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Early Childhood Tracking SystemsEarly Childhood Tracking SystemsHands On Workshop Hands On Workshop
ESO Network 14 (Jackie Young)ESO Network 14 (Jackie Young)
Prepared by Prepared by Deena Abu-Lughod SAFDeena Abu-Lughod SAF
November 29 2007November 29 2007
Participants 4 7 20 24 59 81 88 197 209 Participants 4 7 20 24 59 81 88 197 209 230 280230 280
AgendaAgenda PurposePurpose Rationale from SQRRationale from SQR Current StatusCurrent Status Data Availability (DIBELS ECLAS 2 Data Availability (DIBELS ECLAS 2
ORA CBM)ORA CBM) Ideal System CriteriaIdeal System Criteria Building a system using RESIBuilding a system using RESI EvaluationEvaluation
PurposePurpose Take Writing Prompt 1Take Writing Prompt 1 For 30 seconds think about the promptFor 30 seconds think about the prompt For 90 seconds write down as much as For 90 seconds write down as much as
you can about what you believe the you can about what you believe the purpose of today should be Do not worry purpose of today should be Do not worry about spelling or punctuation or grammarabout spelling or punctuation or grammar
Place your paper on the wallPlace your paper on the wall A volunteer will read all submissionsA volunteer will read all submissions What commonalities do you seeWhat commonalities do you see As a group formulate a statement that As a group formulate a statement that
represents the consensusrepresents the consensus
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 1 ndash Gather Data School leaders and faculty consistently gather and
generate data and use it to understand what each student knows and is able to do and monitor the studentrsquos progress over time To what extent do school leaders and faculty gather generate and utilize data1048766 1048766 1048766
11 to provide an objective constantly updated understanding of the performance and progress of each student classroom and grade level in each subject area
12 to provide an objective constantly updated understanding of the performance and progress of special education students
13 to provide an objective constantly updated understanding of the performance and progress of English language learners
14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
15 to compare the schoolrsquos current and past performance and progress and compare performance and progress of different students classrooms and grades and in different subject areas
16 to compare the schoolrsquos performance and progress to that of similar schools 17 with sufficient training management systems and structures to enable data to be used
effectively to inform planning and instruction and to track the progress of students over time
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 5 ndash Monitor and Revise The school has structures for monitoring and
evaluating each studentrsquos progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning
To what extent do Δ 1048766 1048766 51 the schoolrsquos plans for improving student outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 52 the schoolrsquos plans for improving teacher outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 53 faculty use periodic assessments and other diagnostic tools to measure the effectiveness of plans
and interventions for individual students and groups of students in key areas 54 faculty use the information generated by periodic assessments and other progress measures and
comparisons to revise plans immediately in order to reach stated goals 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use
the results to makes strategic decisions to modify practices to improve student outcomes 56 school leaders and teachers use each planrsquos interim and final outcomes to drive the next stage of
goal setting and improvement planning 57 the principal and school community have a clear vision for the future development of the school and
implement procedures and systems to effect change
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
AgendaAgenda PurposePurpose Rationale from SQRRationale from SQR Current StatusCurrent Status Data Availability (DIBELS ECLAS 2 Data Availability (DIBELS ECLAS 2
ORA CBM)ORA CBM) Ideal System CriteriaIdeal System Criteria Building a system using RESIBuilding a system using RESI EvaluationEvaluation
PurposePurpose Take Writing Prompt 1Take Writing Prompt 1 For 30 seconds think about the promptFor 30 seconds think about the prompt For 90 seconds write down as much as For 90 seconds write down as much as
you can about what you believe the you can about what you believe the purpose of today should be Do not worry purpose of today should be Do not worry about spelling or punctuation or grammarabout spelling or punctuation or grammar
Place your paper on the wallPlace your paper on the wall A volunteer will read all submissionsA volunteer will read all submissions What commonalities do you seeWhat commonalities do you see As a group formulate a statement that As a group formulate a statement that
represents the consensusrepresents the consensus
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 1 ndash Gather Data School leaders and faculty consistently gather and
generate data and use it to understand what each student knows and is able to do and monitor the studentrsquos progress over time To what extent do school leaders and faculty gather generate and utilize data1048766 1048766 1048766
11 to provide an objective constantly updated understanding of the performance and progress of each student classroom and grade level in each subject area
12 to provide an objective constantly updated understanding of the performance and progress of special education students
13 to provide an objective constantly updated understanding of the performance and progress of English language learners
14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
15 to compare the schoolrsquos current and past performance and progress and compare performance and progress of different students classrooms and grades and in different subject areas
16 to compare the schoolrsquos performance and progress to that of similar schools 17 with sufficient training management systems and structures to enable data to be used
effectively to inform planning and instruction and to track the progress of students over time
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 5 ndash Monitor and Revise The school has structures for monitoring and
evaluating each studentrsquos progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning
To what extent do Δ 1048766 1048766 51 the schoolrsquos plans for improving student outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 52 the schoolrsquos plans for improving teacher outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 53 faculty use periodic assessments and other diagnostic tools to measure the effectiveness of plans
and interventions for individual students and groups of students in key areas 54 faculty use the information generated by periodic assessments and other progress measures and
comparisons to revise plans immediately in order to reach stated goals 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use
the results to makes strategic decisions to modify practices to improve student outcomes 56 school leaders and teachers use each planrsquos interim and final outcomes to drive the next stage of
goal setting and improvement planning 57 the principal and school community have a clear vision for the future development of the school and
implement procedures and systems to effect change
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
PurposePurpose Take Writing Prompt 1Take Writing Prompt 1 For 30 seconds think about the promptFor 30 seconds think about the prompt For 90 seconds write down as much as For 90 seconds write down as much as
you can about what you believe the you can about what you believe the purpose of today should be Do not worry purpose of today should be Do not worry about spelling or punctuation or grammarabout spelling or punctuation or grammar
Place your paper on the wallPlace your paper on the wall A volunteer will read all submissionsA volunteer will read all submissions What commonalities do you seeWhat commonalities do you see As a group formulate a statement that As a group formulate a statement that
represents the consensusrepresents the consensus
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 1 ndash Gather Data School leaders and faculty consistently gather and
generate data and use it to understand what each student knows and is able to do and monitor the studentrsquos progress over time To what extent do school leaders and faculty gather generate and utilize data1048766 1048766 1048766
11 to provide an objective constantly updated understanding of the performance and progress of each student classroom and grade level in each subject area
12 to provide an objective constantly updated understanding of the performance and progress of special education students
13 to provide an objective constantly updated understanding of the performance and progress of English language learners
14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
15 to compare the schoolrsquos current and past performance and progress and compare performance and progress of different students classrooms and grades and in different subject areas
16 to compare the schoolrsquos performance and progress to that of similar schools 17 with sufficient training management systems and structures to enable data to be used
effectively to inform planning and instruction and to track the progress of students over time
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 5 ndash Monitor and Revise The school has structures for monitoring and
evaluating each studentrsquos progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning
To what extent do Δ 1048766 1048766 51 the schoolrsquos plans for improving student outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 52 the schoolrsquos plans for improving teacher outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 53 faculty use periodic assessments and other diagnostic tools to measure the effectiveness of plans
and interventions for individual students and groups of students in key areas 54 faculty use the information generated by periodic assessments and other progress measures and
comparisons to revise plans immediately in order to reach stated goals 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use
the results to makes strategic decisions to modify practices to improve student outcomes 56 school leaders and teachers use each planrsquos interim and final outcomes to drive the next stage of
goal setting and improvement planning 57 the principal and school community have a clear vision for the future development of the school and
implement procedures and systems to effect change
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 1 ndash Gather Data School leaders and faculty consistently gather and
generate data and use it to understand what each student knows and is able to do and monitor the studentrsquos progress over time To what extent do school leaders and faculty gather generate and utilize data1048766 1048766 1048766
11 to provide an objective constantly updated understanding of the performance and progress of each student classroom and grade level in each subject area
12 to provide an objective constantly updated understanding of the performance and progress of special education students
13 to provide an objective constantly updated understanding of the performance and progress of English language learners
14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
15 to compare the schoolrsquos current and past performance and progress and compare performance and progress of different students classrooms and grades and in different subject areas
16 to compare the schoolrsquos performance and progress to that of similar schools 17 with sufficient training management systems and structures to enable data to be used
effectively to inform planning and instruction and to track the progress of students over time
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 5 ndash Monitor and Revise The school has structures for monitoring and
evaluating each studentrsquos progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning
To what extent do Δ 1048766 1048766 51 the schoolrsquos plans for improving student outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 52 the schoolrsquos plans for improving teacher outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 53 faculty use periodic assessments and other diagnostic tools to measure the effectiveness of plans
and interventions for individual students and groups of students in key areas 54 faculty use the information generated by periodic assessments and other progress measures and
comparisons to revise plans immediately in order to reach stated goals 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use
the results to makes strategic decisions to modify practices to improve student outcomes 56 school leaders and teachers use each planrsquos interim and final outcomes to drive the next stage of
goal setting and improvement planning 57 the principal and school community have a clear vision for the future development of the school and
implement procedures and systems to effect change
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Rationale Expectations from SQRRationale Expectations from SQR Quality Statement 5 ndash Monitor and Revise The school has structures for monitoring and
evaluating each studentrsquos progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning
To what extent do Δ 1048766 1048766 51 the schoolrsquos plans for improving student outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 52 the schoolrsquos plans for improving teacher outcomes include interim goals that are objectively
measurable and have suitable time frames for measuring success and adjusting 53 faculty use periodic assessments and other diagnostic tools to measure the effectiveness of plans
and interventions for individual students and groups of students in key areas 54 faculty use the information generated by periodic assessments and other progress measures and
comparisons to revise plans immediately in order to reach stated goals 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use
the results to makes strategic decisions to modify practices to improve student outcomes 56 school leaders and teachers use each planrsquos interim and final outcomes to drive the next stage of
goal setting and improvement planning 57 the principal and school community have a clear vision for the future development of the school and
implement procedures and systems to effect change
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Current Status Current Status Monitoring performance and progressMonitoring performance and progress Read the following Indicators and think about how Read the following Indicators and think about how
your school currently meets the expectations of the your school currently meets the expectations of the Quality ReviewQuality Review
14 14 to provide an objective constantly updated understanding of the performance and progress of ethnic groups boys and girls and all other categories of interest to the school
55 55 school leaders track the outcomes of periodic assessments and other diagnostic measures and use the results to make strategic decisions to modify practices to improve student outcomes
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Current Status Current Status Monitoring performance and progressMonitoring performance and progress
Take Writing Prompt 2 Take Writing Prompt 2 At the signal think about the prompt for 30 secondsAt the signal think about the prompt for 30 seconds For 90 seconds write as much as you can as a For 90 seconds write as much as you can as a
response Do not worry about spelling punctuation response Do not worry about spelling punctuation or grammaror grammar
Share your ideas with your partner (2 minutes)Share your ideas with your partner (2 minutes) Reverse roles (2 minutes)Reverse roles (2 minutes) As a pair identify 1 key idea for each indicator (or 2 As a pair identify 1 key idea for each indicator (or 2
ideas if you both wrote on the same indicator) and ideas if you both wrote on the same indicator) and report out to the groupreport out to the group
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Our Beliefs Our Beliefs How do children learn to writeHow do children learn to write
Take Writing Prompt 3Take Writing Prompt 3 For 30 seconds think about the For 30 seconds think about the
promptprompt For 90 seconds write down as much For 90 seconds write down as much
as you can about how you believe as you can about how you believe children learn to write Do not worry children learn to write Do not worry about spelling or punctuation or about spelling or punctuation or grammargrammar
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Our BeliefsOur Beliefs
Text Based Discussion based on Text Based Discussion based on ldquoWhatrsquos Next for this Beginning ldquoWhatrsquos Next for this Beginning WriterrdquoWriterrdquo
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability DIBELSData Availability DIBELS
Provides overall instructional Provides overall instructional recommendation and scores on sub-recommendation and scores on sub-components (ISF LNF PSF NWF components (ISF LNF PSF NWF ORF WUF)ORF WUF)
Available as pdf and is exportable as Available as pdf and is exportable as a spreadsheeta spreadsheet
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability ECLAS 2Data Availability ECLAS 2
Online access (delayed)Online access (delayed) Excel spreadsheet (through network)Excel spreadsheet (through network) High correlation between EOY Grade High correlation between EOY Grade
3 Sight Words score and Grade 3 ELA3 Sight Words score and Grade 3 ELA Indicates mastery levels for various Indicates mastery levels for various
subtestssubtests
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability ORAData Availability ORA
Administered and scored by handAdministered and scored by hand No electronic tracking system No electronic tracking system
developeddeveloped
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability DRARIGBYData Availability DRARIGBY
Administered and scored by handAdministered and scored by hand Tracking system under developmentTracking system under development
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability EDM TrackingData Availability EDM Tracking
Developed by Teach for AmericaDeveloped by Teach for America Each question on each unit test is coded Each question on each unit test is coded
by performance indicator and standardby performance indicator and standard Teacher enters data (1 for correct 0 for Teacher enters data (1 for correct 0 for
incorrect) for each student and each itemincorrect) for each student and each item Spreadsheet automatically computes Spreadsheet automatically computes
student and classroom averagestudent and classroom average Format allows for easy detection of Format allows for easy detection of
patterns by indicatorpatterns by indicator Requires some Excel skillsRequires some Excel skills
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability Other 1Data Availability Other 1
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Data Availability Other 2Data Availability Other 2
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Constructing CriteriaConstructing Criteria
Form groups based on Sets 1 2 or 3Form groups based on Sets 1 2 or 3 What elements do you like about the What elements do you like about the
tracking systemtracking system What elements are troublingWhat elements are troubling What changes would you make What changes would you make What would a complete system look What would a complete system look
likelike
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Elements of a good systemElements of a good system
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Create your own systemCreate your own system
On the planning worksheet identify On the planning worksheet identify the data elements you would like to the data elements you would like to include in your systeminclude in your system
Consider the order in which you Consider the order in which you would like the elements to appearwould like the elements to appear
When you are ready load up the When you are ready load up the RESI report on your computer Make RESI report on your computer Make a copy of it (so you can save the a copy of it (so you can save the original in case you make a mistake)original in case you make a mistake)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Our own Writing PromptsOur own Writing Prompts
0
02
04
06
08
1
12
Prompt 1 Prompt 2 Prompt 3
RyanCatherineRebeccaBerthaMaryJocelynTaraIndiaWandaJenniferBarbara
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
EvaluationEvaluation
Review purposeReview purpose What did we achieveWhat did we achieve Do we need to continueDo we need to continue Complete PMI (Plus Minus Complete PMI (Plus Minus
Interesting)Interesting)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted
frequently and is designed tofrequently and is designed tobull Estimate rates of student improvementEstimate rates of student improvementbull Identify students who are not Identify students who are not
demonstrating adequate progressdemonstrating adequate progressbull Compare the efficacy of different forms of Compare the efficacy of different forms of
instruction and design more effective instruction and design more effective individualized instructional programs for individualized instructional programs for problem learnersproblem learners
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
What Is the Difference Between What Is the Difference Between Traditional Assessments and PMTraditional Assessments and PM
Traditional assessmentsTraditional assessmentsbull LengthyLengthybull Administered irregularlyAdministered irregularlybull Feedback is delayedFeedback is delayedbull May lack meaningful contexts (eg May lack meaningful contexts (eg
scores may be based on national norms scores may be based on national norms and a teacherrsquos classroom may differ and a teacherrsquos classroom may differ from the national student sample)from the national student sample)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
What Is the Difference Between What Is the Difference Between Traditional Assessments and CBMTraditional Assessments and CBM
Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progressprogressbull CBM provides an easy and quick method CBM provides an easy and quick method
to measure student progressto measure student progressbull Teachers can analyze student scores Teachers can analyze student scores
and adjust student goals and and adjust student goals and instructional programsinstructional programs
bull Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Curriculum-Based AssessmentCurriculum-Based Assessment FeaturesFeatures
bull Materials align with school curriculumMaterials align with school curriculumbull Measurement is frequentMeasurement is frequentbull Assessment information can be used to Assessment information can be used to
formulate instructional decisionsformulate instructional decisions
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire
school yearschool year Meaningful accurate results can help Meaningful accurate results can help
quantify short- and long-term student quantify short- and long-term student gainsgains
Probes for reading spelling writing and Probes for reading spelling writing and math are brief and easy to administermath are brief and easy to administer
Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Steps for Conducting CBMSteps for Conducting CBM Step 1 Place Students in a Task for Progress Step 1 Place Students in a Task for Progress
Monitoring Monitoring Step 2 Identify the Level for Material for Step 2 Identify the Level for Material for
Monitoring ProgressMonitoring Progress Step 3 Administer and Score ProbesStep 3 Administer and Score Probes Step 4 Graph Scores Step 4 Graph Scores Step 5 Set Goals Step 5 Set Goals Step 6 Apply Decision Rules toStep 6 Apply Decision Rules to
Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals
Step 7 Use the Data Qualitatively to Describe Step 7 Use the Data Qualitatively to Describe Studentsrsquo Strengths and WeaknessesStudentsrsquo Strengths and Weaknesses
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 1 Place Students in a Written Step 1 Place Students in a Written Expression Task for Progress Expression Task for Progress
MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of
material is developmentally material is developmentally appropriateappropriate
Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1ndashWritten Expression CBM in Grades 1ndash12 (as soon as students can write 12 (as soon as students can write sentences)sentences)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 2 Identify the Level of Material for Step 2 Identify the Level of Material for Monitoring ProgressMonitoring Progress
For Written ExpressionFor Written Expressionbull Prompts should be simple in sentence Prompts should be simple in sentence
structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students
bull Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Administer to entire class at one timeAdminister to entire class at one time Present students with a story starterPresent students with a story starter
bull Use a familiar themeUse a familiar themebull End the starter mid-sentenceEnd the starter mid-sentencebull Write the starter at top of student CBM Write the starter at top of student CBM
probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Sample Probes Sample Probes
I was on my way home from school and hellipI was on my way home from school and hellip I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden
helliphellip It was a dark and stormy night hellipIt was a dark and stormy night hellip One day I found the most interesting thing hellipOne day I found the most interesting thing hellip One night I had a strange dream about hellipOne night I had a strange dream about hellip I found a note under my pillow that said hellipI found a note under my pillow that said hellip The cave was very dark and hellipThe cave was very dark and hellip One day I went to school but nobody was there One day I went to school but nobody was there
except me hellipexcept me hellip
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Step 3 Administer and Score Written Expression CBMWritten Expression CBM
bull Read the story starter aloud to the classRead the story starter aloud to the classbull Give students 30 seconds to think about Give students 30 seconds to think about
their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write
notesnotes
bull Re-read story starter aloud to the classRe-read story starter aloud to the classbull Students write for 3 minutes (early Students write for 3 minutes (early
childhood)childhood)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Scoring Written Expression Step 3 Scoring Written Expression
Several ways to scoreSeveral ways to scorebull Total words writtenTotal words writtenbull Total words spelled correctlyTotal words spelled correctlybull Total words written minus incorrectly Total words written minus incorrectly
spelled wordsspelled wordsbull Correct word sequences (CWS)Correct word sequences (CWS)bull Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences
(CIWS)(CIWS)bull Keep the scoring system consistent Keep the scoring system consistent
throughout the entire school yearthroughout the entire school year
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words writtenWords writtenbull Calculate the total number of words Calculate the total number of words
writtenwrittenbull Correct spelling word usage Correct spelling word usage
capitalization and punctuation are capitalization and punctuation are ignoredignored
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see close my eyes so I couldnrsquot see anything but that didnrsquot help Than I anything but that didnrsquot help Than I hear some one breathing I try to stream hear some one breathing I try to stream but nother came out The breathing but nother came out The breathing became close and close to me and the became close and close to me and the worst Part was that I couldnrsquot see athing worst Part was that I couldnrsquot see athing At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuffemaging stuff
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous Bot she we rund bilk to my hous Bot she had to go to the bath room at the had to go to the bath room at the palk So we played a little bit and palk So we played a little bit and we whant to the store and bot we whant to the store and bot some goodessome goodes
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous Bot she had rund bilk to my hous Bot she had to go to the bath room at the palk to go to the bath room at the palk So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodesgoodes
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 Administer and Score Written Step 3 Administer and Score Written Expression CBMExpression CBM
Words spelled correctlyWords spelled correctlybull Calculate the total number of words Calculate the total number of words
spelled correctly spelled correctly bull Any correctly spelled English word is Any correctly spelled English word is
counted as correctcounted as correctbull Proper usage capitalization and Proper usage capitalization and
punctuation are ignored punctuation are ignored
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 3 How to Administer and Step 3 How to Administer and Score Written Expression CBMScore Written Expression CBM
The cave was very dark andThe cave was very dark and I try to I try to close my eyes so I couldnrsquot see anything close my eyes so I couldnrsquot see anything but that didnrsquot help Than I hear some one but that didnrsquot help Than I hear some one breathing I try to stream but nother came breathing I try to stream but nother came out The breathing became close and close out The breathing became close and close to me and the worst Part was that I to me and the worst Part was that I couldnrsquot see athing At first I thought couldnrsquot see athing At first I thought meslef that I an Just emaging stuffmeslef that I an Just emaging stuff
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 4 Graphing ScoresStep 4 Graphing Scores Once CBM data has been collected Once CBM data has been collected
graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a
straightforward way ofstraightforward way ofbull Reviewing student progressReviewing student progressbull Monitoring appropriateness of student goalsMonitoring appropriateness of student goalsbull Judging adequacy of student progressJudging adequacy of student progressbull Comparing and contrasting successful and Comparing and contrasting successful and
unsuccessful instructional aspectsunsuccessful instructional aspects
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 4 Graphing ScoresStep 4 Graphing Scores Teachers can make decisions about Teachers can make decisions about
short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious Graphs help teachers set ambitious
but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual
data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 4 Graphing Scores Step 4 Graphing Scores Two options for creating CBM graphsTwo options for creating CBM graphs
bull Create own studentsrsquo graphs using graph paper and Create own studentsrsquo graphs using graph paper and pencilpencil
bull Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)
Create a master graphCreate a master graphbull Vertical axis range of scores of all students in Vertical axis range of scores of all students in
the classthe classbull Horizontal axis number of weeks of instructionHorizontal axis number of weeks of instruction
Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 4 Graphing Scores Step 4 Graphing Scores
Correct Words Per Assessment
0102030405060
Se
pt
Oc
t
No
v
De
c
Ja
n
Fe
b
Ma
r
Ap
r
Ma
y
Ju
ne
Month
o
f co
rrect
wo
rds
Jsuan
Emily
Goal
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 5 Setting GoalsStep 5 Setting Goals
End-of-year performance goalsEnd-of-year performance goals Three optionsThree options
bull End-of-year benchmarkingEnd-of-year benchmarkingbull Intra-individual frameworkIntra-individual frameworkbull NormsNorms
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 5 Option 1 Step 5 Option 1 Option 1 End-of-Option 1 End-of-
year benchmarkingyear benchmarkingbull Identify end-of-year Identify end-of-year
benchmarkbenchmarkbull Mark as an ldquoXrdquo on the Mark as an ldquoXrdquo on the
graph at the date graph at the date marking the end of the marking the end of the yearyear
bull Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal
GradeGrade BenchmarkBenchmark
1st Written 1st Written ExpressionExpression
Use school or Use school or other normsother norms
2nd Written 2nd Written ExpressionExpression
Use school or Use school or other normsother norms
3rd Written 3rd Written ExpressionExpression
Use school or Use school or other normsother norms
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
44-includes characters but -includes characters but
they are not original they are not original often coming from moviesoften coming from movies
-delineates a plot although it -delineates a plot although it is not as clear as 5is not as clear as 5
-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable
-contains some detail-contains some detail-includes descriptors -includes descriptors
(adverbs and adjectives)(adverbs and adjectives)-words choice contains some -words choice contains some
descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful infrequently colorful infrequently used andor long wordsused andor long words
44-story has somewhat of a -story has somewhat of a
beginning middle beginning middle and an endand an end
-events appear -events appear somewhat random somewhat random but some organization but some organization existsexists
-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally then next (finally then next etc)etc)
-story often contains too -story often contains too many events many events disrupting cohesiondisrupting cohesion
44-sentence structure -sentence structure
generally is accurate generally is accurate but not as good as 5but not as good as 5
-spelling does not hinder -spelling does not hinder readability too muchreadability too much
-sometimes contains -sometimes contains dialoguedialogue
-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not
effect readability too effect readability too muchmuch
-word usage generally is -word usage generally is correct correct (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
33-characters are predictable -characters are predictable
and undevelopedand undeveloped-plot is somewhat -plot is somewhat
haphazardhaphazard-may or may not contain -may or may not contain
original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat
predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)
33-somewhat of a plot exists -somewhat of a plot exists
but story may still lack but story may still lack a beginning middle or a beginning middle or an endan end
-events are somewhat -events are somewhat randomrandom
-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents
33
-sentence structure has a -sentence structure has a few problems few problems
-spelling is somewhat of a -spelling is somewhat of a problemproblem
-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly
-handwriting is legible-handwriting is legible
-punctuation is fair-punctuation is fair
-problems sometimes -problems sometimes occur with word usage occur with word usage (svohomophones-v (svohomophones-v
agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
Step 7 Use the CBM Database Step 7 Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student
Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM
Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics
22-includes few if any -includes few if any
characterscharacters-plot is not developed or -plot is not developed or
apparentapparent-contains virtually no -contains virtually no
original ideasoriginal ideas-detail is significantly -detail is significantly
absentabsent-events are very -events are very
predictablepredictable-word choice is predictable -word choice is predictable
lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)
22-plot lacks organization into -plot lacks organization into
a beginning middle and a beginning middle and an endan end
-events are random lacking -events are random lacking in cohesionin cohesion
-lacks transitions-lacks transitions-often lacks referents-often lacks referents
22-sentence structure makes -sentence structure makes
story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult
to readto read-may use dialogue but does -may use dialogue but does
not punctuate it not punctuate it correctlycorrectly
-handwriting is not very -handwriting is not very legiblelegible
-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic
-word usage is problematic -word usage is problematic (svohomophones-v (svohomophones-v agreement)agreement)
![[Lila Abu-Lughod] Local Contexts of Islamism in Po()](https://img.pdfslide.us/doc/110x75/577cbc751a28aba7118da614/lila-abu-lughod-local-contexts-of-islamism-in-po.jpg)
