Transcript easyCBM: Benchmarking and Progress Monitoring System

easyCBM:
Benchmarking and Progress Monitoring System
Jack B. Monpas-Huber, Ph.D.
Director of Assessment & Student Information
Shereen Henry
Math Instructional Specialist
AYP Results: Distribution of “No” Cells
2008
GROUP
MATH
READING
% OF 28
2
7.1%
ALL
1
AFRICAN AMERICAN
2
2
7.1%
HISPANIC/LATINO
2
2
7.1%
LOW INCOME
4
1
5
17.9%
SPED
7
8
15
53.6%
WHITE
1
1
2
7.1%
TOTAL
17
11
28
100.0%
60.7%
39.3%
100.0%
% OF 28
1
TOTAL
AYP Results: Distribution of “No” Cells
2009
Counts of "No" Cells
Content
Subgroup
Math Reading
Total
Limited English
1
1
Low income
6
6
Special education
6
1
7
Limited English
7.1%
7.1%
Low income
42.9%
42.9%
Special education
42.9%
7.1%
50.0%
13
1
14
92.9%
7.1% 100.0%
1As
of early August 2009. Includes results of WASL and WASL Basic assessments. Source is OSPI Report Card (http://reportcard.ospi.k12.wa.us).
Achievement Gap in Shoreline
Grade 4 WASL Math Achievement by Race, 1998-2008
SHORELINE PUBLIC SCHOOLS
% of students meeting or exceeding standard
100
80
Asian/Pacific Islander
60
American Indian
Hispanic
African American
40
White
20
0
1998
1999
2000
2001
2002
2003
2004
2005
2006
SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)
2007
2008
Achievement Gap in Shoreline
Grade 10 WASL Math Achievement by Race, 1999-2008
SHORELINE PUBLIC SCHOOLS
% of students meeting or exceeding standard
100
80
Asian/Pacific Islander
60
American Indian
Hispanic
African American
40
White
20
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)
SHORELINE PUBLIC SCHOOLS
SAT Mathematics Achievement by Race
(Class of 2008)
Mexican or Mexican American (N=6)
452
Black or African American (N=15)
439
Other Hispanic, Latino, or Latin American (N=6)
493
American Indian/Alaskan Native (N=5)
540
Asian, Asian American, or Pacific Islander (N=119)
582
Total (N=469)
561
White (N=277)
563
Other (N=22)
564
No Response (N=18)
563
200
300
400
500
Mean SAT Scale Score
SOURCE: College Board. (2008). District Profile Report.
600
700
800
Need for Systemic Math Assessment in Shoreline
Response to Intervention requires assessment instruments to:
•
Screen/identify struggling students for interventions
•
Monitor progress in response to interventions
•
Evaluate effectiveness of interventions
Need more assessment in mathematics because:
•
Math is an area of weakness (according to large-scale evidence)
•
Achievement gap more acute in mathematics
•
Math is an area of intense scrutiny and community engagement
•
Math is foundational; is critical to intervene early
•
New graduation requirements (Algebra II) warrant stronger focus
in math at lower grades
Basic Description of easyCBM
Online districtwide formative assessment system
Includes reading and mathematics measures for grades K - 8
Benchmark testing and progress monitoring (RtI framework)
Is fixed form, NOT computer adaptive (like DOMA was)
Measures NCTM Focal Points
Developed by education researchers at the University of Oregon
(who also develop DIBELS)
Cost is $1 per student, paid for by Assessment
Formative assessment purposes1
Design
Purpose
Screening
Early identification of student’s strengths or
weaknesses for classification, placement, or
intervention
Diagnosis
Identify the causes of students’ learning problems
-- usually with intent to guide or modify instruction
or design differentiated instruction
Interim
benchmark
measurement
Provide a measure of students’ progress toward
achieving proficient performance on a standardsbased summative test or measure growth on a
measurement scale toward a final summative
assessment event
Progress monitoring
A special type of interim assessment that is
characterized by frequent, repeated assessment
1Stevens,
J. S. (2009). Washington State Diagnostic Assessment Guide. Office of the Superintendent of
Public Instruction.
easyCBM Benchmark testing
Purpose
To identify/screen students who are below grade level and need
intervention
Three benchmark windows (determined by district)
Fall -- September 15 to October 14
Winter -- January 11 to 29
Spring -- May 31 to June 18
Why three windows?
This first year is baseline year when we are collecting our own norm
data on how much Shoreline kids grow in math. It is a linear
growth model which requires three solid data points.
District Expectations
1. All K-8 students participate in all three benchmark windows
2. All students take benchmark test at grade level
easyCBM Progress monitoring
Purpose
To monitor progress toward grade
level goals in response to
intervention/s
About 2-3 weeks after the intervention
has been applied.
For most situations, do only one skill
at a time. Start with the most
foundational skill and build from there.
May progress monitor at any grade
level below.
Move onto the next skill when a
student has reached the 50th
percentile.
State the intervention used in your
report.
QuickTime™ and a
decompressor
are needed to see this picture.
Interventions
Based on benchmark results, teachers can:
•
Group students by skill
•
Apply supplemental instruction
•
Assign skill practice
Interventions are NOT for whole class
PLC can determine how and when interventions take place for
identified students
In many districts using an RTI framework, all students get Tier 1 and 2;
those scoring below a particular percentile on the benchmark and/or nonresponders get Tier 3 instruction.
Who gets progress monitoring / interventions?
easyCBM is not criterionreferenced
(no “meet standard” cut
score)
Fall benchmark
Percentile
groups
QuickTime™ and a
decompressor
are needed to see this picture.
easyCBM is normreferenced
Results reported in
percentile ranks
Winter benchmark
Percentile ranks define
intervention groups
We set these ourselves
as a district
QuickTime™ and a
decompressor
are needed to see this picture.
What easyCBM measures, 1/2
NCTM Focal Points
•
What is expected for students to learn at grade level by the end
of the year
•
Were used in development of new Washington math standards
•
Preliminary alignment analysis suggests more overlap at some
grade levels and content strands (i.e., geometry) than others
easyCBM and Shoreline curriculum materials
•
easyCBM is not aligned to Shoreline curriculum materials; more
important is alignment to state standards.
•
Fall and winter easyCBM benchmark assessments will assess
content that many students have not been taught. This will
introduce some error into the scores.
•
Spring benchmark assessment therefore becomes critical
because students should have seen all grade level content.
What easyCBM measures, 2/2
Three Focal Points per grade
For benchmark assessments, all three are assessed
For progress monitoring, can test all three or focus on a single
domain area
Each test has 16 items
Items are ordered by increasing difficulty except that Item 16 and
Item 5 are switched
Home Page
When the teacher logs in…
This is for the one-on-one
progress monitoring
reading measures
The Students Tab
Teachers can create intervention groups
from the lists of kids available to them
The Measures Tab
The Measures Tab
This is
where
you
assign a
test to a
group or
single
student
Jack will determine our district
cutoff percentages, which will
determine the colors in the chart
below.
Passage Reading Fluency
These
arrows show
the
benchmark
tests
Some
fluctuation
is to be
expected.
Teachers enter
intervention data
Plan for Implementation
September 14: Training for building easyCBM trainers
Agenda:
Purpose of the assessments (benchmark and progress monitoring)
Expectations for use and participation
What teachers need to know to use the system
How to log in and manage personal profile information
How to manage students
How to create groups
How to assign assessments
How to interpret reports
How to enter intervention information
Suggestion for schools
Two short building trainings: (1) how to log in and administer, (2) how
to interpret the data
Follow-up training classes (after September 14)
Jack and Shereen, 1-2 hours after school
Next steps / What we need from you
1. Is your building committed to participating? What
problems do you foresee with the expectations for pilot
participation?
2. Who will be your building easyCBM person?
3. What do you need from us to make this a success?
Also: All testing accommodations for IEP / 504 need to be in
place before the first benchmark and consistent for each
benchmark