are drawn
randomly from a ‘vocabulary
pool’
• Randomly arranged definitions
appear in the left column.
• The student writes the letter of
the correct term next to each
matching definition.
• The student receives 1 point
for each correct response.
• Each probe lasts 5 minutes.
• 2-3 probes are given in a
session.
Source: Howell, K. W. (2008). Best practices in curriculum-based evaluation and advanced reading. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology V (pp. 397-418).
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Response to Intervention
Curriculum-Based Evaluation: Math Vocabulary
Format Option 2
• 20 randomly arranged
vocabulary definitions appear
in the right column. Items are
drawn randomly from a
‘vocabulary pool’
• The student writes the name of
the correct term next to each
matching definition.
• The student is given 0.5 point
for each correct term and
another 0.5 point if the term is
spelled correctly.
• Each probe lasts 5 minutes.
• 2-3 probes are given in a
session.
Source: Howell, K. W. (2008). Best practices in curriculum-based evaluation and advanced reading. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology V (pp. 397-418).
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Response to Intervention
Monitoring Student Academic Behaviors:
Daily Behavior Report Cards
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Response to Intervention
Daily Behavior Report Cards (DBRCs) Are…
brief forms containing student behavior-rating
items. The teacher typically rates the student daily
(or even more frequently) on the DBRC. The
results can be graphed to document student
response to an intervention.
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Response to Intervention
Daily Behavior Report Cards Can Monitor…
•
•
•
•
•
•
Hyperactivity
On-Task Behavior (Attention)
Work Completion
Organization Skills
Compliance With Adult Requests
Ability to Interact Appropriately With Peers
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Response to Intervention
Daily
Behavior
Report
Card:
Daily
Version
Jim Blalock
Mrs. Williams
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May 5
Rm 108
Response to Intervention
Daily
Behavior
Report
Card:
Weekly
Version
Jim Blalock
Mrs. Williams
Rm 108
05 05 07 05 06 07 05 07 07 05 08 07 05 09 07
40
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0
60 60 50
Response to Intervention
Daily Behavior Report Card: Chart
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Response to Intervention
Student Case Scenario: Jim
•
•
•
•
Jim is a 10th-grade student who is failing his math course and in
danger of failing English and science courses. Jim has been
identified with ADHD. His instructional team meets with the RTI
Team and list the following academic and behavioral concerns
for Jim.
Does not bring work materials to class
Fails to write down homework assignments
Sometimes does not turn in homework, even when completed
Can be non-compliant with teacher requests at times.
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Response to Intervention
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Response to Intervention
Formative Assessment: Essential Questions…
4. What goal(s) are set for improvement?
Goals are defined at the system, group, or individual student level.
Goal statements:
–
–
–
Are worded in measureable, observable terms,
Include a timeline for achieving those goals.
Are tied to the formative assessment methods used to monitor progress toward
the goal(s).
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Response to Intervention
Interpreting Data: The Power of Visual Display
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Response to Intervention
Creating CBM Monitoring Charts
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Response to Intervention
Sample Peer Tutoring Chart
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Response to Intervention
Sample Peer Tutoring Chart
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Response to Intervention
Single-Subject (Applied) Research Designs
“Single-case designs evolved because of the need to
understand patterns of individual behavior in response
to independent variables, and more practically, to
examine intervention effectiveness. Design use can be
flexible, described as a process of response-guided
experimentation…, providing a mechanism for
documenting attempts to live up to legal mandates for
students who are not responding to routine instructional
methods.” p. 71
Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special
service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.
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Response to Intervention
Single-Subject (Applied) Research Designs: Steps
“The basic methods [of single-case designs] are
•
•
•
•
•
•
selecting socially important variables as dependent measures or target
behaviors
taking repeated measures until stable patterns emerge so that participants
may serve as their own controls (i.e., baseline)
implementing a well-described intervention or discrete intervention trials
continuing measurement of both the dependent and independent
variables within an acceptable pattern of intervention application and/or
withdrawal to detect changes in behavior and make efficacy attributions
graphically analyzing the results to enable ongoing comparisons of the
student’s performance under baseline and intervention conditions, and
replicating the results to reach the ultimate goal of the dissemination of
effective practices.”
Source: Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F.E. (2004). Response to intervention: Empirically based special
service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.
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Response to Intervention
1 13 1 20 1 27 2 3 2 10 2 24
1 17 1 24 1 31 2 7 2 14 2 28
3 3 3 10 3 17 3 24
3 7 3 14 3 21 3 28
3 31 4 7 4 14
4 4 4 11 4 18
Jared: Intervention Phase 1: Weeks 1-6
X
X
F 3/7
Th
2/27
W 1/29
M 2/3 Th 2/13 82 CRW
W 1/22
79 CRW
7775
CRW
75
CRW
CRW
71 CRW
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Response to Intervention
Formative Assessment: Donald: Grade 3
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Response to Intervention
Formative Assessment: Donald: Grade 3
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Response to Intervention
IEP Goal Statements for CBA/CBM
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Response to Intervention
Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Response to Intervention
Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Response to Intervention
Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Response to Intervention
IEP Goals for CBA/CBM: READING
Reading
In [number of weeks
until Annual
Review], when given
a randomly selected
passage from [level
and name of reading
series] for 1 minute
Student will
read aloud
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At [number]
correctly read
words with no
more than
[number]
decoding
errors.
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Response to Intervention
IEP Goals for CBA/CBM: Written Expression
Written
Expression
In [number of weeks
until Annual Review],
when given a story
starter or topic
sentence and 3
minutes in which to
write
Student will
write
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A total of:
[number] of
words or
[number] of
correctly
spelled words
or
[number] of
correct
word/writing
sequences
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Response to Intervention
IEP Goals for CBA/CBM: Spelling
Spelling
In [number of weeks
until Annual
Review], when
dictated randomly
selected words from
[level and name of
spelling series or
description of
spelling word list] for
2 minutes
Student will
write
www.interventioncentral.org
[Number of
correct letter
sequences]
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Response to Intervention
Formative Assessment: Essential Questions…
5. How does the school check up on progress
toward the goal(s)?
The school periodically checks the formative assessment data to
determine whether the goal is being attained. Examples of this
progress evaluation process include the following:
–
–
–
System-Wide: A school-wide team meets on a monthly basis to review the
frequency and type of office disciplinary referrals to judge whether those referrals
have dropped below the acceptable threshold for student behavior.
Group Level: Teachers at a grade level assembles every six weeks to review
CBM data on students receiving small-group supplemental instruction to
determine whether students are ready to exit (Burns & Gibbons, 2008).
Individual Level: A building problem-solving team gathers every eight weeks to
review CBM data to a student’s response to an intensive reading fluency plan.
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.
Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.
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Response to Intervention
Effective Formative Evaluation: The Underlying Logic…
1. What is the relevant academic or behavioral
outcome measure to be tracked?
2. Is the focus the core curriculum or system,
subgroups of underperforming learners, or
individual struggling students?
3. What method(s) should be used to
measure the target academic skill or behavior?
4. What goal(s) are set for improvement?
5. How does the school check up on progress
toward the goal(s)?
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Response to Intervention
Web Resources to Support ProgressMonitoring
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Response to Intervention
Web Sites for Academic Progress-Monitoring
• National Center on Student Progress-Monitoring
(http://www.studentprogress.org/)
• Curriculum-Based Measurement Warehouse
(http://www.interventioncentral.org/htmdocs/
interventions/cbmwarehouse.php)
• DIBELS (https://dibels.uoregon.edu/)
• AimsWeb (http://www.aimsweb.com/) [Pay Site]
• EdCheckup (http://www.edcheckup.com/) [Pay Site]
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ResponseMonitoring
to Intervention
National Center on Student Progress
http://www.studentprogress.org/
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Response
to Intervention
Curriculum-Based
Measurement
Warehouse
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Response
to Intervention
DIBELS
https://dibels.uoregon.edu/
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Response to Intervention
https://dibels.uoregon.edu/
User ID: dibelsuser
Password: 980679
www.interventioncentral.org
to Word
Intervention
CBM List Builder:Response
Letter ID,
ID, Spanish Probes
www.interventioncentral.org
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to Intervention
OKAPI Response
CBM Reading
Probe Generator
http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.php
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Response to Intervention
Team Activity: Formative Assessment and Your
Schools
At your tables, discuss:
•
How the SETRC network can use
the concepts and resources
presented in this workshop in your
daily practice.
•
What your first ‘action plan’ items
might be to act on any of the
workshop content presented.
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