Transcript Summer Institute: Introduction to CBM in Reading
Michelle K. Hosp Laura S áenz July 8, 2005
Overview
Overview of CBM in Reading Step 1: How to Place Students in a Reading CBM Task Step 2: How to Identify the Level of Material for Monitoring Progress Step 3: How To Administer and Score Reading Probes Step 4: How to Use Data to Describe Student Strengths and Weaknesses 2
Distinguishing Features of Curriculum-Based Measurement
Every assessment samples the same, relatively broad range of skills and is of equivalent difficulty Methods for sampling curriculum and for administering/scoring assessments are prescriptive Those methods are based on reliability, validity, and treatment utility studies 3
Distinguishing Features of Curriculum-Based Measurement
The CBM score can be viewed as a performance indicator, representing global competence in the target domain Relies on repeated performance sampling Displays time-series data in graphic form Incorporates qualitative descriptions of student performance 4
Distinguishing Features of Curriculum-Based Measurement
Yields Information About – Academic standing as well as growth – Global competence as well as skill by-skill Mastery Can Answer Questions About – Interindividual difference – Intraindividual improvement – How to strengthen programs 5
CBM in Reading
Not interested in making kids read faster Interested in kids becoming better readers The CBM score is an overall indicator of reading competence Students who score high on CBM – Are better decoders – Are better at sight vocabulary – Are better comprehenders Correlates highly with other global measures of reading (e.g. high stakes testing; commercially available tests; teacher made tests) 6
CBM Reading Tasks
Kindergarten: Letter-sound fluency Grade 1: Word-identification fluency Grades 2-3: Passage reading fluency Grades 4-6: Maze fluency 7
Kindergarten Letter-Sound Fluency
Teacher:
Say the sound that goes with each letter.
Time: 1 minute
p U z u y i t R e w O a s d f v g j S h k m n b V Y E i c x …
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Kindergarten Letter-Sound Fluency
Alternate-passage stability (3 weeks): .92 - .94
Criterion validity with WRMT: .58 - .71 Predictive Validity with CBM (Fall 1 to Spring 1): .68
Predictive Validity with CBM (Fall K to Spring 1): .54 Predictive Validity with TerraNova (Fall 1 to Spring 1): .53
Predictive Validity with TerraNova (Fall K to Spring 1): .43
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Grade 1 Word-Identification Fluency
Teacher:
Read these
words.
Time: 1 minute.
two for come because last from ...
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Grade 1 Word-Identification Fluency
Alternate-passage stability (3 weeks): .97
Concurrent Validity: – WRMT- WID: .77 (Fall) - .82 (spring) – CBM- PRF: .93 (spring) – CRAB- Comprehension: .73 (spring) Predictive Validity: Between .63 - .80 from fall to spring on: – WRMT- WID – CBM- PRF – CRAB- Comprehension 11
Grades 2-3: Passage Reading Fluency
Number of words read aloud correctly in 1 minute on end-of year passages 12
CBM passage for Correct Words Per Minute 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.
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Grades 2-3: Passage Reading Fluency
Alternate-passage stability (3 weeks): .92
Criterion validity with WRMT: .70 - .89
Predictive validity with CBM (22-30 weeks): .72 - .86
Predictive validity with TerraNova (22-30 weeks): .65 - .72
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Grades 4-6: Maze Fluency
Number of words replaced correctly in 2.5 minutes on end-of-year passages from which every 7th word has been deleted and replaced with 3 choices 15
Computer Maze
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Grades 4-6: Maze Fluency
Alternate-passage stability (3 weeks): .94
Criterion validity with WRMT: .71 - .93
Predictive Validity with CBM (22-30 weeks): .70 - .84
Predictive Validity with TerraNova (22-30 weeks): .67 - .74
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CBM Reading Benchmarks
K: 40 letter sounds per min 1: 50 words correct from list per min 2: 75 words correct from text per min 3: 100 words correct from text per min 4: 20 replacements to text per 2.5 min 5: 25 replacements to text per 2.5 min 6: 30 replacements to text per 2.5 min 18
CBM Reading Risk Indicators
1: < 15 words in lists/min 2: < 15 words in text/min 3: < 50 words in text/min 4: < 70 words in text/min 5-7: < 15 maze replacements/2.5 min 19
Minimum Assessment Schedule
At or above benchmark: 3 times/year Below benchmark: monthly or weekly 20
Step 1: How to Place Students in a Reading CBM Task
At Kindergarten – Letter Sound Fluency At Grade 1 – Word Identification Fluency At Grades 2-3 – Passage Reading Fluency At Grades 4-6 – Maze Fluency 21
Step 2: How to Identify the Level of Material for Monitoring Progress
Generally, students use the CBM materials prepared for their grade level However, some students may need to read from a different grade level if they are well below grade-level expectations 22
Step 2: How to Identify the Level of Material for Monitoring Progress
To find the appropriate CBM level: – Determine grade level text for student – Administer 3 CBM Passage Reading Fluency passages • If student reads 10-50 words correct in 1 minute but with less than 85-90% accuracy, move to next lower CBM level • If student reads more than 50 words correct in 1 minute, move to the highest level of text where he/she reads between 10-50 words correct 23
Step 3: How To Administer and Score Reading Probes
Students read letters, isolated words or passages for 1 minute Student reads out loud while teacher marks student errors The number of letters or words correct is calculated and graphed on student graph Four CBM reading tasks are considered 24
CBM Letter Sound Fluency (LSF)
For kindergarten students Student presented with page of 26 random letters on LSF Student Copy Student reads the letter sounds for 1 minute Teacher marks errors on LSF Teacher Score Sheet 25
CBM Letter Sound Fluency (LSF)
Student copy of LSF Letters in the box are practice 26
CBM Letter Sound Fluency (LSF)
LSF Teacher Score Sheet Errors are marked with a slash (/) Score is adjusted if student completes in less than 1 minute 27
CBM Letter Sound Fluency (LSF)
Only short vowel sounds are correct.
If the student answers correctly, immediately point to the next letter on the student’s copy.
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CBM Letter Sound Fluency (LSF)
If the student does not respond after 3 seconds, point to the next letter.
Do not correct errors.
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CBM Letter Sound Fluency (LSF)
Mark errors on teacher’s score sheet.
At 1 minute, circle the last letter the child attempts.
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CBM Letter Sound Fluency (LSF)
Abby’s CBM LSF Errors are marked with a slash (/) Last sound (/r/) is circled 23 sounds attempted 5 incorrect Abby’s score = 18 31
CBM Letter Sound Fluency (LSF)
Let’s practice.
This is the Teacher Score Sheet.
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CBM Letter Sound Fluency (LSF)
Let’s practice.
This is the Student copy.
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What if a student finishes in less than 1 minute?
Record the number of seconds it took the student to read Count the number of words the student read correctly
(number of words read correctly/ number of seconds it took to read) x 60 = estimated number of words read correctly in 1 minute
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Example for Prorating Score
Example: The student finished reading the list of 50 words in just 54 seconds and got 44 words correct.
(44/54) x 60 = .815 x 60 = 48.9; We estimate that the student would have read approximately 49 words correctly in 1 minute had we provided more words and timed the student for 1 minute. 35
CBM Word Identification Fluency (WIF)
For first-grade students Student presented with a list of 50 words Student reads words for 1 minute Teacher marks errors on WIF Score Sheet 36
CBM Word Identification Fluency (WIF)
CBM WIF Student list 37
CBM Word Identification Fluency (WIF)
WIF Teacher Score Sheet Words read correctly marked as ‘1’ Words read incorrectly marked as ‘0’ 38
CBM Word Identification Fluency (WIF)
If the student hesitates, prompt her to move to the next word after 2 seconds.
If the student is sounding out a word, prompt him to move to the next word after 5 seconds.
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CBM Word Identification Fluency (WIF)
Do not correct errors.
Mark errors on score sheet.
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CBM Word Identification Fluency (WIF)
At 1 minute, circle the last word the student reads.
If the student finishes in less than 1 minute, note the number of seconds it took to complete the word list.
See administration and scoring guide for information on adjusting scores. 41
CBM Word Identification Fluency (WIF)
Shameka’s CBM WIF Correct words marked as ‘1’ Incorrect words marked as ‘0’ Last word read (car) is circled Shameka’s score = 29 42
CBM Word Identification Fluency (WIF)
Let’s practice.
This is the Teacher Score Sheet.
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CBM Word Identification Fluency (WIF)
Let’s practice.
This is the Student list.
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CBM Passage Reading Fluency (PRF)
For students in grades 2-8 Student reads grade-appropriate passage for 1 minute from PRF Student copy Teacher marks errors on PRF Teacher copy 45
CBM Passage Reading Fluency (PRF)
PRF Student copy 46
CBM Passage Reading Fluency (PRF)
PRF Teacher copy Numbers along margin allow for easy calculation of words attempted 47
CBM Passage Reading Fluency (PRF)
Scoring guidelines: – Repetitions, self-corrections, insertions, and dialectical differences are all scored as CORRECT – Mispronunciations, word substitutions, omitted words, hesitations (word not said within 3 seconds), and reversals are all scored as ERRORS 48
CBM Passage Reading Fluency (PRF)
Additional scoring guidelines: – A skipped line is counted as 1 error – Every word but 1 of the words is subtracted from the total number of words attempted 49
CBM Passage Reading Fluency (PRF)
Reggie’s CBM PRF Words read incorrectly marked with a slash (/) Lines omitted marked with a horizontal line Last word read in 1 minute marked with a slash 50
CBM Passage Reading Fluency (PRF)
136 words attempted in 1 minute 14 of 15 words omitted in 4 th line subtracted from 136 (136 – 14 = 122) 1 omission error and 8 reading errors subtracted from 122 (122 – 9 = 113) Reggie’s score = 113 51
CBM Passage Reading Fluency (PRF)- Practice
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PRF Practice Scoring
71 - 7 64 WRC 53
CBM Maze Fluency
For students in grades 1-6, typically 4-6 Administered to a group of students at one time Students read passage and circle correct word for each blank Tests lasts for 2.5 minutes Teacher grades each test later 54
CBM Maze Fluency
Maze Student copy Students receive 1 point for each correct answer Scoring is discontinued if 3 consecutive errors are made 55
CBM Maze Fluency
Juan’s CBM Maze 10 correct answers before he made 3 consecutive mistakes Juan’s score = 10 56
CBM Maze Fluency
Let’s practice.
This is the first page of the CBM Maze test, “Summer Camp.” 57
CBM Maze Fluency
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Ambitious Goals By Grade Grade
End-of-Year Benchmarking For typically developing students, a table of benchmarks can be used to find CBM end-of year performance goal Kindergarten 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade 6 th Grade
Benchmark
40 letter sounds per minute (CBM LSF) 50 words correct per minute (CBM WIF) 75 words correct per minute (CBM PRF) 100 words correct per minute (CBM PRF) 20 correct replacements per 2.5 minutes (CBM Maze) 25 correct replacements per 2.5 minutes (CBM Maze) 30 correct replacements per 2.5 minutes (CBM Maze) 59
Ambitious Goals By Grade
National Norms For typically developing students, a table of average rates of weekly increase can be used to find end of-year performance goal
Grade
1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade 6 th Grade
1 st Grade
PRF Norms
2.00
1.50
1.00
0.90
0.50
0.30
WIF
Maze Norms
0.40
0.40
0.40
0.40
0.40
0.40
1.75
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Step 4: How to Use Data to Describe Student Strengths and Weaknesses
Using CBM PRF, student miscues can be analyzed to describe student strengths and weaknesses Student reads a CBM PRF passage and teacher writes down student errors First 10 errors are analyzed using a Quick Miscue Analysis Table 61
1 2 3 4 5 6 7 8 9 10 Step 4: How to Use Data to Describe Student Strengths and Weaknesses Written Word Spoken Word Graphophonetic Syntax Semantic
% 62
Step 4: How to Use Data to Describe Student Strengths and Weaknesses
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Step 4: How to Use Data to Describe Student Strengths and Weaknesses
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Step 4: Let’s Practice How to Use Data to Describe Student Strengths and Weaknesses
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Step 4: How to Use Data to Describe Student Strengths and Weaknesses
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CBM Materials
AIMSweb / Edformation DIBELS Edcheckup McGraw-Hill Pro-Ed, Inc. Vanderbilt University 67