Transcript Introduction to Using CBM for Progress Monitoring in Reading Pamela Stecker Laura Sáenz Chris Lemons.

Introduction to Using
CBM for Progress
Monitoring in Reading
Pamela Stecker
Laura Sáenz
Chris Lemons
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.
Using CBM for
Progress Monitoring
in Reading
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
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
different tremendously from the national
student sample
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
gathering 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
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
Most progress monitoring Is
mastery measurement.
Student progress
monitoring is not
mastery
measurement.
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
Fourth Grade Math
Computation Curriculum
1.
2.
3.
Multidigit addition with regrouping
Multidigit subtraction with regrouping
Multiplication facts, factors to 9
4.
5.
6.
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
7.
8.
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
10. Add/subtract whole number and mixed number
Multidigit Addition Mastery Test
Number of problems correct in 5 minutes
Multidigit Addition Mastery Test
Multidigit Addition
Multidigit Subtraction
10
8
6
4
2
0
2
4
6
8
WEEKS
10
12
14
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
Multidigit Subtraction Mastery
Test
Date
Name:
Subtracting
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
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
Curriculum-Based Measurement
(CBM) Was Designed to Address
These Problems
 CBM makes no assumptions about
instructional hierarchy for determining
measurement (i.e., CBM fits with any
instructional approach)
 CBM incorporates automatic tests of
retention and generalization
MATHEMATICS
CBM
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
 Random
numerals within
problems
(considering
specifications of
problem types)
 Random
placement of
problem types
on page
 Random
numerals within
problems
(considering
specifications of
problem types)
 Random
placement of
problem types
on page
Donald’s Progress in Digits Correct
Across the School Year
A “Correct Digit” Is the Right
Numeral in the Right Place
4507
2146
2361
4507
2146
2461
4507
2146
2441
4
correct
digits
3
correct
digits
2
correct
digits
Name _______________________________
Date ________________________
Applications 4
Column A
(1)
Column B
(5)
Write a number in the blank.
Write the letter in each blank.
 One page
of a threepage CBM
math
concepts and
applications
task (24 total
problems)
Test 4 Page 1
1 week = _____ days
•
(A) line segment
Z
•K
•M
L
•
•N
(B) line
(6)
Vacation Plans for Summit
School Students
(C) point
Summer
School
(D) ray
Camp
(2)
Look at this numbers.:
Travel
356.17
Stay home
Which number is in the hundredths place?
0
10
20
30
40
50
60
70
80
90 100
Number of Students
(3)
Solve the problem by estimating the sum or
difference to the nearest ten.
Jeff wheels his wheelchair for 33 hours
a week at school and for 28 hours a week
in his neighborhood. About how many
hours does Jeff spend each week wheeling
his wheelchair?
(4)
Write the number in each blank.
Use the bar graph to answer the questions.
The P.T.A. will buy a Summit School
T-Shirt for each student who goes
to summer school. Each shirt costs
$4.00. How much money will the
P.T.A. spend on these T shirts?
$
How many students are planning to
travel during the summer?
How many fewer students are planning
to go to summer school than planning
to stay home?
(7)
3 ten thousands, 6 hundreds, 8 ones
2 thousands, 8 hundreds, 4 tens, 6 ones
To measure the distance of the bus
ride from school to your house you
would use
(A) meters
(B) centimeters
(C) kilometers
D
.00
70
 Donald’s
Graph and
Skills Profile
by Problem
Type (darker
boxes show
greater level
of mastery of
problem
type)
D
I
G
I
T
S
Donald Ross
Computation 4
60
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 ClassroomBased 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
Curriculum-Based Measurement
Bridging Traditional and ClassroomBased Assessment Methods
 Classroom-Based
– Relies on repeated performance sampling
– Displays time-series data in graphic form
– Incorporates qualitative descriptions of student
performance
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
READING
CBM
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
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
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)
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 . . .
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
Sarah’s Progress on Words
Read Correctly
Words Read Correctly
Sarah Smith
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
Reading 2
160
140
120
100
80
60
40
20
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Unified CBM
 Kindergarten: Letter-sound fluency
 First Semester Grade 1: Wordidentification fluency
 Second Semester Grades 1-3:
Passage reading fluency
 Grades 4-6: Maze fluency
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
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
First-Semester Grade 1
Word-Identification Fluency
 Teacher: Read
these words.
two
 Time: 1 minute.
come
for
because
last
from
...
Early First Grade
Word-Identification Fluency
 Alternate-passage stability (3 weeks): .97
 Criterion validity with WRMT: .75 - .93
 Predictive Validity with CBM
(22-30 weeks): .68 - .87
 Predictive Validity with TerraNova
(22-30 weeks): .62 - .76
Second Semester Grades 1-3:
Passage Reading Fluency
 Number of words read aloud correctly in 1
minute on end-of-year passages
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.
Second Semester Grades 1-3:
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
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
Computer Maze
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
Donald’s Progress on Words Selected
Correctly for CBM Maze Task
W 60
O
R 50
D
S 40
C
O
R
R
E
C
T
Donald Ross
Reading 4
30
20
10
0
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Minimum End of Year
CBM Benchmarks
 K: 40 letter sounds per min (LSF)
 1: 60 words correct per min (WIF)
 1: 50 words correct text per min (PRF)
 2: 75 words correct from text per min (PRF)
 3: 100 words correct from text per min (PRF)
 4: 20 replacements to text per 2.5 min (MAZE)
 5: 25 replacements to text per 2.5 min (MAZE)
 6: 30 replacements to text per 2.5 min (MAZE)
Grade 2 CBM Screening
 Students are at risk of reading failure if
they
– Score < 40 at beginning of year
– Are improving < 1 word per week
– Will not achieve end-of-year benchmark of 75
 At-risk students should be
– Watched carefully
– With instruction designed to meet their needs
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
In Sum, CBM Is Used to:
 Document student progress for
accountability purposes, including IEPs
 Communicate with parents or other
professionals about student progress
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
The Basics of CBM
 CBM monitors student progress
throughout the school year
 Students are given reading probes at
regular intervals
 Weekly, bi-weekly, monthly
 Teachers use student data to quantify
short- and long-term goals that will meet
end-of-year goals
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
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
Steps to Conducting CBM
 Step 1:
How to Place Students in a
Reading CBM Task for
Progress Monitoring
 Step 2:
How to Identify the Level for
Material for Monitoring
Progress for Passage Reading
Fluency and Maze Fluency
 Step 3:
How to Administer and Score
Reading CBM
 Step 4:
How to Graph Scores
Steps to Conducting CBM
 Step 5:
How to Set Ambitious Goals
 Step 6:
How to Apply Decision Rules to
Graphed Scores to Know When
to Revise Programs and
Increase Goals
 Step 7:
How to Use the CBM Database
Qualitatively to Describe
Students’ Strengths and
Weaknesses
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
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
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 until the student reaches
his/her grade level
• If the student reads less than 10 correct words in 1
minute, use the CBM word identification fluency
measure instead of CBM PRF or CBM Maze Fluency for
progress monitoring.
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
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
CBM Letter Sound Fluency (LSF)
 Student copy of
LSF
 Letters in the box
are practice
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
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.
CBM Letter Sound Fluency (LSF)
 If the student does not respond after
3 seconds, point to the next letter.
 Do not correct errors.
CBM Letter Sound Fluency (LSF)
 Mark errors on teacher’s score sheet.
 At 1 minute, circle the last letter the child
attempts.
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
CBM Letter Sound Fluency (LSF)
 Let’s practice.
 This is the
Teacher Score
Sheet.
CBM Letter Sound Fluency (LSF)
 Let’s practice.
 This is the
Student copy.
Adjusting the Score
 # of sounds correct
=A
# of seconds
 A x 60 = Adjusted score
 Example: 20 correct sounds in 45 seconds
 20 / 45 = .44
 .44 * 60 = 26.67
 Adjusted score = 27 in 60 seconds
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
CBM Word Identification
Fluency (WIF)
 CBM WIF
Student list
CBM Word Identification
Fluency (WIF)
 WIF Teacher
Score Sheet
 Words read
correctly
marked as ‘1’
 Words read
incorrectly
marked as ‘0’
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.
CBM Word Identification
Fluency (WIF)
 Do not correct errors.
 Mark errors on score sheet.
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.
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
CBM Word Identification
Fluency (WIF)
 Let’s practice.
 This is the Teacher
Score Sheet.
CBM Word Identification
Fluency (WIF)
 Let’s practice.
 This is the Student
list.
Adjusting the Score
 # of sounds correct
=A
# of seconds
 A x 60 = Adjusted score
CBM Passage Reading
Fluency (PRF)
 For students in grades 1-6
 Student reads grade-appropriate passage
for 1 minute from PRF Student copy
 Teacher marks errors on PRF Teacher
copy
CBM Passage Reading
Fluency (PRF)
 PRF Student copy
CBM Passage Reading
Fluency (PRF)
 PRF Teacher
copy
 Numbers along
margin allow
for easy
calculation of
words
attempted
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
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
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
CBM Passage Reading
Fluency (PRF)
 135 words attempted in
1 minute
 14 of 15 words
omitted in 4th line
subtracted from 136
(135 – 14 = 121)
 1 omission error and
8 reading errors
subtracted from 121
(121 – 9 = 112)
 Reggie’s score = 112
CBM Passage Reading
Fluency (PRF)
 This is the first
page of the
Teacher Copy.
CBM Passage Reading
Fluency (PRF)
 This is the first
page of the
Student Copy.
CBM Passage Reading
Fluency (PRF)
 Let’s practice (It Was Raining)
CBM Passage Reading Fluency
(PRF)
 Student errors
It was raining outside, and there was nothing for Norman to do.
“I have the most boring life,” he moaned, as he plopped down on the
couch. Just as he switched on the television, the power went out.
Watching a blank television was not something Norman wanted to do.
He looked around at the four dismal walls that kept him out of the rain.
“Now what am I going to do?”
“You could tidy up your room,” his mom suggested,” or organize your
closet. Your closet is a disaster, Norman. I’m actually frightened…
80 words attempted in 1 minute, 7 errors = 73 words read correctly
12
26
38
49
64
71
83
CBM Passage Reading Fluency
(PRF)
 Let’s practice (An Old Man)
CBM Passage Reading Fluency
(PRF)
 Student errors:
An old man lived in a shack deep in the forest. His tiny shack stood
15
beside a musical brook. He didn’t mind that his house was tiny or that
29
the wind blew in under his doors. Even though he was cramped and
42
often cold, he could listen to the music of the brook all day and night.
57
In his spare time, the old man made bells out of brass and silver.
71
However, the bells he made were silent. Only the musical brook beside
83
his shack could make the bells ring. Every evening the man would carry
96
the bells he’d forged that day to the brook and dip them into its musical
111
waters.
112
102 words attempted in 1 minute, 6 errors = 96 words read correctly
CBM Maze Fluency
 For students in grades 1-6
 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
CBM Maze Fluency
 Maze Student copy
 Students receive 1
point for each
correct answer
 Scoring is
discontinued if 3
consecutive errors
are made
CBM Maze Fluency
 Juan’s CBM Maze
 10 correct answers
before he made 3
consecutive
mistakes
 Juan’s score = 10
CBM Maze Fluency
 Let’s practice.
 This is the first
page of the CBM
Maze test,
“Summer Camp.”
CBM Maze Fluency
Step 4: How to Graph CBM Scores
 Graphing student scores is vital
 Graphs provide teachers with a
straightforward way of
– Reviewing a student’s progress
– Monitoring the appropriateness of student
goals
– Judging the adequacy of student progress
– Comparing and contrasting successful and
unsuccessful instructional aspects of a
student’s program
Step 4: How to Graph CBM Scores
 Teachers can use computer graphing
programs
– List available in Appendix A of manual
 Teachers can create their own graphs
– Create template for student graph
– Use same template for every student in the
classroom
– Vertical axis has range of student scores
– Horizontal axis has number of weeks
Step 4: How to Graph CBM Scores
Correctly Read Words Per Minute
The vertical axis is labeled with the
range of student scores.
100
90
80
70
60
50
The horizontal axis is labeled with
the number of instructional weeks.
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 4: How to Graph CBM Scores
 Student scores are plotted on graph and
a line is drawn between scores
Correctly Read Words Per Minute
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
 Once a few scores have been graphed,
the teacher decides on an end-of-year
performance goal for each student
 Three options for making performance
goals:
– End-of-Year Benchmarking
– National Norms
– Intra-Individual Framework
Step 5: How to Set
Ambitious Goals
 End-of-Year
Benchmarking
 For typically
developing students,
a table of benchmarks
can be used to find
CBM end-of-year
performance goal
Grade
Benchmark
Kindergarten
40 letter sounds per minute
(CBM LSF)
1st Grade
60 words correct per minute
(CBM WIF)
50 words correct per minute
(CBM PRF)
2nd Grade
75 words correct per minute
(CBM PRF)
3rd Grade
100 words correct per minute
(CBM PRF)
4th Grade
20 correct replacements per
2.5 minutes (CBM Maze
5th Grade
25 correct replacements per
2.5 minutes (CBM Maze
6th Grade
30 correct replacements per
2.5 minutes (CBM Maze
Step 5: How to Set
Ambitious Goals
 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
PRF Norms
Maze Norms
1st Grade
2.00
0.40
2nd Grade
1.5
0.40
3rd Grade
1.0
0.40
4th Grade
0.90
0.40
5th Grade
0.50
0.40
6th Grade
0.30
0.40
Step 5: How to Set
Ambitious Goals
 Median: 29
 4th Grade PRF Norm: 0.90
 Multiply by weeks left: 16 ×
0.90 = 14.4
 Added to median: 14.4 +
29 = 43.4
 43.0 is
end-of-year performance
goal
Grade
PRF Norms
Maze Norms
1st Grade
2.00
0.40
2nd Grade
1.5
0.40
3rd Grade
1.0
0.40
4th Grade
0.90
0.40
5th Grade
0.50
0.40
6th Grade
0.30
0.40
Step 5: How to Set
Ambitious Goals
 Intra-Individual Framework
 Weekly rate of improvement is calculated
using at least 8 data points
 Baseline rate is multiplied by 1.5
 Product multiplied by number of weeks
until end of school year
 Added to student’s baseline score to
produce end-of-year performance goal
Step 5: How to Set
Ambitious Goals
 1st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14
 Difference between first and third median scores:
14 – 10 = 4
 Divided by weeks-1: 4 ÷ (8-1) = 0.57
 Multiplied by baseline: 0. 57 × 1.5 = 0.855
 Multiplied by weeks left: 0.855 × 14 = 11.97
 Product added to median: 11.97 + 10 = 21.97
 22 is end-of-year performance goal
Step 5: How to Set
Ambitious Goals
 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”
Step 5: How to Set
Ambitious Goals
WIF: Correctly Read Words
Words Per Minute
Read
WIF: CorrectlyPer
Minute
100
90
80
70
X
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
 After drawing the goal-line, teachers
continually monitor student graphs
 After 7-8 CBM scores, teachers draw a
trend-line to represent actual student
progress
– Goal-line and trend-line are compared
 Trend-line is drawn using the Tukey
method
Step 5: How to Set
Ambitious Goals
 Tukey method
– Graphed scores are divided into 3 fairly equal
groups
– Two vertical lines drawn between groups
Step 5: How to Set
Ambitious Goals
 Tukey method (cont.)
– In the first and third groups:
• Find median data point and the median date
• Mark the intersection of these two with “X”
– Draw a line connecting the first group “X” and
third group “X”
– This line is the trend-line
WIF: Correctly Read Words Per Minute
Step 5: How to Set
Ambitious Goals
100
90
80
70
60
X
50
40
X
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
WIF: Correctly Read Words Per Minute
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
WIF: Correctly Read Words Per Minute
Step 5: How to Set
Ambitious Goals
100
90
80
70
X
60
X
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
WIF: Correctly Read Words Per Minute
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
WIF: Correctly Read Words Per Minute
100
90
80
70
X
60
50
X
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 5: 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 available for varying fees
 Listed in Appendix A of manual
Step 6: How to Apply Decision
Rules to Graphed Scores
 After trend-lines have been drawn,
teachers use graphs to evaluate student
progress and formulate instructional
decisions
 Standard decision rules help with this
process
Step 6: How to Apply Decision
Rules to Graphed Scores
 Based on 4 most recent consecutive
scores:
– If scores are above goal-line, end-of-year
performance goal needs to be increased
– If scores are below goal-line, student
instructional program needs to be revised
WIF: Correctly Read Words Per Minute
Step 6: How to Apply Decision
Rules to Graphed Scores
100
most recent
4 points
90
80
70
X
60
50
40
goal-line
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
WIF: Correctly Read Words Per Minute
Step 6: How to Apply Decision
Rules to Graphed Scores
100
90
goal-line
80
goal-line
70
X
60
X
50
40
30
20
Most recent
4 points
most recent
10
4 points
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 6: How to Apply Decision
Rules to Graphed Scores
 Based on the student’s trend-line:
– If trend-line is stepper than goal-line, end-ofyear performance goal needs to be increased
– If trend-line is flatter than goal-line, student’s
instructional program needs to be revised
– If trend-line and goal-line are fairly equal, no
changes need to be made
WIF: Correctly Read Words Per Minute
Step 6: How to Apply Decision
Rules to Graphed Scores
100
90
80
trend-line
X
X
70
60
X
X
50
X
40
goal-line
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
WIF: Correctly Read Words Per Minute
Step 6: How to Apply Decision
Rules to Graphed Scores
100
90
Trend-line
80
70
X
trend-line
-line
60
X
X
50
X
40
goal-line
goal-line
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
WIF: Correctly Read Words Per Minute
Step 6: How to Apply Decision
Rules to Graphed Scores
100
90
80
trend-line
70
trend-line
60
X
X
X
X
X
50
40
XX
X
goal-line
goal-line
30
20
10
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
 Using CBM PRF, student miscues may be
analyzed to describe possible 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
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Written Word
Spoken Word
1
2
3
4
5
6
7
8
9
10
%
Graphophonetic
Syntax
Semantic
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Step 7: How to Use Data to
Describe Student Strengths
and Weaknesses
Other Ways to Use
the CBM Database
 How to Use the CBM 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 Response-to-Intervention
Framework to Identify Disability
How to Use CBM Data to
Accomplish Teacher and
School Accountability
 “No Child Left Behind” requires all schools
to show Adequate Yearly Progress (AYP)
towards 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 reading
How to Use CBM Data to
Accomplish Teacher and
School Accountability
 Using Reading CBM:
– Schools can assess students to identify
number of initial students who meet
benchmarks (initial proficiency
– The discrepancy between initial proficiency
and universal proficiency is calculated
How to Use CBM Data to
Accomplish Teacher and
School Accountability
 Using Reading CBM:
– The discrepancy is divided by the number of
years before the 2013-2014 deadline
– Provides the number of additional students
who must meet benchmarks each year
How to Use CBM Data to
Accomplish Teacher and
School Accountability
 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
How to Use CBM Data to
Accomplish Teacher and
School Accountability
Number Students
Meeting CBM Benchmarks
Across-Year School Progress
500
X
400
(497)
300
200
100
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
End of School Year
How to Use CBM Data to
Accomplish Teacher and
School Accountability
Number Students
Meeting CBM Benchmarks
Within-Year School Progress
500
400
X
X
(281)
(281)
300
200
100
0
Sept Oct Nov Dec Jan Feb Mar Apr May June
2005 School-Year Month
How to Use CBM Data to
Accomplish Teacher and
School Accountability
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
2005 School-Year Month
Apr May June
How to Use CBM Data to
Accomplish Teacher and
School Accountability
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
2005 School-Year Month
Apr May June
How to Use CBM Data to
Accomplish Teacher and
School Accountability
CBM Score: Grade 3
Passage Reading Fluency
Within-Year Student Progress
200
180
160
140
120
100
80
60
40
20
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
2005 School-Year Month
Apr
May
June
How to Incorporate DecisionMaking Frameworks for 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 readers
– CBM score averages
– List of students who may need additional
intervention
How to Incorporate DecisionMaking Frameworks for Planning
How to Incorporate DecisionMaking Frameworks for Planning
How to Incorporate DecisionMaking Frameworks for Planning
How to Use PM to Identify
Non-Responders to Identify
Disability
 Traditional assessment for identifying
students with learning disabilities relies on
intelligence and achievement tests
 Alternative framework is conceptualized
as non-responsiveness to otherwise
effective instruction
 Dual-discrepancy:
– Student performs below level of classmates
– Student’s learning rate below classmates
How to Use PM to Identify
Non-Responders to Identify
Disability
 All students do not achieve same degree
of reading competence
 Just because reading growth is low,
student doesn’t automatically receive
special education services
 If learning rate is similar to other
classmates, student is profiting from the
regular education environment
How to Use PM to Identify
Non-Responders to Identify
Disability
 If a low-performing student is not
demonstrating growth where other
students are thriving, special intervention
should be considered
 Alternative instructional methods must be
tested to address mismatch between
student’s learning requirements and
requirements in conventional instructional
program
Case Study #1: Sascha
Correctly Read Words Per Minute
200
180
160
Sascha’s
goal-line
Sascha’ ‘s
trend -line
140
120
X
Sascha’s
trend-line
100
80
60
X
X
X
40
20
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Case Study #1: Sascha
Case Study #1: Sascha
Case Study #2: 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
Case Study #2: Harrisburg Elem.
Harrisburg Elementary:
Number Students
Meeting CBM Benchmarks
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
Case Study #2: 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
Case Study #2: 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
2004 School-Year Month
Apr May June
Case Study #2: 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
2004 School-Year Month
Apr May June
Case Study #2: 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
2004 School-Year Month
Apr
May June
Case Study #2: 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
2004 School-Year Month
Apr
May
June
Case Study #2: 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
2004 School-Year Month
Apr
May
June
Case Study #3: Mrs. Wilson
Case Study #3: Mrs. Wilson
Case Study #3: Mrs. Wilson
Minute
Per
Correctly
Read
Words
PRF:
Minute
Per
Correctly
Read
Words
PRF:
Case Study #4: Joshua
200
180
instructional
changes
160
140
Joshua ’s
goal-line
120
100
80
Joshua ’s
trend-lines
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
PRF:
PRF:Words
WordsRead
ReadCorrectly
CorrectlyPer
Per Minute
Minute
Case Study #4: Joshua
200
180
160
140
120
100
80
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
CBM Materials
 AIMSweb / Edformation
 DIBELS
 Edcheckup
 McGraw-Hill
 Pro-Ed, Inc.
 Vanderbilt University
CBM Resources
 Appendix B of handouts
 Appendix B of CBM manual