Transcript Using CBM for Progress Monitoring

2008
Student Progress Monitoring &
Data-Based Instruction in Special Education
Introduction to Using CBM
for Progress Monitoring
Today

Overview of progress monitoring
– Presentation
– Why progress monitoring is important to
teach in Assessment and Data-based
Instruction classes

Reading progress monitoring
– Presentation, activities, discussion
2
Today

Math progress monitoring
– Presentation, activities, discussion

Interpreting progress monitoring
scores
– Presentation, activities, discussion

Incorporating progress monitoring into
your curriculum
– Class assignments
3
Discussion


How is progress monitoring currently
addressed in your class?
How would you like to incorporate
progress monitoring into your
curriculum?
– How much time (during the semester) will
you allocate to progress monitoring?
– How many class assignment or activities
do you want to incorporate into your
curriculum?
4
2008
Student Progress Monitoring &
Data-Based Instruction in Special Education
Introduction to Using CBM
for Progress Monitoring
An overview
(Sample
presentation to
present to students)
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
6
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
7
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
8
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
9
Most progress monitoring is
mastery measurement.
Student progress
monitoring is not mastery
measurement.
10
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
11
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 9
Multiply 2-digit numbers by a 1-digit number
Multiply 2-digit numbers by a 2-digit number
Division facts, divisors to 9
Divide 2-digit numbers by a 1-digit number
Divide 3-digit numbers by a 1-digit number
Add/subtract simple fractions, like denominators
Add/subtract whole number and mixed number
12
Multidigit Addition Mastery Test
13
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
10
12
14
WEEKS
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
15
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
16
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
10
12
14
WEEKS
17
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
18
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
19
Curriculum-Based Measurement
Bridging Traditional and Classroom-Based
Assessment Methods

Traditional Assessment
– 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
20
Curriculum-Based Measurement
Bridging Traditional and Classroom-Based
Assessment Methods

Classroom-Based Assessment
– Relies on repeated performance
sampling
– Displays time-series data in graphic form
– Incorporates qualitative descriptions of
student performance
21
By Bridging Assessment Traditions,
CBM:

Yields Information About
– Academic standing as well as growth
– Global competence as well as skill-byskill Mastery

Can Answer Questions About
– Interindividual difference
– Intraindividual improvement
– How to strengthen programs
22
What We Look for in CBM

Students whose scores are going up
– Indicates they are becoming better
readers, math students, etc.

Students whose scores are flat
– Indicates they are not profiting from
instructional program and require a
change in their instructional program
23
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
24
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
25
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
26
In Sum, CBM Is Used to:


Document student progress for
accountability purposes, including
IEPs
Communicate with parents or other
professionals about student progress
27
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
28
Basics of CBM




CBM monitors student progress
throughout the school year
Students are given probes at regular
intervals
Weekly, bi-weekly, monthly
Teachers use student data to quantify
short- and long-term goals that will
meet end-of-year goals
29
Basics of CBM


CBM probes available to progress
monitor reading and math
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

Writing and spelling can also be
progress monitored
30
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
31
Discussion

What assignments might you assign
students on the topics of
– progress monitoring
– mastery measurement
– curriculum-based assessment
– curriculum-based measurement
32