Introduction to Using Curriculum Based Measurement for Progress Monitoring in Math

Pam Fernstrom Sarah Powell

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.

Using Curriculum-Based Measurement for Progress Monitoring in Mathematics

Progress Monitoring

  Teachers assess students’ academic performance using brief measures on a frequent basis.

Progress monitoring (PM) is conducted frequently and designed to: – – Estimate rates of student improvement.

Identify students who are not demonstrating adequate progress.

– Compare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners.

Curriculum-Based Measurement

 Curriculum-Based Measurement (CBM) is one type of PM.

– CBM provides an easy and quick method for 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.

 Research findings

Most progress monitoring Is mastery measurement.

Student progress monitoring is not mastery measurement.

Mastery Measurement: Tracks Mastery of Short-Term Instructional Objectives

 To implement mastery measurement, the teacher: – Determines the sequence of skills in an instructional hierarchy.

– Develops, for each skill, a criterion-referenced test.

Hypothetical Fourth-Grade Math Computation Curriculum

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts, divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Add/subtract simple fractions, like denominators Add/subtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition

Hypothetical Fourth Grade Math Computation Curriculum

1.

2.

3.

4.

5.

6.

7.

8.

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts, divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number 9.

Add/subtract simple fractions, like denominators 10. Add/subtract whole numbers and mixed numbers

Multidigit Subtraction Mastery Test

Name: Date: 6521 375 5429 634 Subtracting 8455 756 6782 937 7321 391 5682 942 6422 529 3484 426 2415 854 4321 874

Mastery of Multidigit Addition and Subtraction

Problems With Mastery Measurement

     Hierarchy of skills is logical, not empirical.

Performance on single-skill assessments can be misleading.

Assessment does not reflect maintenance or generalization.

Assessment is designed by teachers or sold with textbooks, with unknown reliability and validity.

Number of objectives mastered does not relate well to performance on high-stakes tests.

The Basics of CBM

     Monitors progress throughout the school year Measures at regular intervals Uses data to determine goals Provides parallel and brief measures Displays data graphically

Uses of CBM for Teachers

 Describe academic competence at a single point in time  Quantify the rate at which students develop academic competence over time  Build more effective programs to increase student achievement

Steps to Conducting CBM

Step 1: Step 2: Step 3: Step 4: How to Place Students in a Mathematics Curriculum-Based Measurement Task for Progress Monitoring How to Identify the Level of Material for Monitoring Progress How to Administer and Score Mathematics Curriculum-Based Measurement Probes How to Graph Scores

Steps to Conducting CBM

Step 5: Step 6: Step 7: How to Set Ambitious Goals How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals How to Use the Curriculum Based Measurement Database Qualitatively to Describe Students’ Strengths and Weaknesses

Step 1: How to Place Students in a Mathematics CBM Task for Progress Monitoring

  Grades 1 –6: – Computation Grades 2 –6: – Concepts and Applications  Kindergarten and Grade 1: – – – Number Identification Quantity Discrimination Missing Number

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 use probes from a different grade level if they are well below grade-level expectations.

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

 To find the appropriate CBM level: – Determine the grade level at which you expect the student to perform in mathematics competently by year’s end. – OR On two separate days, administer a CBM test (either Computation or Concepts and Applications) at the grade level lower than the student’s grade-appropriate level. Use the correct time limit for the test at the lower grade level, and score the tests according to the directions. • If the student’s average score is between 10 and 15 digits or blanks, then use this lower grade-level test. • If the student’s average score is less than 10 digits or blanks, then move down one more grade level or stay at the original lower grade and repeat this procedure. • If the average score is greater than 15 digits or blanks, then reconsider grade-appropriate material.

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

 If students are not yet able to compute basic facts or complete concepts and applications problems, then consider using the early numeracy measures.

 However, teachers should move students on to the computation and concepts and applications measures as soon as the students are completing these types of problems.

Step 3: How to Administer and Score Mathematics CBM Probes

   Computation and Concepts and Applications probes can be administered in a group setting, and students complete the probes independently. Early numeracy probes are individually administered. Teacher grades mathematics probe.

The number of digits correct, problems correct, or blanks correct is calculated and graphed on student graph.

Computation

 For students in Grades 1 –6: – Student is presented with 25 computation problems representing the year-long, grade level mathematics curriculum.

– Student works for set amount of time (time limit varies for each grade).

– Teacher grades test after student finishes.

Computation

Computation

 Length of test varies by grade.

Grade

1 5 6 2 3 4

Time limit

2 minutes 2 minutes 3 minutes 3 minutes 5 minutes 6 minutes

Computation

 Students receive 1 point for each problem answered correctly.

 Computation tests can also be scored by awarding 1 point for each digit answered correctly.

 The number of digits correct within the time limit is the student’s score.

Computation

 Correct digits: Evaluate each numeral in every answer: 4507 2146

2361

   4507 2146

2

4

61

  4507 2146

2

 44

1



4 correct digits 3 correct digits 2 correct digits

Computation

 Scoring different operations: 9

Computation

 Division problems with remainders: – When giving directions, tell students to write answers to division problems using “R” for remainders when appropriate.

– Although the first part of the quotient is scored from left to right (just like the student moves when working the problem), score the remainder from right to left (because student would likely subtract to calculate remainder).

Computation

 Scoring examples: Division with remainders: Correct Answer Student ’s Answer 4 0 3 R 5 2 4 3 R 5 

(1 correct digit)

2 3 R 1 5 4 3 R 5  

(2 correct digits)

Computation

 Scoring decimals and fractions: – Decimals: Start at the decimal point and work outward in both directions.

– Fractions: Score right to left for each portion of the answer. Evaluate digits correct in the whole number part, numerator, and denominator. Then add digits together.

• When giving directions, be sure to tell students to reduce fractions to lowest terms.

Computation

 Scoring examples: Decimals:

Computation

 Scoring examples: Fractions: Correct Answer 6 7 / 1 2 Student ’s Answer 6  8 / 1 1 

(2 correct digits)

5 1 / 2 5  6 / 1 2 

(2 correct digits)

Computation

 Samantha’s Computation test: – Fifteen problems attempted.

– Two problems skipped.

– – – Two problems incorrect.

Samantha’s score is 13 problems.

However, Samantha’s correct digit score is 49.

Computation

 Sixth-grade Computation test: – Let’s practice.



Computation

Answer key – – – – – – Possible score of 21 digits correct in first row Possible score of 23 digits correct in the second row Possible score of 21 digits correct in the third row Possible score of 18 digits correct in the fourth row Possible score of 21 digits correct in the fifth row Total possible digits on this probe: 104

Concepts and Applications

 For students in Grades 2 –6: – Student is presented with 18 –25 Concepts and Applications problems representing the year-long, grade-level mathematics curriculum.

– Student works for set amount of time (time limit varies by grade).

– Teacher grades test after student finishes.

Concepts and Applications

 Student copy of a Concepts and Applications test: – This sample is from a second grade test.

– The actual Concepts and Applications test is 3 pages long.

Concepts and Applications

 Length of test varies by grade.

Grade

2 3 4 5 6

Time limit

8 minutes 6 minutes 6 minutes 7 minutes 7 minutes

Concepts and Applications

  Students receive 1 point for each blank answered correctly.

The number of correct answers within the time limit is the student’s score.

Concepts and Applications

 Quinten’s fourth-grade Concepts and Applications test: – – Twenty-four blanks answered correctly.

Quinten’s score is 24.

Concepts and Applications

Concepts and Applications

 Fifth-grade Concepts and Applications test —page 1: – Let’s practice.

Concepts and Applications

 Fifth-grade Concepts and Applications test —page 2

Concepts and Applications

 Fifth-grade Concepts and Applications test —page 3: – Let’s practice.

Concepts and Applications

 Answer key

Problem

1 2 3 4 5 6 7 8 9

Answer

54 sq. ft 66,000 A center C diameter 28.3 miles 7 P 7 N 10 0 $5 bills 4 $1 bills 3 quarters 1 millions place 3 ten thousands place 697

Problem

10 11 12 13 14 15 16 17 18 19 20 21 22 23

Answer

3 A C  ADC  BFE 0.293

  28 hours 790,053 451 CDLI 7 $10.00 in tips 20 more orders 4.4

  5/6 dogs or cats 1 m 12 ft

Number Identification

 For students in kindergarten and Grade 1: – Student is presented with 84 items and asked to orally identify the written number between 0 and 100.

– – After completing some sample items, the student works for 1 minute.

Teacher writes the student’s responses on the Number Identification score sheet.

Number Identification

 Student’s copy of a Number Identification test: – Actual student copy is 3 pages long.

Number Identification

 Number Identification score sheet

Number Identification

      If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors.

Teacher writes the student’s responses on the Number Identification score sheet. Skipped items are marked with a hyphen (-).

At 1 minute, draw a line under the last item completed.

Teacher scores the task, putting a slash through incorrect items on score sheet.

Teacher counts the number of items that the student answered correctly in 1 minute.

Number Identification

 Jamal’s Number Identification score sheet: – Skipped items are marked with a (-).

– Fifty-seven items attempted.

– – Three items are incorrect.

Jamal’s score is 54.

Number Identification

 Teacher’s score sheet: – Let’s practice.

Number Identification

 Student’s sheet —page 1: – Let’s practice .

Number Identification

  Student’s sheet— page 2: Let’s practice.

Number Identification

  Student’s sheet— page 3: Let’s practice.

Quantity Discrimination

 For students in kindergarten and Grade 1: – Student is presented with 63 items and asked to orally identify the larger number from a set of two numbers.

– – After completing some sample items, the student works for 1 minute.

Teacher writes the student’s responses on the Quantity Discrimination score sheet.

Quantity Discrimination

  Student’s copy of a Quantity Discrimination test: Actual student copy is 3 pages long.

Quantity Discrimination

 Quantity Discrimination score sheet

Quantity Discrimination

      If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors.

Teacher writes student’s responses on the Quantity Discrimination score sheet. Skipped items are marked with a hyphen (-).

At 1 minute, draw a line under the last item completed.

Teacher scores the task, putting a slash through incorrect items on the score sheet.

Teacher counts the number of items that the student answered correctly in 1 minute.

Quantity Discrimination

 Lin’s Quantity Discrimination score sheet: – Thirty-eight items attempted.

– – Five items are incorrect.

Lin’s score is 33.

Quantity Discrimination

 Teacher’s score sheet: – Let’s practice.

Quantity Discrimination

 Student’s sheet —page 1: – Let’s practice.

Quantity Discrimination

 Student’s sheet— page 2: – Let’s practice.

Quantity Discrimination

 Student’s sheet— page 3: – Let’s practice.

Missing Number

 For students in kindergarten and Grade 1: – Student is presented with 63 items and asked to orally identify the missing number in a sequence of four numbers.

– Number sequences primarily include counting by 1s, with fewer sequences counting by 5s and 10s – – After completing some sample items, the student works for 1 minute.

Teacher writes the student’s responses on the Missing Number score sheet.

Missing Number

 Student’s copy of a Missing Number test: – Actual student copy is 3 pages long.

Missing Number

 Missing Number score sheet

Missing Number

      If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors.

Teacher writes the student’s responses on the Missing Number score sheet. Skipped items are marked with a hyphen (-).

At 1 minute, draw a line under the last item completed.

Teacher scores the task, putting a slash through incorrect items on the score sheet.

Teacher counts the number of items that the student answered correctly in 1 minute.

Missing Number

 Thomas’s Missing Number score sheet: – Twenty-six items attempted.

– – Eight items are incorrect.

Thomas’s score is 18.

Missing Number

 Teacher’s score sheet: – Let’s practice.

Missing Number

 Student’s sheet— page 1: – Let’s practice.

Missing Number

 Student’s sheet— page 2: – Let’s practice.

Missing Number

 Student ‘s sheet— page 3: – Let’s practice.

Step 4: How to Graph Scores

  Graphing student scores is vital.

Graphs provide teachers with a straightforward way to: – – – – Review a student’s progress.

Monitor the appropriateness of student goals.

Judge the adequacy of student progress.

Compare and contrast successful and unsuccessful instructional aspects of a student’s program.

Step 4: How to Graph Scores

 Teachers can use computer graphing programs.

– List available in Appendix A of manual.

 Teachers can create their own graphs.

– – A template can be created for student graphs.

The same template can be used for every student in the classroom.

– Vertical axis shows the range of student scores.

– Horizontal axis shows the number of weeks.

Step 4: How to Graph Scores

Step 4: How to Graph Scores

 Student scores are plotted on the graph, and a line is drawn between the scores.

25 20 15 10 5 0 1 2 3 4 5 6 7 8 9 Weeks of Instruction 10 11 12 13 14

Step 5: How to Set Ambitious Goals

  Once baseline data has been collected (best practice is to administer three probes and use the median score), the teacher decides on an end-of-year performance goal for each student.

Three options for making performance goals: – – – End-of-year benchmarking Intra-individual framework National norms

Step 5: How to Set Ambitious Goals

 End-of-year benchmarking: – For typically developing students, a table of benchmarks can be used to find the CBM end-of-year performance goal.

Step 5: How to Set Ambitious Goals

Grade

Kindergarten First First Second Second Third Third Fourth Fourth Fifth Fifth Sixth Sixth

Probe

Computation Computation Concepts and Applications Computation Concepts and Applications

Maximum score

Data not yet available 30 Data not yet available 45 32 45 47 Computation Concepts and Applications Computation Concepts and Applications Computation Concepts and Applications 70 42 80 32 105 35

Benchmark

20 digits 20 digits 20 blanks 30 digits 30 blanks 40 digits 30 blanks 30 digits 15 blanks 35 digits 15 blanks

Step 5: How to Set Ambitious Goals

 Intra-individual framework: – Weekly rate of improvement is calculated using at least eight data points.

– – Baseline rate is multiplied by 1.5.

– Product is multiplied by the number of weeks until the end of the school year.

Product is added to the student’s baseline rate to produce end-of-year performance goal.

Step 5: How to Set Ambitious Goals

       First eight scores:

3 , 2, 5

, 6, 5,

5 , 7, 4

. Difference between medians: 5 – 3 = 2.

Divide by (# data points – 1): 2 ÷ (8-1) = 0.29.

Multiply by typical growth rate: 0.29 × 1.5 = 0.435.

Multiply by weeks left: 0.435 × 14 = 6.09.

Product is added to the first median: 3 + 6.09 = 9.09.

The end-of-year performance goal is 9.

Step 5: How to Set Ambitious Goals

 National norms: – For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

Grade

1

Computation: Digits

0.35

Concepts and Applications: Blanks

N/A 2 3 4 5 6 0.30

0.30

0.70

0.70

0.40

0.40

0.60

0.70

0.70

0.70

Step 5: How to Set Ambitious Goals

 National norms: – – Median is 14.

Fourth-grade Computation norm: 0.70.

– Multiply by weeks left: 16 × 0.70 = 11.2.

– Add to median: 11.2 + 14 = 25.2.

– The end-of-year performance goal is 25.

Grade

1 2 3 4 5 6

Computation: Digits

0.35

Concepts and Applications: Blanks

N/A 0.30

0.30

0.70

0.70

0.40

0.40

0.60

0.70

0.70

0.70

Step 5: How to Set Ambitious Goals

 National norms: – Once the end-of-year performance goal has been created, the goal is marked on the student graph with an X.

– A goal line is drawn between the median of the student’s scores and the X.

Step 5: How to Set Ambitious Goals

 Drawing a goal-line: – A goal-line is the desired path of measured behavior to reach the performance goal over time.

25 20 The X is the end-of-the-year performance goal. A line is drawn from the median of the first three scores to the performance goal.

X

15 10 5 0 1 2 3 4 5 6 7 8 9

Weeks of Instruction

10 11 12 13 14

Step 5: How to Set Ambitious Goals

   After drawing the goal-line, teachers continually monitor student graphs.

After seven or eight CBM scores, teachers draw a trend-line to represent actual student progress.

– A trend-line is a line drawn in the data path to indicate the direction (trend) of the observed behavior.

– The goal-line and trend-line are compared.

The trend-line is drawn using the Tukey method.

Step 5: How to Set Ambitious Goals

  Tukey Method – Graphed scores are divided into three fairly equal groups.

– Two vertical lines are drawn between the groups.

In the first and third groups: – – – – Find the median data point.

Mark with an X on the median instructional week.

Draw a line between the first group X and third group X.

This line is the trend-line.

Step 5: How to Set Ambitious Goals

25 20 15 10 X 5 0 1 X X 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 5: How to Set Ambitious Goals

 Practice graph

25 20 15 10 5 0 1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 5: How to Set Ambitious Goals

 Practice graph

25 20 15 X 10 5 X X 0 1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 5: How to Set Ambitious Goals

 CBM computer management programs are available.

 Programs create graphs and aid teachers with performance goals and instructional decisions.

 Various types are available for varying fees.

 Programs are listed in Appendix A of manual.

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

 After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions.

 Standard decision rules help with this process.

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

 If at least 3 weeks of instruction have occurred and at least six data points have been collected, examine the four most recent consecutive points: – If all four most recent scores fall above the goal-line, then the end-of-year performance goal needs to be increased. – If all four most recent scores fall below the goal-line, then the student's instructional program needs to be revised. – If the four most recent scores fall both above and below the goal-line, then continue collecting data (until the four-point rule can be used or a trend-line can be drawn).

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 15 10 5 0 30 25 20

Most recent 4 points Goal-line

1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 30 25 20 15 10 5 0

Goal-line

X 1 2 3

Most recent 4 points

4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

  If the trend-line is flatter than the goal line, then the student’s instructional program needs to be revised.

 If the trend-line is steeper than the goal line, then the end-of-year performance goal needs to be increased.

If the trend-line and goal-line are fairly equal, then no changes need to be made.

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 30 10 5 0 25 20 15 X

Trend-line

X

Goal-line

1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 15 10 5 0 30 25 20 X

Trend-line

X

Goal-line

1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 15 10 5 0 30 25 20 X

Trend-line

X

Goal-line

X 1 2 3 4 5 6 7 8 Weeks of Instruction 9 10 11 12 13 14

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

 Using a skills profile, student progress can be analyzed to describe student strengths and weaknesses.

 Student completes Computation or Concepts and Applications tests.

 Skills profile provides a visual display of a student’s progress by skill area.

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

Other Ways to Use the Curriculum-Based Measurement Database

 How to Use the Curriculum-Based Measurement Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes   How to Incorporate Decision Making Frameworks to Enhance General Educator Planning How to Use Progress Monitoring to Identify Nonresponders Within a Response-to Intervention Framework to Identify Disability

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

   No Child Left Behind requires all schools to show Adequate Yearly Progress (AYP) toward a proficiency goal.

Schools must determine measure(s) for AYP evaluation and the criterion for deeming an individual student “proficient.” CBM can be used to fulfill the AYP evaluation in mathematics.

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

 Using mathematics CBM: – Schools can assess students to identify the number of initial students who meet benchmarks (initial proficiency).

– The discrepancy between initial proficiency and universal proficiency is calculated.

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

 Using mathematics CBM (continued): – The discrepancy is divided by the number of years before the 2013 –2014 deadline.

– This calculation provides the number of additional students who must meet benchmarks each year.

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

 Advantages of using CBM for AYP: – – – Measures are simple and easy to administer.

Training is quick and reliable.

Entire student body can be measured efficiently and frequently.

– Routine testing allows schools to track progress during school year.

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Across-Year School Progress

500 400 300 200 100 0 (257) X (498) 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 End of School Year

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Within-Year School Progress

500 400 300 200 100 0 X (281) Sept Oct Nov Dec Jan Feb Mar Apr May June 2005 School-Year Month

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Within-Year Teacher Progress

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2005 School-Year Month Apr May June

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Within-Year Special Education Progress

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2005 School-Year Month Apr May June

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Within-Year Student Progress

30 25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2005 School-Year Month Apr May June

How to Incorporate Decision Making Frameworks to Enhance General Educator Planning

 CBM reports prepared by computer can provide the teacher with information about the class: – – Student CBM raw scores Graphs of the low-, middle-, and high performing students – – CBM score averages List of students who may need additional intervention

How to Incorporate Decision Making Frameworks to Enhance General Educator Planning

How to Incorporate Decision Making Frameworks to Enhance General Educator Planning

How to Incorporate Decision Making Frameworks to Enhance General Educator Planning

How to Use Progress Monitoring to Identify Non-Responders Within a Response-to Intervention Framework to Identify Disability

   Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests.

Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction.

Dual-discrepancy : – – Student performs below level of classmates.

Student’s learning rate is below that of his or her classmates.

How to Use Progress Monitoring to Identify Non-Responders Within a Response-to Intervention Framework to Identify Disability

  Just because mathematics growth is low, the student doesn’t automatically receive special education services.

 All students do not achieve the same degree of mathematics competence.

If the learning rate is similar to that of the other students, then the student is profiting from the regular education environment.

How to Use Progress Monitoring to Identify Non-Responders Within a Response-to Intervention Framework to Identify Disability

 If a low-performing student is not demonstrating growth where other students are thriving, then special intervention should be considered.

 Alternative instructional methods must be tested to address the mismatch between the student’s learning requirements and the requirements in a conventional instructional program.

Case Study 1: Alexis 30 25 20

Alexis ’s trend-line

15 10 X

Alexis ’s goal-line

5 X 0 1 2 3 4 5 6 7 8 9 Weeks of Instruction 10 11 12 13 14

Case Study 1: Alexis

Case Study 2: Darby Valley Elementary

 Using CBM toward reading AYP: – The school has a total of 378 students in the 2003 04 school year.

– – Initial benchmarks were met by 125 students.

Discrepancy between universal proficiency and initial proficiency is 253 students.

– Discrepancy of 253 students is divided by the number of years until 2013 –2014: •

253 ÷ 11 = 23.

– Twenty-three students need to meet CBM benchmarks each year to demonstrate AYP.

Case Study 2: Darby Valley Elementary

Across-Year School Progress

400 300 200 X

(378)

100

(125)

0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 End of School Year

Case Study 2: Darby Valley Elementary

Within-Year School Progress

200 150 X

(148)

100 50 0 Sept Oct Nov Dec Jan Feb Mar Apr May June 2004 School-Year Month

Case Study 2: Darby Valley Elementary

Ms. Main (Teacher)

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2004 School-Year Month Apr May June

Case Study 2: Darby Valley Elementary

Mrs. Hamilton (Teacher)

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2004 School-Year Month Apr May June

Case Study 2: Darby Valley Elementary

Special Education

25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2004 School-Year Month Apr May June

Case Study 2: Darby Valley Elementary

Cynthia Davis (Student)

30 25 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar 2004 School-Year Month Apr May June

Case Study 2: Darby Valley Elementary

Dexter Wilson (Student)

Case Study 3: Mrs. Smith

Case Study 3: Mrs. Smith

Case Study 3: Mrs. Smith

Case Study 3: Mrs. Smith

Case Study 4: Marcus 30 25 20

Instructional changes Marcus’s goal-line Marcus’s trend-lines

15 10 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Weeks of Instruction

Case Study 4: Marcus 30

High-performing mathematics students

25 20

Middle-performing mathematics students

15 10 5

Low-performing mathematics students

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Weeks of Instruction

Curriculum-Based Measurement Materials

   AIMSweb/Edformation Yearly ProgressPro TM /McGraw-Hill Math Computation and Concepts/Applications CBM/Vanderbilt  Research Institute on Progress Monitoring, University of Minnesota (OSEP Funded)  Vanderbilt University

Curriculum-Based Measurement Resources

 See Appendix B of both the manual and handouts packet for a list of resources