Transcript Slide 1

Curriculum Based Measurement:
Reading and Written Language
Susan M. Loftus, Ph.D.
University of Rhode Island
Agenda
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Introduction
What is CBM?
How do we administer/score/interpret CBM?
How does CBM fit into an RTI model?
How do we use results of CBM to make
instructional decisions?
Scientific Knowledge Base
What do we know and what guidance can
we gain from scientifically based reading
research?
There is an extensive scientific knowledge base
in beginning reading
Converging evidence suggests that:
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Teaching Reading is Urgent
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Teaching Reading is Complex
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Almost Every Child Can Learn to Read
Teaching Reading is Urgent
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According to the results of the 2007 National
Assessment of Educational Progress
(NAEP), approximately 40% of third graders
are performing below a “basic” level in
reading.
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Students performing below a “basic” level are
not able to demonstrate an understanding of
the literal meaning of grade level text, identify
main ideas, make inferences, or relate what
they read to personal experiences
Teaching Reading is Urgent
“No time is as precious or as fleeting
as the first years of formal schooling.
Research consistently shows that
children who get off to a good start in
reading rarely stumble. Those who fall
behind tend to stay behind for the rest
of their academic lives.”
(Burns, Griffin, & Snow, 1999, p. 61)
Scientific Knowledge Base
What do we know and what guidance can
we gain from scientifically based reading
research?
There is an extensive scientific knowledge base
in beginning reading
Converging evidence suggests that:
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Teaching Reading is Urgent
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Teaching Reading is Complex
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Almost Every Child Can Learn to Read
Teaching Reading is Complex
To ev er y com plex pr oblem , th er e is
a sim ple solu tion …
that
t h a tdoesn’t
doesnwork
’t w or k
Mark Twain
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Teaching Reading is Rocket Science!
(Louisa Moats)
Complex Alphabetic Code
Big Ideas in Beginning Reading
Phonemic
Awareness
Fluency
Vocabulary
Comprehension
Alphabetic
Principle
Reading in an
Alphabetic
Writing
Scientific Knowledge Base
What do we know and what guidance can
we gain from scientifically based reading
research?
There is an extensive scientific knowledge base in
beginning reading
Converging evidence suggests that:
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Teaching Reading is Urgent
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Teaching Reading is Complex
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Almost Every Child Can Learn to Read
Teaching Every Child to Read
Results of School-Based Studies
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The results of well designed and carefully
controlled school-based studies suggest that at
least 95% of the total student population can
attain average reading abilities with the
implementation of effective and comprehensive
instruction & intervention.
Torgesen, Florida Center for Reading Research, 2004
What is Curriculum
Based
Measurement?
Curriculum Based Measurement
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A method used to find out how students are
progressing in academic areas
Screen all students 3 times per year
Progress monitor students who are at-risk
Provide information to teachers that will
inform instructional changes
Quick and easy to administer
What is good about CBM?
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Short 1-minute assessments of critical early literacy
skills
Administered to all children three times a year
Administered to students experiencing reading
difficulties more often
Measures change across grades
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Kindergarten and 1st grade assess pre-reading skills
1st – 8th grade assess reading connected text
DIBELS and Aimsweb can be used in combination
with an on-line data management systems that
helps to organize, display, and interpret student data
What is good about CBM?
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Short reliable and valid indicators of skills highly
associated with early reading success
Provide “vital signs” of growth and development that
are predictive of later reading proficiency
Allows early identification of students who need
instructional support
Instructionally relevant: Provide timely feedback to
schools and teachers to enable responsive
instruction
Simple, quick, cost effective measures that are
easily repeatable for continuous progress
monitoring
What is good about CBM?
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Can answer questions about achievement at the
individual, classroom, and school-wide level.
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Which children in my class/grade/school are at risk for future
reading difficulties?
Which students have similar instructional needs and will form
appropriate groups for instruction?
As a whole, how are our kindergarten/first/ second/third grade
students doing? Compared to last year?
Is our reading program meeting the needs of students in
kindergarten/first/second/third grade?
Are our reading interventions helping at risk students catch
up?
CBM: Reading
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DIBELS (http://dibels.uoregon.edu)
Aimsweb (http://aimsweb.com)
Intervention Central
(www.interventioncentral.com)
National Center for Student Progress
Monitoring (www.studentprogress.org)
Oral Reading Fluency
CBM: Curriculum Based Measurement
Counting the number of correct words while a student
reads aloud from grade-level text for 1 minute.
“Because oral reading fluency reflects the complex orchestration of
many different reading skills, it can be used in an elegant and
reliable way to characterize overall reading expertise.”
(Fuchs, Fuchs, Hosp, & Jenkins, 2002)
Measures of oral reading fluency are highly correlated with
reading comprehension in the primary grades.
Oral Reading Fluency
“Fluency represents a level of expertise beyond word
recognition accuracy... skilled readers read words
accurately, rapidly, and efficiently.” (National Reading Panel, 2000)
“Slow, effortful reading is a labor-intensive process that only
fitfully results in understanding.” (National Reading Panel, 2000)
“If a reader has to spend too much time and energy figuring
out what the words are, she will be unable to concentrate on
what the words mean.” (Coyne, Kame’enui, & Simmons, 2001)
Relationship between ORF & Comprehension
 Oral reading fluency is highly correlated and
predictive of standardized tests of reading
comprehension and state-wide high stakes
assessments.
 A student who is actively constructing meaning
while reading will be more fluent than if she is not
comprehending.
Relationship between ORF & Comprehension
The ability to read fluently is
necessary but not sufficient for
higher level comprehension.
Oral Reading Fluency
A student who does not read fluently
 Even if she has good understanding, she will have
difficulty with reading comprehension
 If she also has difficulty with understanding, she will
have even more difficulty with reading comprehension
A student that does read fluently
 If she has good understanding, her reading
comprehension will be good
 If she has difficulty with understanding, she will
have difficulty with reading comprehension
AIMSWEB Curriculum Based
Measures
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Letter Naming Fluency
Letter Sound Fluency
Phonemic Segmentation Fluency
Nonsense Word Fluency
Oral Reading Fluency
Reading Maze
Written Expression
Aimsweb Measurement Sequence
KFall
KK1stWinter Spring Fall
1stWinter
1stSpring
LNF LNF
LNF
LNF
LSF
LSF
LSF
PSF
PSF
PSF
NWF
NWF NWF
NWF
ORF
ORF
2ndFall
2nd2ndWinter Spring
PSF
ORF ORF
ORF
Letter Naming Fluency (LNF)
When is it measured?
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Kindergarten – First Grade
What does it look like?
What does it measure?
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Students’ ability to name letters quickly and
accurately
What does it tell us?
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LNF is an indicator of risk status and early
experiences with literacy
Letter Sound Fluency (LSF)
When is it measured?
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Kindergarten – First Grade
What does it look like?
What does it measure?
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Students’ ability to name sounds of letters quickly
and accurately
What does it tell us?
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LSF is an indicator of risk status and early
experiences with literacy
Phoneme Segmentation Fluency (PSF)
When is it measured?
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Kindergarten – First Grade
What does it look like?
What does it measure?
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Students’ ability to break orally presented words into sounds
quickly and accurately (phonemic awareness)
What does it tell us?
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Students’ phonemic awareness is an indicator of their ability
to manipulate the sounds in language and is related to the
ease with which they can learn letter-sounds and decode
unknown words.
Nonsense Word Fluency (NWF)
When is it measured?
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Kindergarten – First Grade
What does it look like?
What does it measure?
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Students’ ability to identify letter-sound
correspondences and decode regular CVC non-words.
What does it tell us?
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Students who can decode quickly and accurately are
able to use our alphabetic system to read and spell
words.
Oral Reading Fluency (ORF)
When is it measured?
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First Grade – Eighth Grade
What does it look like?
What does it measure?
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Students’ ability to read grade level connected text
quickly and accurately.
What does it tell us?
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Oral reading fluency is a valid and reliable measure of
overall reading competence
Practice Exercise 1
Practice Exercise 1: Answer Key
This student read 72 WRC/8 Errors
Reading Maze
When is it measured?
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First Grade – Eighth Grade
What does it look like?
What does it measure?
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Supplemental measure of reading comprehension
What does it tell us?
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If comprehension problems are suspected this
measure can help to assess the student’s level of risk
Written Expression
When is it measured?
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First Grade – Eighth Grade
What does it look like?
What does it measure?
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The ability to communicate thoughts and ideas in
writing
What does it tell us?
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You can score students’ responses for Total Words
Written (TWW), Correct Writing Sequences (CWS),
and Words Spelled Correctly (WSC).
How do we Interpret CBM data?
Established/Low-Risk/Benchmark
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Students are likely to achieve subsequent literacy
goals if provided with effective instruction.
Emerging/Some-Risk/Strategic
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Unable to predict whether students will achieve
subsequent literacy goals.
Deficient/At-Risk/Intensive
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Students are unlikely to achieve subsequent literacy
goals unless provided with intensive intervention.
How is Student Performance Displayed?
Class-Level Report: Class
List
How does CBM fit into
an RTI model?
CONTINUUM OF
SCHOOL-WIDE
BEGINNING
READING SUPPORT
~5%
~15%
Primary Prevention:
Instruction with
Core Reading Program
For All Students
~80% of Students
Tertiary Prevention:
Specialized, Individualized
Intervention for Students at
High Risk
Secondary Prevention:
Supplemental
Instruction for Students at
Some Risk
School A
Students Performing Below
Grade Level Reading Goals:
At Risk
~25%
~35%
Students Meeting Grade
Level Reading Goals:
Low risk
~40% of Students
Students Performing
Significantly Below Grade
Level Reading Goals:
High Risk
How do we use CBM data
to make instructional
decisions?
Assessment
Curriculum/Instruction
Assessment & Instruction
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Instruction without assessment
is aimless
“It’s like driving a
car at night without
any headlights.”
Assessment & Instruction
Assessment without
instruction is worthless.
“Weighing cows won’t
make ‘em fatter.”
Assessment data must:
 Answer important questions
 Enable informed instructional decision
making
A School-wide Approach
Intervention Options
Alterable Components
 Content
 Instructional Design
 Programs/Materials
 Interventionist/ Interventionist Expertise
 Grouping
 Dosage
 Scheduling
20%
A School-wide Approach
Intervention Options
intensity/resources
Content
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Reading
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Comprehension, vocabulary, Phonemic Awareness,
Phonics, Fluency
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Content becomes increasingly targeted
20%
A School-wide Approach
Intervention Options
intensity/resources
Instructional Design
 Re-teaching of skills/strategies
 Review and practice of skills/strategies
 Features of effective instruction
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Explicit instruction
Scaffolded instruction
Opportunities to practice with high quality feedback
20%
A School-wide Approach
Intervention Options
intensity/resources
Program/Materials
 “Double dose” of core materials
 Intervention component of core materials
 School designed strategies/activities
 Highly scripted/systematic program
20%
A School-wide Approach
Intervention Options
20%
intensity/resources
Interventionist
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Student
Volunteer
Paraprofessional
Classroom Teacher
Specialist
Interventionist Expertise
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Amount of training with intervention
Experience implementing intervention
Student success
Availability of coaching/support
A School-wide Approach
Intervention Options
intensity/resources
Grouping
 Size of intervention group
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10 students, 4 students, one-on-one
Within class grouping
Across class grouping
Across grade grouping
20%
A School-wide Approach
Intervention Options
intensity/resources
Dosage
 How much time per day?
 How many days per week?
 How many weeks?
Scheduling
 When will intervention take place?
 Where will intervention take place?
20%
A School-wide Approach
Intervention Options
Intervention Implementation
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Continuum of scheduling, grouping, and
delivery alternatives are coordinated at
a school-wide level to best leverage
personnel, expertise, materials, and
resources
20%
A School-wide Approach
Intervention Options
Intervention
 Programs/Materials
 Evidence based
 Consistent & Coordinated
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No intervention “silos”
Implemented with fidelity and quality
20%
Additional Resources
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National Center on RTI
http://www.rti4success.org
Florida Center for Reading Research
http://fcrr.org/
What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
Thank you!
Contact Information:
Susan Loftus
[email protected]