Transcript Using CBM for Progress Monitoring

2008
Student Progress Monitoring &
Data-Based Instruction in Special Education
Graphing and Interpreting
CBM Scores
An overview
(Sample presentation to
present to students)
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.
2
How to Graph Scores


Teachers can use computer graphing
programs.
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.
3
How to Graph Scores
4
How to Graph Scores
Student scores are plotted on the graph,
and a line is drawn between the scores.
25
Digits Correct in 3 Minutes

20
15
10
5
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
5
How to Graph Scores

How to create graphs in Microsoft Excel
Ashley
Ben
Carter
1
5
4
7
2
6
8
4
3
8
5
8
4
9
9
9
5
13
14
5
6
15
15
6
7
17
13
10
8
15
17
12
9
13
20
8
10
18
21
7
6
How to Graph Scores
How to create graphs in Microsoft Excel
CBM Graph
50
45
40
35
Digits Correct

30
25
Ashley
20
15
10
5
0
1
2
3
4
5
6
7
8
9
10
Weeks
7
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
8
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.
9
How to Set Ambitious Goals Reading
Grade
Benchmark
Kindergarten
40 letter sounds per minute
(CBM LSF)
First
60 words correct per minute
(CBM WIF)
50 words correct per minute
(CBM PRF)
Second
75 words correct per minute
(CBM PRF)
Third
100 words correct per minute
(CBM PRF)
Fourth
20 correct replacements per
2.5 minutes (CBM Maze
Fifth
25 correct replacements per
2.5 minutes (CBM Maze
Sixth
30 correct replacements per
2.5 minutes (CBM Maze)
10
How to Set Ambitious Goals Math
Grade
First
Probe
Computation
First
Maximum
score
Benchmark
30
20 digits
Data not yet available
Second
Computation
45
20 digits
Second
Concepts and Applications
32
20 blanks
Third
Computation
45
30 digits
Third
Concepts and Applications
47
30 blanks
Fourth
Computation
70
40 digits
Fourth
Concepts and Applications
42
30 blanks
Fifth
Computation
80
30 digits
Fifth
Concepts and Applications
32
15 blanks
Sixth
Computation
105
35 digits
Sixth
Concepts and Applications
35
15 blanks
11
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.
12
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
13
How to Set Ambitious Goals Reading

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
PRF
Maze
1
2.00
0.40
2
1.5
0.40
3
1.0
0.40
4
0.90
0.40
5
0.50
0.40
6
0.30
0.40
14
How to Set Ambitious Goals Math

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.
Concepts
and
Computation Applications
Grade
: Blanks
: Digits
1
0.35
N/A
2
0.30
0.40
3
0.30
0.60
4
0.70
0.70
5
0.70
0.70
6
0.40
0.70
15
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.
Concepts
and
Computation Applications
Grade
: Digits
: Blanks
1
0.35
N/A
2
0.30
0.40
3
0.30
0.60
4
0.70
0.70
5
0.70
0.70
6
0.40
0.70
16
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.
17
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.
Digits Correct in 5 Minutes

25
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.
20
X
15
10
5
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
18
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.
19
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.
20
How to Set Ambitious Goals
Digits Correct in 5 Minutes
25
20
15
10
X
5
X
X
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
21
How to Set Ambitious Goals
Practice graph
25
Digits Correct in 5 Minutes

20
15
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
22
How to Set Ambitious Goals
Practice graph
25
Digits Correct in 5 Minutes

20
15
10
X
5
X
X
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
23
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 CBM manuals.
24
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.
25
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).
26
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals
Digits Correct in 7 Minutes
30
Most recent 4 points
25
20
15
10
Goal-line
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
27
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals
Digits Correct in 7 Minutes
30
25
X
20
15
Goal-line
10
5
Most recent 4 points
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
28
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals



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 is flatter than the goal
line, then the student’s instructional
program needs to be revised.
If the trend-line and goal-line are fairly
equal, then no changes need to be
made.
29
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals
Digits Correct in 7 Minutes
30
25
Trend-line
20
X
15
X
10
Goal-line
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
30
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals
Digits Correct in 7 Minutes
30
25
20
15
X
X
10
5
Goal-line
Trend-line
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
31
How to Apply Decision Rules to Graphed
Scores to Know When to Revise Programs
and Increase Goals
Digits Correct in 7 Minutes
30
25
X
20
15
X
X
10
Goal-line
5
Trend-line
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
32
Other Ways to Use the CurriculumBased 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
33
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.
34
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.
35
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.
36
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.
37
How to Use Curriculum-Based Measurement Data to
Accomplish Teacher and School Accountability for
Formulating Policy Directed at Improving School Outcomes
Number of Students
Meeting CBM Benchmarks
Across-Year School Progress
500
X
(498)
400
300
200
(257)
100
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
End of School Year
38
How to Use Curriculum-Based Measurement Data to
Accomplish Teacher and School Accountability for
Formulating Policy Directed at Improving School Outcomes
Number of Students
Meeting CBM Benchmarks
Within-Year School Progress
500
400
300
X
(281)
200
100
0
Sept Oct Nov Dec Jan Feb Mar Apr May June
2005 School-Year Month
39
How to Use Curriculum-Based Measurement Data to
Accomplish Teacher and School Accountability for
Formulating Policy Directed at Improving School Outcomes
Number Students on Track to
Meet CBM Benchmarks
Within-Year Teacher Progress
25
20
15
10
5
0
Sept Oct
Nov
Dec
Jan Feb Mar
Apr May June
2005 School-Year Month
40
How to Use Curriculum-Based Measurement Data to
Accomplish Teacher and School Accountability for
Formulating Policy Directed at Improving School Outcomes
Number Students on Track to
Meet CBM Benchmarks
Within-Year Special Education Progress
25
20
15
10
5
0
Sept Oct
Nov
Dec
Jan Feb Mar
Apr May June
2005 School-Year Month
41
How to Use Curriculum-Based Measurement Data to
Accomplish Teacher and School Accountability for
Formulating Policy Directed at Improving School Outcomes
CBM Score: Grade 3 Concepts and
Applications
Within-Year Student Progress
30
25
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
2005 School-Year Month
42
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 highperforming students
– CBM score averages
– List of students who may need additional
intervention
43
How to Incorporate Decision-Making Frameworks
to Enhance General Educator Planning
44
How to Incorporate Decision-Making Frameworks
to Enhance General Educator Planning
45
How to Incorporate Decision-Making Frameworks
to Enhance General Educator Planning
46
How to Use Progress Monitoring to Identify NonResponders 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.
47
How to Use Progress Monitoring to Identify NonResponders Within a Response-to-Intervention
Framework to Identify Disability

All students do not achieve the same
degree of mathematics competence.

Just because mathematics growth is low,
the student doesn’t automatically receive
special education services.

If the learning rate is similar to that of the
other students, then the student is
profiting from the regular education
environment.
48
How to Use Progress Monitoring to Identify NonResponders 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.
49
Case Study: Alexis
Digits Correct in 2 Minutes
30
25
20
Alexis’s trend-line
15
10
X
X
5
Alexis’s goal-line
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Weeks of Instruction
50
Case Study 1: Alexis
51
Case Study: Sascha
52
Case Study: Sascha
53
Case Study: Harrisburg Elem.

Using CBM towards reading AYP
– 378 students
– 125 met initial benchmarks
– Discrepancy between universal proficiency
and initial proficiency is 253 students
– Discrepancy of 253 students is divided by
number of years until 2013-2014
• 253 ÷ 11 = 23
– 23 students need to meet CBM benchmarks
each year to demonstrate AYP
54
Case Study: Harrisburg Elem.
Number Students
Meeting CBM Benchmarks
Harrisburg Elementary:
Across-Year School Progress
400
X
(378)
300
200
100
0
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
End of School Year
55
Case Study: Harrisburg Elem.
Number Students
Meeting CBM Benchmarks
Harrisburg Elementary:
Within-Year School Progress
200
X
150
X
(148)
(148)
100
50
0
Sept Oct Nov Dec Jan Feb Mar Apr May June
2004 School-Year Month
56
Case Study: Harrisburg Elem.
Number Students On Track to
Meet CBM Benchmarks
Harrisburg Elementary:
Mrs. Chin Teacher Graph
25
20
15
10
5
0
Sept Oct
Nov
Dec
Jan Feb Mar
Apr May June
2004 School-Year Month
57
Case Study: Harrisburg Elem.
Number Students On Track to
Meet CBM Benchmarks
Harrisburg Elementary:
Mr. Elliott Teacher Graph
25
20
15
10
5
0
Sept Oct
Nov
Dec
Jan Feb Mar
Apr May June
2004 School-Year Month
58
Case Study: Harrisburg Elem.
Number Students On Track to
Meet CBM Benchmarks
Harrisburg Elementary:
Special Education Graph
25
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May June
2004 School-Year Month
59
Case Study: Harrisburg Elem.
CBM Score: Grade 1
Word Identification Fluency
Harrisburg Elementary:
Hallie Martin Student Graph
100
80
60
40
20
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
2004 School-Year Month
60
Case Study: Harrisburg Elem.
Harrisburg Elementary:
Davindra Sindy Student Graph
CBM Score: Grade 3
Passage Reading Fluency
100
80
60
40
20
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
2004 School-Year Month
61
Case Study: Mrs. Wilson
62
Case Study: Mrs. Wilson
63
Case Study: Mrs. Wilson
64
PRF: Words Read Correctly Per Minute
Case Study: Joshua
200
180
160
instructional
changes
140
120
100
Joshua’s
trend-lines
80
Joshua’s
goal-line
X
60
40
20
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
65
PRF: Words Read Correctly Per Minute
Case Study: Joshua
200
180
160
High-performing
readers
140
120
100
Middle-performing
readers
80
60
40
Low-performing
readers
20
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
66
Discussion


How would you incorporate graphing
and interpreting CBM scores into your
curriculum?
What assignments would you include
in your syllabus?
67
Homework for tonight


Design an assignment for the topic of
progress monitoring and interpretation
of scores.
What resources do you need from AIR
for this assignment?
68