Transcript Using CBM for Progress Monitoring

Introduction to
Using CurriculumBased Measurement
for Progress
Monitoring in Math
Pam Fernstrom
Sarah Powell
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 Curriculum-Based
Measurement for
Progress Monitoring in
Mathematics
Progress Monitoring
 Teachers assess students’ academic
performance using brief measures on a frequent
basis.
 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.
Curriculum-Based
Measurement
 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.
 Research findings
Most progress monitoring Is
mastery measurement.
Student progress
monitoring 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 criterion-referenced
test.
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
Multidigit Addition Mastery
Test
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
WEEKS
10
12
14
Hypothetical Fourth Grade
Math Computation Curriculum
1.
2.
3.
4.
5.
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
6.
7.
8.
9.
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
10. Add/subtract whole numbers and mixed numbers
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
Mastery of Multidigit Addition
and Subtraction
of problems
Number of
digits correct
correct
Number
in 5 minutes
10
10
Multidigit Subtraction
Multidigit
Addition
Multiplication
Facts
8
8
6
6
4
4
2
2
0
0
2
2
4
4
6
6
8
8
WEEKS
10
10
12
12
14
14
Problems With Mastery
Measurement
 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 high-stakes
tests.
The Basics of CBM
 Monitors progress throughout the school
year
 Measures at regular intervals
 Uses data to determine goals
 Provides parallel and brief measures
 Displays data graphically
Uses of CBM for Teachers
 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
Steps to Conducting CBM
Step 1:
Step 2:
Step 3:
Step 4:
How to Place Students in a
Mathematics Curriculum-Based
Measurement Task for
Progress Monitoring
How to Identify the Level of
Material for Monitoring Progress
How to Administer and Score
Mathematics Curriculum-Based
Measurement Probes
How to Graph Scores
Steps to Conducting CBM
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
Step 1: How to Place Students
in a Mathematics CBM Task for
Progress Monitoring
 Grades 1–6:
– Computation
 Grades 2–6:
– Concepts and Applications
 Kindergarten and Grade 1:
– Number Identification
– Quantity Discrimination
– Missing Number
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.
Step 2: How to Identify
the Level of Material for
Monitoring Progress
 To find the appropriate CBM level:
– Determine the grade level at which you expect the student to
perform in mathematics 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 grade-appropriate 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,
then 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, then
reconsider grade-appropriate material.
Step 2: How to Identify
the Level of Material for
Monitoring Progress
 If students are not yet able to compute
basic facts or complete concepts and
applications problems, then consider
using the early numeracy measures.
 However, teachers should move students
on to the computation and concepts and
applications measures as soon as the
students are completing these types of
problems.
Step 3: How to Administer
and Score Mathematics
CBM Probes
 Computation and Concepts and
Applications probes can be administered
in a group setting, and students complete
the probes independently. Early numeracy
probes are individually administered.
 Teacher grades mathematics probe.
 The number of digits correct, problems
correct, or blanks correct is calculated and
graphed on student graph.
Computation
 For students in Grades 1–6:
– Student is presented with 25 computation
problems representing the year-long, gradelevel mathematics curriculum.
– Student works for set amount of time (time
limit varies for each grade).
– Teacher grades test after student finishes.
Computation
Computation
 Length of test varies
by grade.
Grade
1
Time limit
2 minutes
2
2 minutes
3
3 minutes
4
3 minutes
5
5 minutes
6
6 minutes
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.
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
Computation
 Scoring different operations:
9
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).
Computation
 Scoring examples: Division with
remainders:
Correct Answer
403R52
Student’s Answer
43R5
(1 correct digit)

23R15
43R5


(2 correct digits)
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.
Computation
 Scoring examples: Decimals:
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)
Computation
 Samantha’s
Computation test:
– Fifteen problems
attempted.
– Two problems
skipped.
– Two problems
incorrect.
– Samantha’s score is
13 problems.
– However, Samantha’s
correct digit score is
49.
Computation
 Sixth-grade
Computation test:
– Let’s practice.
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
Concepts and Applications
 For students in Grades 2–6:
– Student is presented with 18–25 Concepts
and Applications problems representing the
year-long, grade-level mathematics
curriculum.
– Student works for set amount of time (time
limit varies by grade).
– Teacher grades test after student finishes.
Concepts and Applications
 Student copy of
a Concepts and
Applications
test:
– This sample is
from a secondgrade test.
– The actual
Concepts and
Applications test
is 3 pages long.
Concepts and Applications
 Length of test
varies by grade.
Grade
2
Time limit
8 minutes
3
6 minutes
4
6 minutes
5
7 minutes
6
7 minutes
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.
Concepts and Applications

Quinten’s fourth-grade
Concepts and
Applications test:
– Twenty-four blanks
answered correctly.
– Quinten’s score is 24.
Concepts and Applications
Concepts and Applications

Fifth-grade Concepts
and Applications
test—page 1:
– Let’s practice.
Concepts and Applications
 Fifth-grade Concepts
and Applications
test—page 2
Concepts and Applications
 Fifth-grade Concepts
and Applications
test—page 3:
– Let’s practice.
Concepts and Applications

Answer key
Problem
Answer
10
3
11
A ADC
C BFE
12
0.293
Problem
Answer
1
54 sq. ft
2
66,000
13


3
A center
C diameter
14
28 hours
4
28.3 miles
15
790,053
5
7
16
451 CDLI
17
7
6
P7
N 10
18
$10.00 in tips
20 more orders
19
4.4
20


21
5/6 dogs or cats
22
1m
23
12 ft
7
0 $5 bills
4 $1 bills
3 quarters
8
1 millions place
3 ten thousands place
9
697
Number Identification
 For students in kindergarten and Grade 1:
– Student is presented with 84 items and 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.
Number Identification
 Student’s copy of a
Number
Identification test:
– Actual student copy
is 3 pages long.
Number Identification
 Number
Identification
score sheet
Number Identification
 If the student does not respond after 3 seconds,
then 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 items that the
student answered correctly in 1 minute.
Number Identification
 Jamal’s Number
Identification score
sheet:
– Skipped items are
marked with a (-).
– Fifty-seven items
attempted.
– Three items are
incorrect.
– Jamal’s score is 54.
Number Identification
 Teacher’s score
sheet:
– Let’s practice.
Number Identification
 Student’s
sheet—page 1:
– Let’s practice.
Number Identification
 Student’s sheet—
page 2:
 Let’s practice.
Number Identification
 Student’s sheet—
page 3:
 Let’s practice.
Quantity Discrimination
 For students in kindergarten and Grade 1:
– 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.
Quantity Discrimination
 Student’s copy
of a Quantity
Discrimination
test:
 Actual student
copy is 3
pages long.
Quantity Discrimination
 Quantity
Discrimination
score sheet
Quantity Discrimination
 If the student does not respond after 3 seconds,
then 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 items that the
student answered correctly in 1 minute.
Quantity Discrimination
 Lin’s Quantity
Discrimination
score sheet:
– Thirty-eight items
attempted.
– Five items are
incorrect.
– Lin’s score is 33.
Quantity Discrimination
 Teacher’s score
sheet:
– Let’s practice.
Quantity Discrimination
 Student’s
sheet—page 1:
– Let’s practice.
Quantity Discrimination
 Student’s sheet—
page 2:
– Let’s practice.
Quantity Discrimination
 Student’s sheet—
page 3:
– Let’s practice.
Missing Number
 For students in kindergarten and Grade 1:
– Student is presented with 63 items and asked
to orally identify the missing number in a
sequence of four numbers.
– Number sequences primarily include counting
by 1s, with fewer sequences counting by 5s
and 10s
– After completing some sample items, the
student works for 1 minute.
– Teacher writes the student’s responses on the
Missing Number score sheet.
Missing Number
 Student’s copy of
a Missing
Number test:
– Actual student
copy is
3 pages long.
Missing Number
 Missing Number
score sheet
Missing Number
 If the student does not respond after 3 seconds,
then 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 items that the
student answered correctly in 1 minute.
Missing Number
 Thomas’s
Missing Number
score sheet:
– Twenty-six items
attempted.
– Eight items are
incorrect.
– Thomas’s score
is 18.
Missing Number
 Teacher’s score
sheet:
– Let’s practice.
Missing Number
 Student’s sheet—
page 1:
– Let’s practice.
Missing Number
 Student’s sheet—
page 2:
– Let’s practice.
Missing Number
 Student ‘s sheet—
page 3:
– Let’s practice.
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.
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.
– A template can be created for student graphs.
– The same template can be used for every
student in the classroom.
– Vertical axis shows the range of student
scores.
– Horizontal axis shows the number of weeks.
Step 4: How to Graph Scores
Step 4: How to Graph Scores
 Student scores are plotted on the graph,
and a line is drawn between the scores.
Digits Correct in 3 Minutes
25
20
15
10
5
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 baseline data has been collected
(best practice is to administer three
probes and use the median score), 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
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.
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
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.
Step 5: How to Set
Ambitious Goals




First eight scores: 3, 2, 5, 6, 5, 5, 7, 4.
Difference between medians: 5 – 3 = 2.
Divide by (# data points – 1): 2 ÷ (8-1) = 0.29.
Multiply by typical growth rate: 0.29 × 1.5 =
0.435.
 Multiply by weeks left: 0.435 × 14 = 6.09.
 Product is added to the first median: 3 + 6.09 =
9.09.
 The end-of-year performance goal is 9.
Step 5: How to Set
Ambitious Goals
 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.
Grade
Computation:
Digits
Concepts and
Applications:
Blanks
1
0.35
N/A
2
0.30
0.40
3
0.30
0.60
4
0.70
0.70
5
0.70
0.70
6
0.40
0.70
Step 5: How to Set
Ambitious Goals
 National norms:
– Median is 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
1
0.35
N/A
2
0.30
0.40
3
0.30
0.60
4
0.70
0.70
5
0.70
0.70
6
0.40
0.70
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.
Step 5: How to Set
Ambitious Goals
 Drawing a goal-line:
Digits Correct in 5 Minutes
– A goal-line is the desired path of measured behavior to
reach the performance goal over time.
25
20
The X is the end-of-the-year performance
goal. A line is drawn from the median of the
first three scores to the performance goal.
X
15
10
5
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 seven or eight CBM scores, teachers draw
a trend-line to represent actual student progress.
– A trend-line is a line drawn in the data path to indicate
the direction (trend) of the observed behavior.
– The goal-line and trend-line are compared.
 The trend-line is drawn using the Tukey method.
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.
Mark with an X on the median instructional week.
Draw a line between the first group X and third group X.
This line is the trend-line.
Step 5: How to Set
Ambitious Goals
Digits Correct in 5 Minutes
25
20
15
10
X
5
X
X
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
 Practice graph
Digits Correct in 5 Minutes
25
20
15
10
5
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
Step 5: How to Set
Ambitious Goals
 Practice graph
Digits Correct in 5 Minutes
25
20
15
10
X
5
X
X
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
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 are available for varying
fees.
 Programs are listed in Appendix A of
manual.
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.
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 goal-line,
then the end-of-year performance goal needs to be
increased.
– If all four most recent scores fall below the goal-line,
then the student's instructional program needs to be
revised.
– If the four most recent scores fall both above and below
the goal-line, then continue collecting data (until the
four-point rule can be used or a trend-line can be
drawn).
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
Weeks of Instruction
9
10
11
12
13
14
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
X
20
15
Goal-line
10
5
Most recent 4 points
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
Step 6: How to Apply Decision Rules
to Graphed Scores to Know When to
Revise Programs and Increase Goals
 If the trend-line is steeper than the goal
line, then the end-of-year performance
goal needs to be increased.
 If the trend-line is flatter than the goal line,
then the student’s instructional program
needs to be revised.
 If the trend-line and goal-line are fairly
equal, then no changes need to be made.
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
Trend-line
20
X
15
X
10
Goal-line
5
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
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
X
X
10
5
Goal-line
Trend-line
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
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
X
20
15
X
X
10
Goal-line
5
Trend-line
0
1
2
3
4
5
6
7
8
Weeks of Instruction
9
10
11
12
13
14
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.
Step 7: How to Use Curriculum-Based
Measurement Data Qualitatively to Describe
Student Strengths and Weaknesses
Step 7: How to Use Curriculum-Based
Measurement Data Qualitatively to Describe
Student Strengths and Weaknesses
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-toIntervention Framework to Identify Disability
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 mathematics.
How to Use Curriculum-Based Measurement
Data to Accomplish Teacher and School
Accountability for Formulating Policy
Directed at Improving School Outcomes
 Using mathematics 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.
How to Use Curriculum-Based Measurement
Data to Accomplish Teacher and School
Accountability for Formulating Policy
Directed at Improving School Outcomes
 Using mathematics CBM (continued):
– 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.
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.
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
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
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
2005 School-Year Month
Apr May June
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
2005 School-Year Month
Apr May June
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
2005 School-Year Month
Apr
May
June
How to Incorporate DecisionMaking 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
How to Incorporate DecisionMaking Frameworks to Enhance
General Educator Planning
How to Incorporate DecisionMaking Frameworks to Enhance
General Educator Planning
How to Incorporate DecisionMaking Frameworks to Enhance
General Educator Planning
How to Use Progress Monitoring to Identify
Non-Responders Within a Response-toIntervention 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 his or her
classmates.
How to Use Progress Monitoring to Identify
Non-Responders Within a Response-toIntervention Framework to Identify Disability
 All students do not achieve the same degree
of mathematics competence.
 Just because mathematics growth is low, the
student doesn’t automatically receive special
education services.
 If the learning rate is similar to that of the
other students, then the student is profiting
from the regular education environment.
How to Use Progress Monitoring to Identify
Non-Responders Within a Response-toIntervention Framework to Identify
Disability
 If a low-performing student is not
demonstrating growth where other
students are thriving, then 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.
Case Study 1: Alexis
Digits Correct in 2 Minutes
30
25
20
Alexis’s trend-line
15
10
X
X
5
Alexis’s goal-line
0
1
2
3
4
5
6
7
8
9
Weeks of Instruction
10
11
12
13
14
Case Study 1: Alexis
Case Study 2: Darby Valley
Elementary
 Using CBM toward reading AYP:
– The school has a total of 378 students in the 200304 school year.
– 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.
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
End of School Year
2011
2012
2013
2014
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
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
2004 School-Year Month
Apr May June
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
2004 School-Year Month
Apr May June
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
2004 School-Year Month
Apr
May June
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
2004 School-Year Month
Apr
May
June
Case Study 2: Darby Valley
Elementary
Dexter Wilson (Student)
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 3: Mrs. Smith
Case Study 4: Marcus
Digits Correct in 5 Minutes
30
Instructional
changes
25
Marcus’s
goal-line
Marcus’s
trend-lines
20
15
10
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
Case Study 4: Marcus
Digits Correct in 5 Minutes
30
High-performing
mathematics
students
25
20
Middle-performing
mathematics students
15
10
Low-performing
mathematics
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
Curriculum-Based
Measurement Materials
 AIMSweb/Edformation
 Yearly ProgressProTM/McGraw-Hill
 Math Computation and
Concepts/Applications CBM/Vanderbilt
 Research Institute on Progress
Monitoring, University of Minnesota
(OSEP Funded)
 Vanderbilt University
Curriculum-Based
Measurement Resources
 See Appendix B of both the manual and
handouts packet for a list of resources