Transcript Using CBM for Progress Monitoring

2008
Student Progress Monitoring &
Data-Based Instruction in Special Education
Introduction to Using CBM
for Progress Monitoring in
Reading
An overview
(Sample presentation to
present to students)
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.
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2008
Student Progress Monitoring &
Data-Based Instruction in Special Education
READING CBM
Reading CBM
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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 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)
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Steps to Conducting CBM
1. How to Place Students in a Reading
CBM Task for Progress Monitoring
2. How to Identify the Level of Material
for Monitoring Progress for Passage
Reading Fluency and Maze Fluency
3. How to Administer and Score
Reading CBM
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Step 1: How to Place Students in a
Reading CBM Task
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At Kindergarten
– Letter Sound Fluency
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At Grade 1
– Word Identification Fluency
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At Grades 2-3
– Passage Reading Fluency
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At Grades 4-6
– Maze Fluency
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Step 2: How to Identify the Level of
Material for Monitoring Progress
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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
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Step 2: How to Identify the Level of
Material for Monitoring Progress
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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
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measure instead of CBM PRF or CBM Maze
Fluency for progress monitoring.
Step 3: How To Administer and Score
Reading Probes
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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
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CBM Letter Sound Fluency (LSF)
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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
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CBM Letter Sound Fluency (LSF)
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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
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CBM Letter Sound Fluency (LSF)
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Student
copy of LSF
Letters in
the box are
practice
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CBM Letter Sound Fluency (LSF)
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LSF Teacher
Score Sheet
Errors are
marked with
a slash (/)
Score is
adjusted if
student
completes in
less than 1
minute
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CBM Letter Sound Fluency (LSF)
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Only short vowel sounds are correct.
If the student answers correctly,
immediately point to the next letter
on the student’s copy.
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CBM Letter Sound Fluency (LSF)
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If the student does not respond after
3 seconds, point to the next letter.
Do not correct errors.
Mark errors on teacher’s score sheet.
At 1 minute, circle the last letter the
child attempts.
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CBM Letter Sound Fluency (LSF)
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Abby’s CBM
LSF
Errors are
marked with
a slash (/)
Last sound (/r/)
is circled
23 sounds
attempted
5 incorrect
Abby’s
score = 18
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CBM Letter Sound Fluency (LSF)
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Let’s
practice.
This is the
Teacher
Score
Sheet.
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CBM Letter Sound Fluency (LSF)
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Let’s
practice.
This is the
Student
copy.
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Adjusting the Score
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# of sounds correct
=A
# of seconds
A x 60 = Adjusted score
Example: 20 correct sounds in 45
seconds
20 / 45 = .44
.44 x 60 = 26.67
Adjusted score = 27 in 60 seconds
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CBM Word Identification Fluency (WIF)
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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
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CBM Word Identification Fluency (WIF)
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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
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CBM Word Identification Fluency (WIF)
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CBM WIF
Student list
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CBM Word Identification Fluency (WIF)
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WIF Teacher
Score Sheet
Words read
correctly
marked as ‘1’
Words read
incorrectly
marked as ‘0’
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CBM Word Identification Fluency (WIF)
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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.
Do not correct errors.
Mark errors on score sheet.
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CBM Word Identification Fluency (WIF)
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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.
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CBM Word Identification Fluency (WIF)
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Shameka’s CBM
WIF
Correct words
marked as ‘1’
Incorrect words
marked as ‘0’
Last word read
(car) is circled
Shameka’s
score = 29
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CBM Word Identification Fluency (WIF)
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Let’s practice.
This is the
Teacher Score
Sheet.
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CBM Word Identification Fluency (WIF)
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Let’s practice.
This is the
Student list.
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Adjusting the Score
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# of sounds correct
=A
# of seconds
A x 60 = Adjusted score
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CBM Passage Reading Fluency (PRF)
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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
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CBM Passage Reading Fluency (PRF)
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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 (2230 weeks): .65 - .72
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CBM Passage Reading Fluency (PRF)
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PRF
Student
copy
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CBM Passage Reading Fluency (PRF)
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PRF Teacher
copy
Numbers
along margin
allow for easy
calculation of
words
attempted
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CBM Passage Reading Fluency (PRF)
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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
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CBM Passage Reading Fluency (PRF)
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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
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CBM Passage Reading Fluency (PRF)
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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
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CBM Passage Reading Fluency (PRF)
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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
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CBM Passage Reading Fluency (PRF)
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This is the first
page of the
Teacher Copy.
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CBM Passage Reading Fluency (PRF)
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This is the first
page of the
Student Copy.
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CBM Maze Fluency
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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
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CBM Maze Fluency
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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
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CBM Maze Fluency
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Maze Student
copy
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Students
receive 1 point
for each correct
answer
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Scoring is
discontinued if 3
consecutive
errors are made
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CBM Maze Fluency
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Juan’s CBM
Maze
10 correct
answers before
he made 3
consecutive
mistakes
Juan’s score = 10
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CBM Maze Fluency
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Let’s practice.
This is the first
page of the
CBM Maze
test, “Summer
Camp.”
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CBM Maze Fluency
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Minimum End of Year
Reading CBM Benchmarks
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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)
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How to Use Data to Describe
Student Strengths and Weaknesses
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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
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How to Use Data to Describe
Student Strengths and Weaknesses
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How to Use Data to Describe
Student Strengths and Weaknesses
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How to Use Data to Describe
Student Strengths and Weaknesses
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How to Use Data to Describe
Student Strengths and Weaknesses
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How to Use Data to Describe
Student Strengths and Weaknesses
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How to Use Data to Describe
Student Strengths and Weaknesses
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Discussion
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How would you incorporate Reading
CBM into your curriculum?
What assignments will you assign?
– 3 Passage Reading Fluency probes
(grades 1-6)
– What assignments for students teaching
middle or high school?
– How will those assignments be graded?
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