Transcript Slide 1

National Center
on Response to
Intervention
Using CBM in a Response
to Intervention Framework
Introduction to Using CBM for
Progress Monitoring
Module Series
 This module is intended to be used in conjunction with
a series of modules.
– Introduction to CBM
– CBM in the Content Areas
Reading
Math
Written Expression
– Other Ways to Use CBM Data
– Using CBM to Determine RTI
National Center
on Response to
Intervention
You Will Learn:
Progress Monitoring vs Traditional Assessment
Curriculum Based Assessment (CBA) vs
Curriculum Based Measurement (CBM)
Basics of CBM
National Center
on Response to
Intervention
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.
National Center
on Response to
Intervention
Progress Monitoring
 Progress Monitoring (PM) is conducted frequently and
is 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
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on Response to
Intervention
What Is the Difference Between
Traditional Assessments and PM?
 Traditional assessments:
– Lengthy tests
– Not administered on a regular basis
– Teachers do not receive immediate feedback
– Student scores are based on national scores and
averages and a teacher’s classroom may differ
tremendously from the national student sample
National Center
on Response to
Intervention
What Is the Difference Between
Traditional Assessments and PM?
 Curriculum-Based Measurement (CBM) is one type of
PM
– CBM provides an easy and quick method to gather
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
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Intervention
Curriculum-Based Assessment
 Curriculum-Based Assessment
– Measurement materials aligned with school
curriculum
– Measurement is frequent
– Assessment information is used to formulate
instructional decisions
 CBM is one type of curriculum-based assessment
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on Response to
Intervention
Most progress monitoring is
mastery measurement.
Student progress monitoring
is not mastery measurement.
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on Response to
Intervention
Mastery Measurement
 Describes mastery of a series of short-term instructional
objectives
 To implement Mastery Measurement, the teacher
– Determines a sensible instructional sequence for the
school year
– Designs criterion-referenced testing procedures to
match each step in that instructional sequence
National Center
on Response to
Intervention
Fourth Grade Math Computation Curriculum
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National Center
on Response to
Intervention
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
Divide 2-digit numbers by a 1-digit number
Divide 3-digit numbers by a 1-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
Multidigit Addition Mastery Test
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Number of problems correct in 5 minutes
Multidigit Addition Mastery Test
Multidigit Addition
10
8
6
4
2
0
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Intervention
Multidigit Subtraction
2
4
6
8
WEEKS
10
12
14
Fourth Grade Math Computation Curriculum
National Center
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Intervention
1.
Multidigit addition with regrouping
2.
Multidigit subtraction with regrouping
3.
Multiplication facts, factors to 9
4.
Multiply 2-digit numbers by a 1-digit number
5.
Multiply 2-digit numbers by a 2-digit number
6.
Division facts, divisors to 9
7.
Divide 2-digit numbers by a 1-digit number
8.
Divide 3-digit numbers by a 1-digit number
9.
Add/subtract simple fractions, like denominators
10.
Add/subtract whole number and mixed number
Multidigit Subtraction Mastery Test
Date
Name:
Subtracting
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6 52 1
3 75
5 42 9
6 34
8 45 5
7 56
6 78 2
9 37
7 32 1
3 91
5 68 2
9 42
6 42 2
5 29
3 48 4
4 26
2 41 5
8 54
4 32 1
8 74
Number of problems correct in 5 minutes
Multidigit Subtraction Mastery Test
National Center
on Response to
Intervention
10
Multidigit
Subtraction
Multidigit
Addition
Multiplication
Facts
8
6
4
2
0
2
4
6
8
WEEKS
10
12
14
Problems Associated With Mastery
Measurement:
Hierarchy of skills is logical, not empirical
Assessment does not reflect maintenance or
generalization
Number of objectives mastered does not
relate well to performance on criterion
measures
Measurement methods are designed by
teachers, with unknown reliability and validity
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on Response to
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Curriculum-Based Measurement (CBM) Was
Designed to Address These Problems
CBM makes no assumptions about
instructional hierarchy for determining
measurement
CBM incorporates automatic tests of retention
and generalization
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CBM as a Type of
Curriculum-Based Assessment
CBM is distinctive:
– Each CBM test if of equivalent difficulty
Samples the year-long curriculum
– CBM is highly prescriptive and standardized
Reliable and valid scores
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The Basics of CBM
CBM monitors student progress throughout
the school year
Students are given probes at regular intervals
Weekly, bi-weekly, monthly
Teachers use student data to quantify shortand long-term goals that will meet end-ofyear goals
National Center
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The Basics of CBM
CBM tests are brief and easy to administer
All tests are different, but assess the same
skills and the same difficulty level
CBM scores are graphed for teachers to use
to make decisions about instructional
programs and teaching methods for each
student
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MATHEMATICS CBM
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Fourth Grade Math Computation Curriculum
1. Multidigit addition with regrouping
2. Multidigit subtraction with regrouping
3. Multiplication facts, factors to 9
4. Multiply 2-digit numbers by a 1-digit number
5. Multiply 2-digit numbers by a 2-digit number
6. Division facts, divisors to 9
7. Divide 2-digit numbers by a 1-digit number
8. Divide 3-digit numbers by a 1-digit number
9. Add/subtract simple fractions, like denominators
10. Add/subtract whole number and mixed number
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on Response to
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Random
numerals within
problems
(considering
specifications of
problem types)
Random
placement of
problem types on
page
National Center
on Response to
Intervention
 Random numerals
within problems
(considering
specifications of
problem types)
 Random placement
of problem types on
page
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Intervention
 Donald’s Graph
and Skills Profile
by Problem
Type (darker
boxes show
greater level of
mastery of
problem type)
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70
Donald Ross
Computation 4
60
D
I
G
I
T
S
50
38
40
30
20
10
0
Sep
A1
S1
M1
M2
M3
D1
D2
D3
F1
F2
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Curriculum-Based Measurement Bridging Traditional
and Classroom-Based Assessment Methods
 Traditional
– 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
– The CBM score can be viewed as a performance
indicator, representing global competence in the
target domain
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on Response to
Intervention
Curriculum-Based Measurement Bridging Traditional
and Classroom-Based Assessment Methods
Classroom-Based
– Relies on repeated performance
sampling
– Displays time-series data in graphic form
– Incorporates qualitative descriptions of
student performance
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Intervention
By Bridging Assessment Traditions, CBM
 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
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2nd Grade Reading CBM
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Intervention
Grade 2 Reading Curriculum
 Phonics
– cvc patterns
– cvce patterns
– cvvc patterns . . .
 Sight Vocabulary
 Comprehension
– Identification of who/what/when/where
– Identification of main idea
– Sequence of events
 Fluency
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Grade 2 Reading CBM
Each week, every student reads aloud from
a second-grade passage for 1 minute
Each week’s passage is the same difficulty
As student reads, teacher marks errors
Count number of words read correctly
Graph scores
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CBM
 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)
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CBM Passage for Correct Words per Minute
Mom was going to have a baby. Another one! That is all we need thought Samantha who was ten
years old. Samantha had two little brothers. They were brats. Now Mom was going to have another one.
Samantha wanted to cry.
“I will need your help,” said Mom. “I hope you will keep an eye on the boys while I am gone. You
are my big girl!”
Samantha told Mom she would help. She did not want to, thought. The boys were too messy.
They left toys everywhere. They were too loud, too. Samantha did not want another baby brother. Two
were enough.
Dad took Samantha and her brothers to the hospital. They went to Mom’s room. Mom did not feel
good. She had not had the baby. The doctors said it would be later that night. “I want to wait here with
you,” said Samantha. “Thank you Samantha. But you need to go home. You will get too sleepy. Go
home with Grandma. I will see you in the morning,” said Mom.
That night Samantha was sad. She knew that when the new baby came home that Mom would not
have time for her. Mom would spend all of her time with the new baby.
The next day Grandma woke her up. “Your mom had the baby last night,” Grandma said. “We
need to go to the hospital. Get ready. Help the boys get ready, too.”
Samantha slowly got ready. She barely had the heart to get dressed. After she finished, she
helped the boys. They sure were a pain! And now another one was coming. Oh brother!
Soon they were at the hospital. They walked into Mom’s room. Mom was lying in the bed. Her
tummy was much Smaller. Samantha . . .
National Center
on Response to
Intervention
What We Look for in CBM
Students whose scores are going up
– Indicates they are becoming better readers
Students whose scores are flat
– Indicates they are not profiting from
instructional program and require a change
in their instructional program
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Sarah’s Progress on Words Read Correctly
Words Read Correctly
Sarah Smith
National Center
on Response to
Intervention
Reading 2
180
160
140
120
100
80
60
40
20
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
0
Jessica’s Progress on Words Read Correctly
Words Read Correctly
180
Jessica Jones
160
140
120
100
80
60
40
20
0
Sep
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Reading 2
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Unified CBM
Kindergarten: Letter-sound fluency
First Semester Grade 1: Word-identification
fluency
Second Semester Grades 1-3: Passage
reading fluency
Grades 4-6: Maze fluency
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Intervention
In Sum, CBM Is Used to:
Identify at-risk students who may need
additional services
Help general educators plan more effective
instruction
Help special educators design more effective
instructional programs for students who do
not respond to general education
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Intervention
In Sum, CBM Is Used to:
Document student progress for accountability
purposes, including IEPs
Communicate with parents or other
professionals about student progress
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CBM Research
CBM research has been conducted over the past
30 years
Research has demonstrated that when teachers
use CBM for instructional decision making:
– Students learn more
– Teacher decision making improves
– Students are more aware of their
performance
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Steps to Conducting CBM
Step 1:
Step 2:
Step 3:
Step 4:
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How to Place Students in a
CBM Task for Progress Monitoring
How to Identify the Level for
Material for Monitoring Progress
How to Administer and Score CBM
How to Graph Scores
Steps to Conducting CBM
Step 5:
Step 6:
Step 7:
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on Response to
Intervention
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 CBM Database
Qualitatively to Describe Students’
Strengths and Weaknesses
Module Series
 This module is intended to be used in conjunction with
a series of modules.
– Introduction to CBM
– CBM in the Content Areas
Reading
Math
Written Expression
– Other Ways to Use CBM Data
– Using CBM to Determine RTI
National Center
on Response to
Intervention
National Center on
Response to Intervention
www.rti4success.org
This document was originally developed by the National Center on Student Progress Monitoring under
Cooperative Agreement (#H326W0003) and updated by the National Center on Response to Intervention
under Cooperative Agreement (#H326E07004) between the American Institutes for Research and the
U.S. Department of Education, Office of Special Education Programs. The contents of this document do
not necessarily reflect the views or policies of the Department of Education, nor does mention of trade
names, commercial products, or organizations imply endorsement by the U.S. Government. This
publication is copyright free. Readers are encouraged to copy and share it, but please credit the National
Center on Response to Intervention.
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on Response to
Intervention