Power Point - The National Center on Student Progress Monitoring

Using Curriculum-Based Measurement for Progress Monitoring in Math Todd Busch Tracey Hall Pamela Stecker

Progress Monitoring 

Progress monitoring (PM) is conducted frequently and 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.

2

What Is the Difference Between Traditional Assessments and Progress Monitoring?

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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.

3

What Is the Difference Between Traditional Assessments and Progress Monitoring?

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Curriculum-Based Measurement (CBM) is one type of PM. – CBM provides an easy and quick method for 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.

4

Curriculum-Based Assessment 

Curriculum-Based Assessment (CBA): – Measurement materials are aligned with school curriculum. – Measurement is frequent. – Assessment information is used to formulate instructional decisions.

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CBM is one type of CBA. 5

Progress Monitoring 

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Teachers assess students’ academic performance using brief measures on a frequent basis. The main purposes are to: – Describe the rate of response to instruction. – Build more effective programs.

6

Focus of This Presentation

Curriculum-Based Measurement The scientifically validated form of progress monitoring. 7

Teachers Use Curriculum-Based Measurement To . . . 

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Describe academic competence at a single point in time. Quantify the rate at which students develop academic competence over time. Build more effective programs to increase student achievement.

8

Curriculum-Based Measurement   

The result of 30 years of research Used across the country Demonstrates strong reliability, validity, and instructional utility

9

Research Shows . . . 

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

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CBM produces accurate, meaningful information about students’ academic levels and their rates of improvement. CBM is sensitive to student improvement. CBM corresponds well with high-stakes tests. When teachers use CBM to inform their instructional decisions, students achieve better. 10

Most Progress Monitoring: Mastery Measurement Curriculum-Based Measurement is NOT Mastery Measurement

Mastery Measurement: Tracks Mastery of Short-Term Instructional Objectives 

To implement Mastery Measurement, the teacher: – Determines the sequence of skills in an instructional hierarchy. – Develops, for each skill, a criterionreferenced test.

12

Hypothetical Fourth Grade Math Computation Curriculum 1. 2. 3. 4.

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to nine Multiply two-digit numbers by a one-digit number 5. Multiply two-digit numbers by a two-digit number 6. Division facts, divisors to nine 7. Divide two-digit numbers by a one-digit number 8. Divide three-digit numbers by a one-digit number 9. Add/subtract simple fractions, like denominators 10. Add/subtract whole numbers and mixed numbers 13

Multidigit Addition Mastery Test

14

Mastery of Multidigit Addition

Number of digits correct in 5 minutes

10

Multidigit Addition

Multidigit Subtraction

8 6 4 2 0

2

4

6

8

10

12

14

WEEKS 15

Hypothetical Fourth Grade Math Computation Curriculum 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts, divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Add/subtract simple fractions, like denominators Add/subtract whole numbers and mixed numbers

16

Multidigit Subtraction Mastery Test

Date:

Name:

Subtracting 6521 375

5429 634

8455 756

6782 937

7321 391

5682 942

6422 529

3484 426

2415 854

4321 874 17

Mastery of Multidigit Addition and Subtraction

of problems Number of digits correct correct Number in 5 minutes

10

Multidigit Subtraction

Multidigit Addition

Multiplication Facts

8 6 4 2 0

2

4

6

8

10

12

14

WEEKS 18

Problems with Mastery Measurement 

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Hierarchy of skills is logical, not empirical. Performance on single-skill assessments can be misleading. Assessment does not reflect maintenance or generalization. Assessment is designed by teachers or sold with textbooks, with unknown reliability and validity. Number of objectives mastered does not relate well to performance on highstakes tests. 19

Curriculum-Based Measurement Was Designed to Address These Problems

An Example of CurriculumBased Measurement: Math Computation

20

Hypothetical Fourth Grade Math Computation Curriculum 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts, factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts, divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Add/subtract simple fractions, like denominators Add/subtract whole numbers and mixed numbers

21

Computation 4

Sheet #1 Password: ARM Name:

Date:

A

B

3 7





Random numerals within problems Random placement of problem types on page

2 = 7

F

C

6 1 + 3= 7

H

6 x7

9 x0

L

2 )5 0

P

M

Q

95 22 5 + 75 26 8

U

O

6 x0

S

11 56 28 24 83 +

W

98 2 97

5 )2 0

N

R

V

3 1 + = 5 5

J

6 )4 8

33 x 10

8 )3 2

87 5 x 7

I

24 4 x 7

61 44 44 20

E

6 )7 8

4) 6

G

K

D

T

4 7 - 2= 7

X

9 x5

7 )3 0

38 x 33

Y

4 x1

7 )5 6

22

Computation 4

Sheet #2 Password: AIR Name:

Date:

A

B

9 )24





Random numerals within problems Random placement of problem types on page

C

D

5 2 85 2 + 6 4 70 8

F

G

9 x0

H

6 )30

L

P

8 x6

Q

10 7 x 3

U

7 x9

5 )65

2) 9

T

5 + 3 11 11 =

X

9 )8 1

1 3 =

34 - 1= 7

6 )3 0

41 6 44

15 0 4 14 4 1

2 3

O

S

W

82 8 5 43 0 4 90 +

J

N

R

V

41 + 6 = 2

4 x5

M

32 x 23

4 ) 72

I

35 x 74

K

E

6 x2

Y

13 0 x 7

5 )10

23

Donald’s Progress in Digits Correct Across the School Year

24

Name _______________________________

Date ________________________

(1)

Column B

(5) Write a number in the blank.

Write the letter in each blank.

1 week = _____ days

•

(A) line segment

Z

•K •M

One Page of a 3-Page CBM in Math Concepts and Applications (24 Total Blanks)

Test 4 Page 1

Applications 4

Column A

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?

$ .00

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

25 D

Donald’s Graph and Skills Profile Donald Ross

Computation 4

70



Darker boxes equal a greater level of mastery.

D I G I T S

60 50

38

40 30 20 10 0

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

A1 S1 M1 M2 M3 D1 D2 D3 F1 F2

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Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement . . . 

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Avoids the need to specify a skills hierarchy. Avoids single-skill tests. Automatically assesses maintenance/generalization. Permits standardized procedures for sampling the curriculum, with known reliability and validity. SO THAT: CBM scores relate well to performance on high-stakes tests. 27

Curriculum-Based Measurement’s Two Methods for Representing Year-Long Performance

Method 1:  Systematically sample items from the annual curriculum (illustrated in Math CBM, just presented). Method 2:  Identify a global behavior that simultaneously requires the many skills taught in the annual curriculum (illustrated in Reading CBM, presented next). 28

Hypothetical Second Grade 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 29

Second Grade Reading CurriculumBased Measurement 

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

 

Each week, every student reads aloud from a second grade passage for 1 minute. Each week’s passage is the same difficulty. As a student reads, the teacher marks the errors. Count number of words read correctly. Graph scores. 30

Curriculum-Based Measurement 

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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 CBMs are better: – Decoders – At sight vocabulary – Comprehenders

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Correlates highly with high-stakes tests.

31

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, though. 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 . . .

32

What We Look for in CurriculumBased Measurement Increasing Scores:  Student is becoming a better reader. Flat Scores:  Student is not profiting from instruction and requires a change in the instructional program. 33

Sarah’s Progress on Words Read Correctly

Words Read Correctly

180

Sarah Smith

Reading 2

160 140 120 100

80 60 40 20 0 Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

34

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

35

Reading Curriculum-Based Measurement  





Kindergarten: Letter sound fluency First Grade: Word identification fluency Grades 1–3: Passage reading fluency Grades 1–6: Maze fluency

36

Kindergarten Letter Sound Fluency 



Teacher: Say the sound that goes with each letter. Time: 1 minute

p i O v k Y …

U t a g m E

z R s j n i

L e d S b c

y w f h V x

37

First Grade Word Identification Fluency 

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Teacher: Read these words. Time: 1 minute

two for come because last from ...

38

Grades 1–3 Passage Reading Fluency 

Number of words read aloud correctly in 1 minute on end-ofyear passages.

39

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.

CBM Passage for Correct Words per Minute

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. 40

Grades 1–6 Maze Fluency 

Number of words replaced correctly in 2.5 minutes on end-ofyear passages from which every seventh word has been deleted and replaced with three choices.

41

Computer Maze

42

Donald’s Progress on Words Selected Correctly for Curriculum-Based Measurement Maze Task

W 60 O R 50 D S 40 30 C O 20 R R 10 E 0 C T

Reading 4

Donald Ross

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

43

Curriculum-Based Measurement 

CBM is distinctive. – Each CBM test is of equivalent difficulty. • Samples the year-long curriculum.

– CBM is highly prescriptive and standardized. • Reliable and valid scores.

44

The Basics of Curriculum-Based Measurement 

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CBM monitors student progress throughout the school year. Students are given reading probes at regular intervals. – Weekly, biweekly, monthly

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Teachers use student data to quantify short- and long-term goals that will meet end-of-year goals. 45

The Basics of Curriculum-Based Measurement 



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CBM tests are brief and easy to administer. All tests are different, but assess the same skills and difficulty level. CBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student. 46

Curriculum-Based Measurement 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. 47

Steps to Conducting CurriculumBased Measurements Step 1:

Step 2: Step 3:

Step 4:

How to Place Students in a Math Curriculum-Based Measurement Task for Progress Monitoring How to Identify the Level of Material for Monitoring Progress How to Administer and Score Math Curriculum-Based Measurement Probes How to Graph Scores 48

Steps to Conducting CurriculumBased Measurements Step 5: Step 6:

Step 7:

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 CurriculumBased Measurement Database Qualitatively to Describe Students’ Strengths and Weaknesses 49

Step 1: How to Place Students in a Math Curriculum-Based Measurement Task for Progress Monitoring 

Grades 1–6: – Computation



Grades 2–6: – Concepts and Applications



Kindergarten and first grade: – Number Identification – Quantity Discrimination – Missing Number 50

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 use probes from a different grade level if they are well below grade-level expectations. 51

Step 2: How to Identify the Level of Material for Monitoring Progress 

To find the appropriate CBM level: – Determine the grade-level probe at which you expect the student to perform in math competently by year’s end. OR – On two separate days, administer a CBM test (either Computation or Concepts and Applications) at the grade level lower than the student’s gradeappropriate level. Use the correct time limit for the test at the lower grade level, and score the tests according to the directions. •If the student’s average score is between 10 and 15 digits or blanks, then use this lower grade-level test. •If the student’s average score is less than 10 digits or blanks, move down one more grade level or stay at the original lower grade and repeat this procedure. •If the average score is greater than 15 digits or blanks, reconsider grade-appropriate material.

52

Step 3: How to Administer and Score Math Curriculum-Based Measurement Probes

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Students answer math problems. Teacher grades math probe. The number of digits correct, problems correct, or blanks correct is calculated and graphed on student graph.

53

Computation  

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

For students in grades 1–6. Student is presented with 25 computation problems representing the year-long, grade-level math curriculum. Student works for set amount of time (time limit varies for each grade). Teacher grades test after student finishes. 54

Computation Student Copy of a First Grade Computation Test

55

Computation

56

Computation 

Length of test varies by grade.

Grade First

Time limit 2 min.

Second

2 min.

Third

3 min.

Fourth

3 min.

Fifth

5 min.

Sixth

6 min. 57

Computation 





Students receive 1 point for each problem answered correctly. Computation tests can also be scored by awarding 1 point for each digit answered correctly. The number of digits correct within the time limit is the student’s score. 58

Computation Correct Digits: Evaluate Each Numeral in Every Answer

4507 2146 2361

4507 2146 2461

  



4 correct digits



3 correct digits

4507 2146 2441 



2 correct digits 59

Computation Scoring Different Operations Examples: 1

18 +16 34

2 correct digits

41

158 - 29 129

3 correct digits

22 x 43 66 880 946 3 correct digits

23 8 184 16 24 24 0 2 correct digits 60

Computation Division Problems with Remainders 



When giving directions, tell students to write answers to division problems using R for remainders when appropriate. Although the first part of the quotient is scored from left to right (just like the student moves when working the problem), score the remainder from right to left (because student would likely subtract to calculate remainder). 61

Computation Scoring Examples: Division with Remainders Correct Answer 403R52

Student’s Answer 43 R 5 (1 correct digit)



23 R 15

43 R 5 



(2 correct digits)

62

Computation Scoring Decimals and Fractions 

Decimals: Start at the decimal point and work outward in both directions.



Fractions: Score right to left for each portion of the answer. Evaluate digits correct in the whole number part, numerator, and denominator. then add digits together. – When giving directions, be sure to tell students to reduce fractions to lowest terms.

63

Computation Scoring Examples: Decimals

64

Computation Scoring Examples: Fractions Correct Answer

Student’s Answer

6

6

7/12



5

1/2

5 

8/11 (2 correct digits)



6/12  (2 correct digits)

65

Computation Samantha’s Computation Test 

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Fifteen problems attempted. Two problems skipped. Two problems incorrect. Samantha’s score is 13 problems. However, Samantha’s correct digit score is 49. 66

Computation Sixth Grade Computation Test 

Let’s practice.

67

Computation Answer Key

 

 

 

Possible score of 21 digits correct in first row. Possible score of 23 digits correct in the second row. Possible score of 21 digits correct in the third row. Possible score of 18 digits correct in the fourth row. Possible score of 21 digits correct in the fifth row. Total possible digits on this probe: 104.

68

Concepts and Applications  





For students in grades 2–6. Student is presented with 18–25 Concepts and Applications problems representing the yearlong grade-level math curriculum. Student works for set amount of time (time limit varies by grade). Teacher grades test after student finishes.

69

Concepts and Applications Student Copy of a Concepts and Applications test 



This sample is from a third grade test. The actual Concepts and Applications test is 3 pages long.

70

Concepts and Applications 

Length of test varies by grade.

Grade Second

Time limit 8 min.

Third

6 min.

Fourth

6 min.

Fifth Sixth

7 min. 7 min.

71

Concepts and Applications 



Students receive 1 point for each blank answered correctly. The number of correct answers within the time limit is the student’s score.

72

Concepts and Applications Quinten’s Fourth Grade Concepts and Applications Test 



Twenty-four blanks answered correctly. Quinten’s score is 24.

73

Concepts and Applications

74

Concepts and Applications Fifth Grade Concepts and Applications Test—1 

Let’s practice.

75

Concepts and Applications Fifth Grade Concepts and Applications Test—Page 2

76

Concepts and Applications Fifth Grade Concepts and Applications Test—Page 3 

Let’s practice.

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Concepts and Applications Problem

Answer Key

Answer

10

3

11

A ADC C BFE

12

0.293

13

 

Problem

Answer

1

54 sq. ft

2

66,000

14

28 hours

3

A center C diameter

15

790,053

16

451 CDLI

4

28.3 miles

17

7

5

7

18

6

P7 N 10

$10.00 in tips 20 more orders

19

4.4

7

0 $5 bills 4 $1 bills 3 quarters

20

 

8

1 millions place 3 ten thousands place

21

5/6 dogs or cats

22

1m

23

12 ft

9

697

78

Number Identification 

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For kindergarten or first grade students. Student is presented with 84 items and is asked to orally identify the written number between 0 and 100. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Number Identification score sheet. 79

Number Identification Student Copy of a Number Identification test 

Actual student copy is 3 pages long.

80

Number Identification Number Identification Score Sheet

81

Number Identification 

 

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

If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Number Identification score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on score sheet. Teacher counts the number of correct answers in 1 minute. 82

Number Identification Jamal’s Number Identification Score Sheet 



 

Skipped items are marked with a (-). Fifty-seven items attempted. Three incorrect. Jamal’s score is 54.

83

Number Identification Teacher Score Sheet 

Let’s practice.

84

Number Identification Student Sheet—Page 1 

Let’s practice.

85

Number Identification Student Sheet—Page 2 

Let’s practice.

86

Number Identification Student Sheet—Page 3 

Let’s practice.

87

Quantity Discrimination 







For kindergarten or first grade students. Student is presented with 63 items and asked to orally identify the larger number from a set of two numbers. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Quantity Discrimination score sheet. 88

Quantity Discrimination Student Copy of a Quantity Discrimination test 

Actual student copy is 3 pages long.

89

Quantity Discrimination Quantity Discrimination Score Sheet

90

Quantity Discrimination 

 







If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes student’s responses on the Quantity Discrimination score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of correct answers in a minute. 91

Quantity Discrimination Lin’s Quantity Discrimination Score Sheet 

Thirty-eight items attempted.



Five incorrect.



Lin’s score is 33.

92

Quantity Discrimination Teacher Score Sheet 

Let’s practice.

93

Quantity Discrimination Student Sheet—Page 1 

Let’s practice.

94

Quantity Discrimination Student Sheet—Page 2 

Let’s practice.

95

Quantity Discrimination Student Sheet—Page 3 

Let’s practice.

96

Missing Number 







For kindergarten or first grade students. Student is presented with 63 items and asked to orally identify the missing number in a sequence of four numbers. After completing some sample items, the student works for 1 minute. Teacher writes the student’s responses on the Missing Number score sheet. 97

Missing Number Student Copy of a Missing Number Test 

Actual student copy is 3 pages long.

98

Missing Number Missing Number Score Sheet

99

Missing Number 

 







If the student does not respond after 3 seconds, point to the next item and say “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Missing Number score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of correct answers in I minute. 100

Missing Number Thomas’s Missing Number Score Sheet 

Twenty-six items attempted.



Eight incorrect.



Thomas’s score is 18.

101

Missing Number Teacher Score Sheet 

Let’s practice.

102

Missing Number Student Sheet—Page 1 

Let’s practice.

103

Missing Number Student Sheet—Page 2 

Let’s practice.

104

Missing Number Student Sheet—Page 3 

Let’s practice.

105

Step 4: How to Graph Scores  

Graphing student scores is vital. Graphs provide teachers with a straightforward way to: – Review a student’s progress. – Monitor the appropriateness of student goals. – Judge the adequacy of student progress. – Compare and contrast successful and unsuccessful instructional aspects of a student’s program.

106

Step 4: How to Graph 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 shows the range of student scores. – Horizontal axis shows the number of weeks.

107

Step 4: How to Graph Scores

108

Step 4: How to Graph Scores

Digits Correct in 3 Minutes

25

20

15

10

5

0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Weeks of Instruction



Student scores are plotted on graph and a line is drawn between scores. 109

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 – Intra-Individual Framework – National Norms

110

Step 5: How to Set Ambitious Goals

 

End-of-Year Benchmarking For typically developing students, a table of benchmarks can be used to find the CBM end-of-year performance goal.

111

Step 5: How to Set Ambitious Goals Grade

Probe

Kindergarten First

Maximum score

Benchmark

Data not yet available Computation

First

30

20 digits

Data not yet available

Second

Computation

45

20 digits

Second

Concepts and Applications

32

20 blanks

Third

Computation

45

30 digits

Third

Concepts and Applications

47

30 blanks

Fourth

Computation

70

40 digits

Fourth

Concepts and Applications

42

30 blanks

Fifth

Computation

80

30 digits

Fifth

Concepts and Applications

32

15 blanks

Sixth

Computation

105

35 digits

Sixth

Concepts and Applications

35

15 blanks

112

Step 5: How to Set Ambitious Goals Intra-Individual Framework 

 



Weekly rate of improvement is calculated using at least eight data points. Baseline rate is multiplied by 1.5. Product is multiplied by the number of weeks until the end of the school year. Product is added to the student’s baseline rate to produce end-of-year performance goal.

113

Step 5: How to Set Ambitious Goals

    





First eight scores: 3, 2, 5, 6, 5, 5, 7, and 4. Difference: 7 – 2 = 5. Divide by weeks: 5 ÷ 8 = 0.625. Multiply by baseline: 0.625 × 1.5 = 0.9375. Multiply by weeks left: 0.9375 × 14 = 13.125. Product is added to median: 13.125 + 5 = 18.125. The end-of-year performance goal is 18 (rounding). 114

Step 5: How to Set Ambitious Goals Grade

Computation: Digits

Concepts and Applications: Blanks

First

0.35

N/A

Second

0.30

0.40

Third

0.30

0.60

Fourth

0.70

0.70

Fifth

0.70

0.70

Sixth

0.40

0.70

National Norms 

For typically developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

115

Step 5: How to Set Ambitious Goals National Norms  







Median: 14 Fourth Grade Computation Norm: 0.70 Multiply by weeks left: 16 × 0.70 = 11.2 Add to median: 11.2 + 14 = 25.2 The end-of-year performance goal is 25

Grade

Computation : Digits

Concepts and Applications: Blanks

First

0.35

N/A

Second

0.30

0.40

Third

0.30

0.60

Fourth

0.70

0.70

Fifth

0.70

0.70

Sixth

0.40

0.70

116

Step 5: How to Set Ambitious Goals National Norms 



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.

117

Step 5: How to Set Ambitious Goals Drawing a Goal-Line

Goal-line: The desired path of measured behavior to reach the performance goal over time.

118

Step 5: How to Set Ambitious Goals





After drawing the goal-line, teachers continually monitor student graphs. After seven to eight CBM scores, teachers draw a trend-line to represent actual student progress. – The goal-line and trend-line are compared.



The trend-line is drawn using the Tukey method.

Trend-line: A line drawn in the data path to indicate the direction (trend) of the observed behavior.

119

Step 5: How to Set Ambitious Goals 

Tukey Method – Graphed scores are divided into three fairly equal groups. – Two vertical lines are drawn between the groups.



In the first and third groups: – Find the median data point and median instructional week. – Locate the place on the graph where the two values intersect and mark with an X. – Draw a line between the first group X and third group X. – This line is the trend-line.

120

Step 5: How to Set Ambitious Goals

121

Step 5: How to Set Ambitious Goals Practice 1

Digits Correct in 5 Minutes

25

20

15

10

5

0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Weeks of Instruction

122

Step 5: How to Set Ambitious Goals Practice 1

123

Step 5: How to Set Ambitious Goals Practice 2

Digits Correct in 5 Minutes

25

20

15

10

5

0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Weeks of Instruction

124

Step 5: How to Set Ambitious Goals Practice 2

125

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 are available for varying fees. Listed in Appendix A of manual.

126

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 



After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions. Standard decision rules help with this process.

127

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 

If at least 3 weeks of instruction have occurred and at least six data points have been collected, examine the four most recent consecutive points: – If all four most recent scores fall above the goalline, the end-of-year performance goal needs to be increased. – If all four most recent scores fall below the goal-line, the student's instructional program needs to be revised. – If these four most recent scores fall both above and below the goal-line, continue collecting data (until the four-point rule can be used or a trend-line can be drawn). 128

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

Digits Correct in 7 Minutes

30 Most recent 4 points

25 20 15 10

Goal-line 5 0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Weeks of Instruction

129

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

Digits Correct in 7 Minutes

30 25 20 15 Goal-line

10 5 Most recent 4 points 0 1

2

3

4

5

6

7

8

9

10

11

12

13

14

Weeks of Instruction

130

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals 

Based on the student’s trend-line: – If the trend-line is steeper than the goal line, the end-of-year performance goal needs to be increased. – If the trend-line is flatter than the goal line, the student’s instructional program needs to be revised. – If the trend-line and goal-line are fairly equal, no changes need to be made.

131

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

132

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

133

Step 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

134

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses 





Using a skills profile, student progress can be analyzed to describe student strengths and weaknesses. Student completes Computation or Concepts and Applications tests. Skills profile provides a visual display of a student’s progress by skill area.

135

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

136

Step 7: How to Use Curriculum-Based Measurement Data Qualitatively to Describe Student Strengths and Weaknesses

137

Other Ways to Use the Curriculum-Based Measurement Database







How to Use the Curriculum-Based Measurement 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

138

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes







No Child Left Behind requires all schools to show Adequate Yearly Progress (AYP) toward a 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 math.

139

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes



Using Math CBM: – Schools can assess students to identify the number of initial students who meet benchmarks (initial proficiency). – The discrepancy between initial proficiency and universal proficiency is calculated.

140

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

– The discrepancy is divided by the number of years before the 2013–2014 deadline. – This calculation provides the number of additional students who must meet benchmarks each year.

141

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes



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.

142

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Number of Students Meeting CBM Benchmarks

Across-Year School Progress 500

X (498)

400 300 200

(257)

100 0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 End of School Year

143

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

Number of Students Meeting CBM Benchmarks

Within-Year School Progress 500 400 300

X (281)

200 100 0

Sept Oct Nov Dec Jan Feb Mar Apr May June 2005 School-Year Month

144

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

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

Apr May June

2005 School-Year Month

145

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

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

Apr May June

2005 School-Year Month

146

How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

CBM Score: Grade 3 Concepts and Applications

Within-Year Student Progress 30 25 20 15 10 5 0 Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

2005 School-Year Month

147

How to Incorporate Decision-Making Frameworks to Enhance General Educator 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 students – CBM score averages – List of students who may need additional intervention 148

How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

149

How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

150

How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning

151

How to Use Progress Monitoring to Identify NonResponders Within a Response-to-Intervention Framework to Identify Disability







Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests. Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction. Dual-discrepancy: – Student performs below level of classmates. – Student’s learning rate is below that of their classmates. 152

How to Use Progress Monitoring to Identify NonResponders Within a Response-to-Intervention Framework to Identify Disability







All students do not achieve the same degree of math competence. Just because math growth is low, the student doesn’t automatically receive special education services. If the learning rate is similar to that of the other students, the student is profiting from the regular education environment. 153

How to Use Progress Monitoring to Identify NonResponders Within a Response-to-Intervention Framework 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 the mismatch between the student’s learning requirements and the requirements in a conventional instructional program.

154

Case Study 1: Alexis

155

Case Study 1: Alexis

156

Case Study 2: Darby Valley Elementary 

Using CBM toward reading AYP: – A total of 378 students. – Initial benchmarks were met by 125 students. – Discrepancy between universal proficiency and initial proficiency is 253 students. – Discrepancy of 253 students is divided by the number of years until 2013–2014: • 253 ÷ 11 = 23.

– Twenty-three students need to meet CBM benchmarks each year to demonstrate AYP.

157

Case Study 2: Darby Valley Elementary

Meeting CBM Benchmarks

Number Students

Across-Year School Progress 400

X (378)

300

200

100

(125)

0 2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

End of School Year

158

Case Study 2: Darby Valley Elementary

Number Students Meeting CBM Benchmarks

Within-Year School Progress 200 150

X (148)

100 50 0 Sept Oct Nov Dec Jan Feb Mar Apr May June 2004 School-Year Month

159

Case Study 2: Darby Valley Elementary

Number Students on Track to Meet CBM Benchmarks

Ms. Main (Teacher) 25 20 15 10 5 0 Sept Oct

Nov

Dec

Jan Feb Mar

Apr May June

2004 School-Year Month

160

Case Study 2: Darby Valley Elementary

Number Students on Track to Meet CBM Benchmarks

Mrs. Hamilton (Teacher) 25 20 15 10 5 0 Sept Oct

Nov

Dec

Jan Feb Mar

Apr May June

2004 School-Year Month

161

Case Study 2: Darby Valley Elementary

Number Students on Track to Meet CBM Benchmarks

Special Education 25 20 15 10 5 0 Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May June

2004 School-Year Month

162

Case Study 2: Darby Valley Elementary

Cynthia Davis (Student) CBM Score: Grade 1 Computation

30 25 20 15 10 5 0 Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

2004 School-Year Month

163

Case Study 2: Darby Valley Elementary

Dexter Wilson (Student)

164

Case Study 3: Mrs. Smith

165

Case Study 3: Mrs. Smith

166

Case Study 3: Mrs. Smith

167

Case Study 3: Mrs. Smith

168

Case Study 4: Marcus

169

Case Study 4: Marcus

Digits Correct in 5 Minutes

30

High-performing math students

25 20

Middle-performing math students

15 10 Low-performing math students

5 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

170

Curriculum-Based Measurement Materials   





AIMSweb/Edformation Yearly ProgressProTM/McGraw-Hill Monitoring Basic Skills Progress/ Pro-Ed, Inc. Research Institute on Progress Monitoring, University of Minnesota (OSEP Funded) Vanderbilt University 171

Curriculum-Based Measurement Resources 



List on pages 31–34 of materials packet Appendix B of CBM manual

172