Transcript Summer Institute: Introduction to CBM in Reading

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Summer Institute:
Introduction to CBM in Reading
Michelle K. Hosp
Laura Sáenz
July 8, 2005
Overview
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Overview of CBM in Reading
Step 1: How to Place Students in a
Reading CBM Task
Step 2: How to Identify the Level of
Material for Monitoring Progress
Step 3: How To Administer and Score
Reading Probes
Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
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Distinguishing Features of
Curriculum-Based Measurement
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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
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Distinguishing Features of
Curriculum-Based Measurement
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The CBM score can be viewed as
a performance indicator,
representing global competence in
the target domain
Relies on repeated performance
sampling
Displays time-series data in
graphic form
Incorporates qualitative
descriptions of student
performance
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Distinguishing Features of
Curriculum-Based Measurement
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Yields Information About
– Academic standing as well as growth
– Global competence as well as skillby-skill Mastery
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Can Answer Questions About
– Interindividual difference
– Intraindividual improvement
– How to strengthen programs
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CBM in Reading
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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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CBM Reading Tasks
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Kindergarten: Letter-sound fluency
Grade 1: Word-identification
fluency
Grades 2-3: Passage reading
fluency
Grades 4-6: Maze fluency
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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
u
e
d
S
b
c
y
w
f
h
V
x
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Kindergarten
Letter-Sound Fluency
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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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Grade 1
Word-Identification Fluency
Teacher:
Read these
words.
Time: 1
minute.
two
for
come
because
last
from
...
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Grade 1
Word-Identification Fluency
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Alternate-passage stability (3 weeks):
.97
Concurrent Validity:
– WRMT- WID: .77 (Fall) - .82 (spring)
– CBM- PRF: .93 (spring)
– CRAB- Comprehension: .73 (spring)

Predictive Validity: Between .63 - .80
from fall to spring on:
– WRMT- WID
– CBM- PRF
– CRAB- Comprehension
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Grades 2-3: Passage Reading
Fluency
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Number of words read aloud
correctly in 1 minute on end-ofyear passages
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CBM passage for Correct Words
Per Minute
Jason Fry ran home from school. He had to pack his clothes.
He was going to the beach. He packed a swimsuit and shorts. He
packed tennis shoes and his toys. The Fry family was going to the
beach in Florida.
The next morning Jason woke up early. He helped Mom and
Dad pack the car, and his sister, Lonnie, helped too. Mom and Dad
sat in the front seat. They had maps of the beach. Jason sat in the
middle seat with his dog, Ruffie. Lonnie sat in the back and played
with her toys.
They had to drive for a long time. Jason looked out the window.
He saw farms with animals. Many farms had cows and pigs but
some farms had horses. He saw a boy riding a horse. Jason
wanted to ride a horse, too. He saw rows of corn growing in the
fields. Then Jason saw rows of trees. They were orange trees. He
sniffed their yummy smell. Lonnie said she could not wait to taste
one. Dad stopped at a fruit market by the side of the road. He
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bought them each an orange.
Grades 2-3: Passage Reading
Fluency
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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
(22-30 weeks): .65 - .72
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Grades 4-6: Maze Fluency
Number of words replaced correctly
in 2.5 minutes on end-of-year
passages from which every 7th word
has been deleted and replaced with
3 choices
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Computer Maze
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Grades 4-6: 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 Reading Benchmarks
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K: 40 letter sounds per min
1: 50 words correct from list per min
2: 75 words correct from text per min
3: 100 words correct from text per min
4: 20 replacements to text per 2.5 min
5: 25 replacements to text per 2.5 min
6: 30 replacements to text per 2.5 min
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CBM Reading Risk Indicators
1: < 15 words in lists/min
2: < 15 words in text/min
3: < 50 words in text/min
4: < 70 words in text/min
5-7: < 15 maze replacements/2.5 min
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Minimum Assessment Schedule
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At or above benchmark:
3 times/year
Below benchmark:
monthly or weekly
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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
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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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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.
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CBM Letter Sound Fluency
(LSF)
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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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What if a student finishes in less
than 1 minute?
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Record the number of seconds it
took the student to read
Count the number of words the
student read correctly
(number of words read correctly/
number of seconds it took to
read) x 60 = estimated number of
words read correctly in 1 minute
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Example for Prorating Score
Example: The student finished
reading the list of 50 words in just 54
seconds and got 44 words correct.
 (44/54) x 60 = .815 x 60 = 48.9;
We estimate that the student would
have read approximately 49 words
correctly in 1 minute had we
provided more words and timed the
student for 1 minute.
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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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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.
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CBM Word Identification Fluency
(WIF)
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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.
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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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CBM Passage Reading Fluency
(PRF)
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For students in grades 2-8
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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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
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Words read
incorrectly marked
with a slash (/)
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Lines omitted
marked with a
horizontal line
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Last word read in
1 minute marked
with a slash
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CBM Passage Reading Fluency
(PRF)
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136 words attempted
in 1 minute
14 of 15 words
omitted in 4th line
subtracted from 136
(136 – 14 = 122)
1 omission error and 8
reading errors
subtracted from 122
(122 – 9 = 113)
Reggie’s score = 113
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CBM Passage Reading Fluency
(PRF)- Practice
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PRF Practice Scoring
71
-7
64 WRC
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CBM Maze Fluency
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For students in grades 1-6,
typically 4-6
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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Maze Student
copy
Students
receive
1 point for each
correct answer
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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Ambitious Goals By Grade
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End-of-Year
Benchmarking
For typically
developing
students, a table
of benchmarks
can be used to
find CBM end-ofyear performance
goal
Grade
Benchmark
Kindergarten
40 letter sounds per minute
(CBM LSF)
1st Grade
50 words correct per minute
(CBM WIF)
2nd Grade
75 words correct per minute
(CBM PRF)
3rd Grade
100 words correct per minute
(CBM PRF)
4th Grade
20 correct replacements per
2.5 minutes (CBM Maze)
5th Grade
25 correct replacements per
2.5 minutes (CBM Maze)
6th Grade
30 correct replacements per
2.5 minutes (CBM Maze)
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Ambitious Goals By Grade
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National Norms
For typically
developing
students, a table
of average rates
of weekly
increase can be
used to find endof-year
performance goal
Grade
PRF
Norms
Maze
Norms
1st Grade
2.00
0.40
2nd Grade
1.50
0.40
3rd Grade
1.00
0.40
4th Grade
0.90
0.40
5th Grade
0.50
0.40
6th Grade
0.30
0.40
1st Grade
WIF
1.75
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Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
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Using CBM PRF, student miscues
can be analyzed to describe
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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Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
Written
Word
Spoken
Word
Graphophonetic
Syntax
Semantic
1
2
3
4
5
6
7
8
9
10
%
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Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
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Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
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Step 4: Let’s Practice How to Use Data to
Describe Student Strengths and
Weaknesses
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Step 4: How to Use Data to Describe
Student Strengths and Weaknesses
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CBM Materials
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AIMSweb / Edformation
DIBELS
Edcheckup
McGraw-Hill
Pro-Ed, Inc.
Vanderbilt University
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