Introduction to Using CBM for Progress Monitoring in Reading Pamela Stecker Laura Sáenz Chris Lemons

Introduction to Using CBM for Progress Monitoring in ReadingPamela Stecker Laura SenzChris Lemons

Note About This PresentationAlthough we use progress monitoring measures in this presentation to illustrate methods, we are not recommending or endorsing any specific product.

Using CBM for Progress Monitoring in Reading

Progress MonitoringProgress Monitoring (PM) is conducted frequently and is designed to:Estimate rates of student improvementIdentify students who are not demonstrating adequate progressCompare the efficacy of different forms of instruction and design more effective, individualized instructional programs for problem learners

What Is the Difference Between Traditional Assessments and PM?Traditional assessments:Lengthy testsNot administered on a regular basisTeachers do not receive immediate feedbackStudent scores are based on national scores and averages and a teachers classroom may different tremendously from the national student sample

What is the Difference Between Traditional Assessments and PM?Curriculum-Based Measurement (CBM) is one type of PMCBM provides an easy and quick method to gathering student progressTeachers can analyze student scores and adjust student goals and instructional programsStudent data can be compared to teachers classroom or school district data

Curriculum-Based AssessmentCurriculum-Based AssessmentMeasurement materials aligned with school curriculumMeasurement is frequentAssessment information is used to formulate instructional decisionsCBM is one type of curriculum-based assessment

Most progress monitoring Is mastery measurement.Student progress monitoring is not mastery measurement.

MASTERY MEASUREMENT Describes Mastery of a Series of Short-Term Instructional Objectives To implement Mastery Measurement, the teacherDetermines a sensible instructional sequence for the school yearDesigns criterion-referenced testing procedures to match each step in that instructional sequence

Fourth Grade Math Computation CurriculumMultidigit addition with regroupingMultidigit subtraction with regroupingMultiplication facts, factors to 9Multiply 2-digit numbers by a 1-digit numberMultiply 2-digit numbers by a 2-digit numberDivision facts, divisors to 9Divide 2-digit numbers by a 1-digit numberDivide 3-digit numbers by a 1-digit numberAdd/subtract simple fractions, like denominatorsAdd/subtract whole number and mixed number

Multidigit Addition Mastery Test

Multidigit addition with regroupingMultidigit subtraction with regroupingMultiplication facts, factors to 9Multiply 2-digit numbers by a 1-digit numberMultiply 2-digit numbers by a 2-digit numberDivision facts, divisors to 9Divide 2-digit numbers by a 1-digit numberDivide 3-digit numbers by a 1-digit numberAdd/subtract simple fractions, like denominatorsAdd/subtract whole number and mixed numberFourth Grade Math Computation Curriculum

Multidigit Subtraction Mastery Test

1086420WEEKSMultidigit AdditionMultidigit Subtraction2468101214Multiplication FactsMultidigit Subtraction Mastery TestNumber of problems correct in 5 minutes

Problems Associated With Mastery Measurement:Hierarchy of skills is logical, not empiricalAssessment does not reflect maintenance or generalizationNumber of objectives mastered does not relate well to performance on criterion measuresMeasurement methods are designed by teachers, with unknown reliability and validity

Curriculum-Based Measurement (CBM) Was Designed to Address These ProblemsCBM makes no assumptions about instructional hierarchy for determining measurement (i.e., CBM fits with any instructional approach)CBM incorporates automatic tests of retention and generalization

MATHEMATICSCBM

Fourth Grade Math Computation CurriculumMultidigit addition with regroupingMultidigit subtraction with regroupingMultiplication facts, factors to 9Multiply 2-digit numbers by a 1-digit numberMultiply 2-digit numbers by a 2-digit numberDivision facts, divisors to 9Divide 2-digit numbers by a 1-digit numberDivide 3-digit numbers by a 1-digit numberAdd/subtract simple fractions, like denominatorsAdd/subtract whole number and mixed number

Random numerals within problems (considering specifications of problem types)Random placement of problem types on page

Donalds Progress in Digits CorrectAcross the School Year

A Correct Digit Is the Right Numeral in the Right Place

4507214624614507214623614507214624414correct digits3correct digits2correct digits

One page of a three-page CBM math concepts and applications task (24 total problems)

Donalds Graph and Skills Profile by Problem Type (darker boxes show greater level of mastery of problem type)

Curriculum-Based MeasurementBridging Traditional and Classroom-Based Assessment MethodsTraditionalEvery assessment samples the same, relatively broad range of skills and is of equivalent difficultyMethods for sampling curriculum and for administering/scoring assessments are prescriptiveThose methods are based on reliability, validity, and treatment utility studiesThe CBM score can be viewed as a performance indicator, representing global competence in the target domain

Curriculum-Based MeasurementBridging Traditional and Classroom-Based Assessment MethodsClassroom-BasedRelies on repeated performance samplingDisplays time-series data in graphic formIncorporates qualitative descriptions of student performance

By Bridging Assessment Traditions, CBMYields Information AboutAcademic standing as well as growthGlobal competence as well as skill-by-skill MasteryCan Answer Questions AboutInterindividual differenceIntraindividual improvementHow to strengthen programs

READINGCBM

Grade 2 Reading CurriculumPhonicscvc patternscvce patternscvvc patterns . . . Sight VocabularyComprehensionIdentification of who/what/when/whereIdentification of main ideaSequence of eventsFluency

Grade 2 Reading CBMEach week, every student reads aloud from a second-grade passage for 1 minuteEach weeks passage is the same difficultyAs student reads, teacher marks errorsCount number of words read correctlyGraph scores

CBMNot interested in making kids read fasterInterested in kids becoming better readersThe CBM score is an overall indicator of reading competenceStudents who score high on CBMAre better decodersAre better at sight vocabularyAre better comprehendersCorrelates highly with other global measures of reading (e.g. high stakes testing; commercially available tests; teacher made tests)

CBM Passage for Correct Words per Minute Mom was going to have a baby. Another one! That is all we need thought Samantha who was ten years old. Samantha had two little brothers. They were brats. Now Mom was going to have another one. Samantha wanted to cry.I will need your help, said Mom. I hope you will keep an eye on the boys while I am gone. You are my big girl!Samantha told Mom she would help. She did not want to, thought. The boys were too messy. They left toys everywhere. They were too loud, too. Samantha did not want another baby brother. Two were enough.Dad took Samantha and her brothers to the hospital. They went to Moms room. Mom did not feel good. She had not had the baby. The doctors said it would be later that night. I want to wait here with you, said Samantha. Thank you Samantha. But you need to go home. You will get too sleepy. Go home with Grandma. I will see you in the morning, said Mom.That night Samantha was sad. She knew that when the new baby came home that Mom would not have time for her. Mom would spend all of her time with the new baby.The next day Grandma woke her up. Your mom had the baby last night, Grandma said. We need to go to the hospital. Get ready. Help the boys get ready, too.Samantha slowly got ready. She barely had the heart to get dressed. After she finished, she helped the boys. They sure were a pain! And now another one was coming. Oh brother!Soon they were at the hospital. They walked into Moms room. Mom was lying in the bed. Her tummy was much Smaller. Samantha . . .

What We Look for in CBMStudents whose scores are going upIndicates they are becoming better readersStudents whose scores are flatIndicates they are not profiting from instructional program and require a change in their instructional program

Sarahs Progress on Words Read Correctly

Jessicas Progress on Words Read Correctly

Unified CBMKindergarten: Letter-sound fluencyFirst Semester Grade 1: Word-identification fluencySecond Semester Grades 1-3: Passage reading fluencyGrades 4-6: Maze fluency

KindergartenLetter-Sound FluencyTeacher: Say the sound that goes with each letter.Time: 1 minutep U z u yi t R e wO a s d f v g j S hk m n b VY E i c x

KindergartenLetter-Sound FluencyAlternate-passage stability (3 weeks): .92 - .94Criterion validity with WRMT: .58 - .71 Predictive Validity with CBM (Fall 1 to Spring 1): .68Predictive Validity with CBM (Fall K to Spring 1): .54 Predictive Validity with TerraNova (Fall 1 to Spring 1): .53Predictive Validity with TerraNova (Fall K to Spring 1): .43

First-Semester Grade 1Word-Identification FluencyTeacher: Read these words.Time: 1 minute.

twoforcomebecauselastfrom ...

Early First Grade Word-Identification FluencyAlternate-passage stability (3 weeks): .97Criterion validity with WRMT: .75 - .93Predictive Validity with CBM (22-30 weeks): .68 - .87Predictive Validity with TerraNova (22-30 weeks): .62 - .76

Second Semester Grades 1-3: Passage Reading FluencyNumber of words read aloud correctly in 1 minute on end-of-year passages

CBM Passage for Correct Words per MinuteJason Fry ran home from school. He had to pack his clothes. He was going to the beach. He packed a swimsuit and shorts. He packed tennis shoes and his toys. The Fry family was going to the beach in Florida.The next morning Jason woke up early. He helped Mom and Dad pack the car, and his sister, Lonnie, helped too. Mom and Dad sat in the front seat. They had maps of the beach. Jason sat in the middle seat with his dog, Ruffie. Lonnie sat in the back and played with her toys. They had to drive for a long time. Jason looked out the window. He saw farms with animals. Many farms had cows and pigs but some farms had horses. He saw a boy riding a horse. Jason wanted to ride a horse, too. He saw rows of corn growing in the fields. Then Jason saw rows of trees. They were orange trees. He sniffed their yummy smell. Lonnie said she could not wait to taste one. Dad stopped at a fruit market by the side of the road. He bought them each an orange.

Second Semester Grades 1-3: Passage Reading FluencyAlternate-passage stability (3 weeks): .92Criterion validity with WRMT: .70 - .89Predictive validity with CBM (22-30 weeks): .72 - .86Predictive validity with TerraNova (22-30 weeks): .65 - .72

Grades 4-6: Maze FluencyNumber of words replaced correctly in 2.5 minutes on end-of-year passages from which every 7th word has been deleted and replaced with 3 choices

Computer Maze

Grades 4-6: Maze FluencyAlternate-passage stability (3 weeks): .94Criterion validity with WRMT: .71 - .93Predictive Validity with CBM (22-30 weeks): .70 - .84Predictive Validity with TerraNova (22-30 weeks): .67 - .74

Donalds Progress on Words Selected Correctly for CBM Maze Task

Minimum End of YearCBM BenchmarksK: 40 letter sounds per min (LSF)1: 60 words correct per min (WIF)1: 50 words correct text per min (PRF)2: 75 words correct from text per min (PRF)3: 100 words correct from text per min (PRF)4: 20 replacements to text per 2.5 min (MAZE)5: 25 replacements to text per 2.5 min (MAZE)6: 30 replacements to text per 2.5 min (MAZE)

Grade 2 CBM ScreeningStudents are at risk of reading failure if theyScore < 40 at beginning of yearAre improving < 1 word per weekWill not achieve end-of-year benchmark of 75At-risk students should beWatched carefullyWith instruction designed to meet their needs

In Sum, CBM Is Used to:Identify at-risk students who may need additional services Help general educators plan more effective instruction Help special educators design more effective instructional programs for students who do not respond to general education

In Sum, CBM Is Used to:Document student progress for accountability purposes, including IEPsCommunicate with parents or other professionals about student progress

Curriculum-Based AssessmentCBM is distinctive:Each CBM test if of equivalent difficultySamples the year-long curriculumCBM is highly prescriptive and standardizedReliable and valid scores

The Basics of CBMCBM monitors student progress throughout the school yearStudents are given reading probes at regular intervalsWeekly, bi-weekly, monthlyTeachers use student data to quantify short- and long-term goals that will meet end-of-year goals

The Basics of CBMCBM tests are brief and easy to administerAll tests are different, but assess the same skills and the same difficulty levelCBM scores are graphed for teachers to use to make decisions about instructional programs and teaching methods for each student

CBM ResearchCBM research has been conducted over the past 30 yearsResearch has demonstrated that when teachers use CBM for instructional decision making:Students learn moreTeacher decision making improvesStudents are more aware of their performance

Steps to Conducting CBMStep 1: How to Place Students in aReading CBM Task for Progress Monitoring Step 2: How to Identify the Level for Material for Monitoring Progress for Passage Reading Fluency and Maze Fluency Step 3: How to Administer and Score Reading CBMStep 4: How to Graph Scores

Steps to Conducting CBMStep 5: How to Set Ambitious GoalsStep 6: How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase GoalsStep 7: How to Use the CBM Database Qualitatively to Describe Students Strengths and Weaknesses

Step 1: How to Place Students in a Reading CBM TaskAt KindergartenLetter Sound FluencyAt Grade 1Word Identification FluencyAt Grades 2-3Passage Reading FluencyAt Grades 4-6Maze Fluency

Step 2: How to Identify the Level of Material for Monitoring ProgressGenerally, students use the CBM materials prepared for their grade levelHowever, some students may need to read from a different grade level if they are well below grade-level expectations

Step 2: How to Identify the Level of Material for Monitoring ProgressTo find the appropriate CBM level:Determine grade level text for studentAdminister 3 CBM Passage Reading Fluency passagesIf student reads 10-50 words correct in 1 minute but with less than 85-90% accuracy, move to next lower CBM levelIf student reads more than 50 words correct in 1 minute, move to the highest level of text where he/she reads between 10-50 words correct until the student reaches his/her grade levelIf the student reads less than 10 correct words in 1 minute, use the CBM word identification fluency measure instead of CBM PRF or CBM Maze Fluency for progress monitoring.

Step 3: How To Administer and Score Reading ProbesStudents read letters, isolated words or passages for 1 minuteStudent reads out loud while teacher marks student errorsThe number of letters or words correct is calculated and graphed on student graphFour CBM reading tasks are considered

CBM Letter Sound Fluency (LSF)For kindergarten studentsStudent presented with page of 26 random letters on LSF Student CopyStudent reads the letter sounds for 1 minuteTeacher marks errors on LSF Teacher Score Sheet

CBM Letter Sound Fluency (LSF)Student copy of LSFLetters in the box are practice

CBM Letter Sound Fluency (LSF)LSF Teacher Score SheetErrors are marked with a slash (/)Score is adjusted if student completes in less than 1 minute

CBM Letter Sound Fluency (LSF)Only short vowel sounds are correct.If the student answers correctly, immediately point to the next letter on the students copy.

CBM Letter Sound Fluency (LSF)If the student does not respond after 3 seconds, point to the next letter.Do not correct errors.

CBM Letter Sound Fluency (LSF)Mark errors on teachers score sheet.At 1 minute, circle the last letter the child attempts.

CBM Letter Sound Fluency (LSF)Abbys CBM LSF Errors are marked with a slash (/)Last sound (/r/) is circled23 sounds attempted5 incorrectAbbys score = 18

CBM Letter Sound Fluency (LSF)Lets practice.This is the Teacher Score Sheet.

CBM Letter Sound Fluency (LSF)Lets practice.This is the Student copy.

Adjusting the Score# of sounds correct # of seconds A x 60 = Adjusted scoreExample: 20 correct sounds in 45 seconds20 / 45 = .44.44 * 60 = 26.67 Adjusted score = 27 in 60 seconds= A

CBM Word Identification Fluency (WIF)For first-grade studentsStudent presented with a list of 50 wordsStudent reads words for 1 minuteTeacher marks errors on WIF Score Sheet

CBM Word Identification Fluency (WIF)CBM WIF Student list

CBM Word Identification Fluency (WIF)WIF Teacher Score SheetWords read correctly marked as 1Words read incorrectly marked as 0

CBM Word Identification Fluency (WIF)If the student hesitates, prompt her to move to the next word after 2 seconds.If the student is sounding out a word, prompt him to move to the next word after 5 seconds.

CBM Word Identification Fluency (WIF)Do not correct errors.Mark errors on score sheet.

CBM Word Identification Fluency (WIF)At 1 minute, circle the last word the student reads.If the student finishes in less than 1 minute, note the number of seconds it took to complete the word list.See administration and scoring guide for information on adjusting scores.

CBM Word Identification Fluency (WIF)Shamekas CBM WIFCorrect words marked as 1Incorrect words marked as 0Last word read (car) is circledShamekas score = 29

CBM Word Identification Fluency (WIF)Lets practice.This is the Teacher Score Sheet.

CBM Word Identification Fluency (WIF)Lets practice.This is the Student list.

Adjusting the Score# of sounds correct # of seconds A x 60 = Adjusted score= A

CBM Passage Reading Fluency (PRF)For students in grades 1-6Student reads grade-appropriate passage for 1 minute from PRF Student copyTeacher marks errors on PRF Teacher copy

CBM Passage Reading Fluency (PRF)PRF Student copy

CBM Passage Reading Fluency (PRF)PRF Teacher copyNumbers along margin allow for easy calculation of words attempted

CBM Passage Reading Fluency (PRF)Scoring guidelines:Repetitions, self-corrections, insertions, and dialectical differences are all scored as CORRECTMispronunciations, word substitutions, omitted words, hesitations (word not said within 3 seconds), and reversals are all scored as ERRORS

CBM Passage Reading Fluency (PRF)Additional scoring guidelines:A skipped line is counted as 1 errorEvery word but 1 of the words is subtracted from the total number of words attempted

CBM Passage Reading Fluency (PRF)Reggies CBM PRFWords read incorrectly marked with a slash (/)Lines omitted marked with a horizontal lineLast word read in 1 minute marked with a slash

CBM Passage Reading Fluency (PRF)135 words attempted in 1 minute14 of 15 words omitted in 4th line subtracted from 136 (135 14 = 121)1 omission error and 8 reading errors subtracted from 121 (121 9 = 112)Reggies score = 112

CBM Passage Reading Fluency (PRF)This is the first page of the Teacher Copy.

CBM Passage Reading Fluency (PRF)This is the first page of the Student Copy.

CBM Passage Reading Fluency (PRF)Lets practice (It Was Raining)

CBM Passage Reading Fluency (PRF)Student errors

It was raining outside, and there was nothing for Norman to do.12 I have the most boring life, he moaned, as he plopped down on the26couch. Just as he switched on the television, the power went out. 38Watching a blank television was not something Norman wanted to do. 49He looked around at the four dismal walls that kept him out of the rain. 64Now what am I going to do?71You could tidy up your room, his mom suggested, or organize your83closet. Your closet is a disaster, Norman. Im actually frightened

80 words attempted in 1 minute, 7 errors = 73 words read correctly

CBM Passage Reading Fluency (PRF)Lets practice (An Old Man)

CBM Passage Reading Fluency (PRF)Student errors:An old man lived in a shack deep in the forest. His tiny shack stood15 beside a musical brook. He didnt mind that his house was tiny or that29 the wind blew in under his doors. Even though he was cramped and 42often cold, he could listen to the music of the brook all day and night.57In his spare time, the old man made bells out of brass and silver. 71However, the bells he made were silent. Only the musical brook beside 83his shack could make the bells ring. Every evening the man would carry96 the bells hed forged that day to the brook and dip them into its musical 111waters.112

102 words attempted in 1 minute, 6 errors = 96 words read correctly

CBM Maze FluencyFor students in grades 1-6Administered to a group of students at one timeStudents read passage and circle correct word for each blankTests lasts for 2.5 minutesTeacher grades each test later

CBM Maze FluencyMaze Student copyStudents receive 1 point for each correct answerScoring is discontinued if 3 consecutive errors are made

CBM Maze FluencyJuans CBM Maze10 correct answers before he made 3 consecutive mistakesJuans score = 10

CBM Maze FluencyLets practice.This is the first page of the CBM Maze test, Summer Camp.

CBM Maze Fluency

Step 4: How to Graph CBM ScoresGraphing student scores is vitalGraphs provide teachers with a straightforward way ofReviewing a students progressMonitoring the appropriateness of student goalsJudging the adequacy of student progressComparing and contrasting successful and unsuccessful instructional aspects of a students program

Step 4: How to Graph CBM ScoresTeachers can use computer graphing programsList available in Appendix A of manualTeachers can create their own graphsCreate template for student graphUse same template for every student in the classroomVertical axis has range of student scoresHorizontal axis has number of weeks

Step 4: How to Graph CBM Scores

Step 4: How to Graph CBM ScoresStudent scores are plotted on graph and a line is drawn between scores

Step 5: How to Set Ambitious GoalsOnce a few scores have been graphed, the teacher decides on an end-of-year performance goal for each studentThree options for making performance goals:End-of-Year BenchmarkingNational NormsIntra-Individual Framework

Step 5: How to Set Ambitious GoalsEnd-of-Year BenchmarkingFor typically developing students, a table of benchmarks can be used to find CBM end-of-year performance goal

Step 5: How to Set Ambitious GoalsNational NormsFor typically developing students, a table of average rates of weekly increase can be used to find end-of-year performance goal

Step 5: How to Set Ambitious GoalsMedian: 294th Grade PRF Norm: 0.90Multiply by weeks left: 16 0.90 = 14.4Added to median: 14.4 + 29 = 43.443.0 is end-of-year performance goal

Step 5: How to Set Ambitious GoalsIntra-Individual FrameworkWeekly rate of improvement is calculated using at least 8 data pointsBaseline rate is multiplied by 1.5Product multiplied by number of weeks until end of school yearAdded to students baseline score to produce end-of-year performance goal

Step 5: How to Set Ambitious Goals1st 8 scores: 10, 12, 9, 14, 12, 15, 12, 14Difference between first and third median scores: 14 10 = 4

Divided by weeks-1: 4 (8-1) = 0.57

Multiplied by baseline: 0. 57 1.5 = 0.855

Multiplied by weeks left: 0.855 14 = 11.97

Product added to median: 11.97 + 10 = 21.97

22 is end-of-year performance goal

Step 5: How to Set Ambitious GoalsOnce the end-of-year performance goal has been created, the goal is marked on the student graph with an XA goal-line is drawn between the median of the students scores and the X

Step 5: How to Set Ambitious Goals WIF: Correctly Read Words Per Minute

Step 5: How to Set Ambitious GoalsAfter drawing the goal-line, teachers continually monitor student graphsAfter 7-8 CBM scores, teachers draw a trend-line to represent actual student progressGoal-line and trend-line are comparedTrend-line is drawn using the Tukey method

Step 5: How to Set Ambitious GoalsTukey methodGraphed scores are divided into 3 fairly equal groupsTwo vertical lines drawn between groups

Step 5: How to Set Ambitious GoalsTukey method (cont.)In the first and third groups:Find median data point and the median dateMark the intersection of these two with XDraw a line connecting the first group X and third group XThis line is the trend-line

Step 5: How to Set Ambitious Goals

Step 5: How to Set Ambitious GoalsCBM computer management programs are availablePrograms create graphs and aid teachers with performance goals and instructional decisionsVarious types available for varying feesListed in Appendix A of manual

Step 6: How to Apply Decision Rules to Graphed ScoresAfter trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisionsStandard decision rules help with this process

Step 6: How to Apply Decision Rules to Graphed ScoresBased on 4 most recent consecutive scores:If scores are above goal-line, end-of-year performance goal needs to be increasedIf scores are below goal-line, student instructional program needs to be revised

Step 6: How to Apply Decision Rules to Graphed Scores

Step 6: How to Apply Decision Rules to Graphed ScoresBased on the students trend-line:If trend-line is stepper than goal-line, end-of-year performance goal needs to be increasedIf trend-line is flatter than goal-line, students instructional program needs to be revisedIf trend-line and goal-line are fairly equal, no changes need to be made

Step 6: How to Apply Decision Rules to Graphed Scores

Step 7: How to Use Data to Describe Student Strengths and WeaknessesUsing CBM PRF, student miscues may be analyzed to describe possible student strengths and weaknessesStudent reads a CBM PRF passage and teacher writes down student errorsFirst 10 errors are analyzed using a Quick Miscue Analysis Table

Step 7: How to Use Data to Describe Student Strengths and Weaknesses

Other Ways to Use the CBM DatabaseHow to Use the CBM Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student OutcomesHow to Incorporate Decision-Making Frameworks to Enhance General Educator PlanningHow to Use Progress Monitoring to Identify Non-Responders Within a Response-to-Intervention Framework to Identify Disability

How to Use CBM Data to Accomplish Teacher and School AccountabilityNo Child Left Behind requires all schools to show Adequate Yearly Progress (AYP) towards proficiency goalSchools must determine measure(s) for AYP evaluation and the criterion for deeming an individual student proficientCBM can be used to fulfill the AYP evaluation in reading

How to Use CBM Data to Accomplish Teacher and School AccountabilityUsing Reading CBM:Schools can assess students to identify number of initial students who meet benchmarks (initial proficiencyThe discrepancy between initial proficiency and universal proficiency is calculated

How to Use CBM Data to Accomplish Teacher and School AccountabilityUsing Reading CBM:The discrepancy is divided by the number of years before the 2013-2014 deadlineProvides the number of additional students who must meet benchmarks each year

How to Use CBM Data to Accomplish Teacher and School AccountabilityAdvantages of using CBM for AYP:Measures are simple and easy to administerTraining is quick and reliableEntire student body can be measured efficiently and frequentlyRoutine testing allows schools to track progress during school year

How to Use CBM Data to Accomplish Teacher and School AccountabilityAcross-Year School Progress

How to Use CBM Data to Accomplish Teacher and School AccountabilityWithin-Year School Progress

How to Use CBM Data to Accomplish Teacher and School AccountabilityWithin-Year Teacher Progress

How to Use CBM Data to Accomplish Teacher and School AccountabilityWithin-Year Special Education Progress

How to Use CBM Data to Accomplish Teacher and School AccountabilityWithin-Year Student Progress

How to Incorporate Decision-Making Frameworks for PlanningCBM Reports prepared by computer can provide the teacher with information about the class:Student CBM raw scoresGraphs of the low-, middle- and high-performing readersCBM score averagesList of students who may need additional intervention

How to Incorporate Decision-Making Frameworks for Planning

How to Use PM to Identify Non-Responders to Identify DisabilityTraditional assessment for identifying students with learning disabilities relies on intelligence and achievement testsAlternative framework is conceptualized as non-responsiveness to otherwise effective instructionDual-discrepancy:Student performs below level of classmatesStudents learning rate below classmates

How to Use PM to Identify Non-Responders to Identify DisabilityAll students do not achieve same degree of reading competenceJust because reading growth is low, student doesnt automatically receive special education servicesIf learning rate is similar to other classmates, student is profiting from the regular education environment

How to Use PM to Identify Non-Responders to Identify DisabilityIf a low-performing student is not demonstrating growth where other students are thriving, special intervention should be consideredAlternative instructional methods must be tested to address mismatch between students learning requirements and requirements in conventional instructional program

Case Study #1: Sascha

Case Study #2: Harrisburg Elem.Using CBM towards reading AYP378 students125 met initial benchmarks Discrepancy between universal proficiency and initial proficiency is 253 studentsDiscrepancy of 253 students is divided by number of years until 2013-2014253 11 = 2323 students need to meet CBM benchmarks each year to demonstrate AYP

Case Study #2: Harrisburg Elem.Harrisburg Elementary:Across-Year School Progress

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Within-Year School Progress

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Mrs. Chin Teacher Graph

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Mr. Elliott Teacher Graph

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Special Education Graph

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Hallie Martin Student Graph

Case Study #2: Harrisburg Elem.Harrisburg Elementary: Davindra Sindy Student Graph

Case Study #3: Mrs. Wilson

Case Study #4: Joshua

Case Study #4: JoshuaPRF: Words Read Correctly Per Minute

CBM MaterialsAIMSweb / Edformation DIBELS Edcheckup McGraw-Hill Pro-Ed, Inc. Vanderbilt University

CBM ResourcesAppendix B of handoutsAppendix B of CBM manual

(Introduction of Presenters.)

Today we will be talking about one form of Progress Monitoring: Curriculum-Based Measurement, or CBM.Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed toestimate rates of improvement, Identify students who are not demonstrating adequate progress and therefore require additional or alternative forms of instruction and/or compare the efficacy of different forms of instruction and thereby design more effective, individualized instructional programs for problem learners.Traditional assessments used in schools are generally lengthy tests that are not administered on a regular basis. Many times, traditional assessments are administered to students once per year, and teachers do not receive their students scores until weeks or months later, sometimes after the school year is complete. Because teachers do not receive immediate feedback, they cannot use these assessments to adapt their teaching methods or instructional programs in response to the needs of their students. One type of progress monitoring, CBM, is an alternative to commercially prepared traditional assessments that are administered at one point in time. CBM provides teachers with an easy and quick method of obtaining empirical information on the progress of their students. With frequently obtained student data, teachers can analyze student scores to adjust student goals and revise their instructional programs. That way, instruction can be tailored to best fit the needs of each student.

One problem with traditional assessments is that student scores are based on national scores and averages. In fact, the students in a teachers classroom may differ tremendously from a national sample of students. CBM allows teachers to compare an individual students data to data on other students in their classroom. Schools or school districts may also collect normative data on the students within their own school or district to provide teachers with a local normative framework for interpreting scores.

Curriculum-based assessment is a broader term than CBM. As defined by Tucker (1987), CBM meets the three curriculum-based assessment requirements:measurement materials are aligned with the schools curriculum; measurement is frequent; and assessment information is used to formulate instructional decisions.

CBM is just one type of curriculum-based assessment.

Resource:Tucker, J. (1987). Curriculum-based assessment is not a fad. The Collaborative Educator, 1, 4, 10.These benchmarks correspond to the 40th percentile. CBM is a distinctive form of curriculum-based assessment because of two additional properties. First, each CBM test is an alternate form of equivalent difficulty. Each test samples the year-long curriculum in exactly the same way using prescriptive methods for constructing the tests. In fact, CBM is usually conducted with generic tests, designed to mirror popular curricula. By contrast, other forms of curriculum-based assessment (CBA) require teachers to design their own assessment procedures. The creation of those CBA tests can be time-consuming for teachers because the measurement procedures (a) change each time a student masters an objective and (b) can differ across pupils in the same classroom.

The second distinctive feature of CBM is that it is highly prescriptive and standardized. This guarantees reliable and valid scores. CBM provides teachers with a standardized set of materials that have been researched to produce meaningful and accurate information. By contrast, the adequacy of teacher-developed CBA tests and commercial CBA tests is largely unknown. It is uncertain whether scores on those CBA tests represent performance on meaningful, important skills and whether the student would achieve a similar score if the test were re-administered. CBM is used to monitor student progress across the entire school year. Students are given standardized reading probes at regular intervals (weekly, bi-weekly, monthly) to produce accurate and meaningful results that teachers can use to quantify short- and long-term student gains toward end-of-year goals. With CBM, teachers establish long-term (i.e., end-of-year) goals indicating the level of proficiency students will demonstrate on by the end of the school year.CBM tests (also called probes) are relatively brief and easy to administer. The probes are administered the same way every time. Each probe is a different test, but the probes assess the same skills at the same difficulty level. The reading probes have been prepared by researchers or test developers to represent curriculum passages and to be of equivalent difficulty from passage to passage within each grade level.

Probes are scored for reading accuracy and speed, and student scores are graphed for teachers to consider when making decisions about the instructional programs and teaching methods for each student in the class. CBM provides a doable and technically strong approach for quantifying student progress. Using CBM, teachers determine quickly whether an educational intervention is helping a student.

Research has demonstrated that when teachers use CBM to inform their instructional decision making, students learn more, teacher decision making improves, and students are more aware of their own performance (e.g., Fuchs, Deno, & Mirkin, 1984). CBM research, conducted over the past 30 years, has also shown CBM to be reliable and valid (e.g., Deno, 1985; Germann & Tindal, 1985; Marston, 1988; Shinn, 1989).

A more in-depth bibliography of CBM research is available in the CBM manual.

Resources:Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

Fuchs, L.S., Deno, S.L., & Mirkin, P.K. (1984). Effects of frequent curriculum-based measurement of evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.

Germann G., & Tindal, G. (1985). An application on curriculum-based assessment: The use of direct and repeated measurement. Exceptional Children, 52, 244-265.

Marston, D. (1988). The effectiveness of special education: A time-series analysis of reading performance in regular and special education settings. The Journal of Special Education, 21, 13-26.

Shinn, M.R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.The following are the seven steps needed to conduct CBM. Well highlight each of the steps, but a more in-depth explanation of each step is in the CBM manual.

Step 1 discusses How to Place Students in a Reading CBM Task for Progress Monitoring (page 8 of CBM manual)

Step 2 discusses How to Identify the Level for Material for Monitoring Progress for Passage Reading Fluency and Maze Fluency (page 9 of CBM manual)

Step 3 discusses How to Administer and Score Reading CBM (page 9 of CBM manual)

Step 4 discusses How to Graph Scores (page 24 of CBM manual)Step 5 discusses How to Set Ambitious Goals (page 26 of CBM manual)

Step 6 discusses How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals (page 33 of CBM manual)

Step 7 discusses How to Use the CBM Database Qualitatively to Describe Students Strengths and Weaknesses (page 39 of CBM manual)The first decision for implementing CBM in reading is to decide what task is developmentally appropriate for each reader to be monitored over the academic year. For students who are developing at a typical rate in reading, the correct CBM tasks are as follows: At Kindergarten, Letter Sound Fluency (or Phoneme Segmentation Fluency).Select Letter Sound Fluency if you are more interested in measuring students' progress toward actual decoding.Select Phoneme Segmentation Fluency if you are more interested in measuring students' progress toward phonological awareness.

At Grade 1, Word Identification Fluency. At Grades 2-3, Passage Reading Fluency.Use the guidelines in the section about Passage Reading Fluency to determine what level of passages to use for progress monitoring.

At Grades 4-6, Maze Fluency.Use the guidelines in the section about Maze Fluency to determine what level of passages to use for progress monitoring.

Once you select a task for CBM progress monitoring (and for Passage Reading Fluency or Maze Fluency, a grade level of passages for progress monitoring), stick with that task (and level of passages) for the entire year. The second step for implementing CBM is to learn How to Identify the Level of Material for Monitoring Progress.

For Passage Reading Fluency (PRF), and Maze Fluency, teachers use CBM passages written at the students current grade level. However, if a student is well below grade-level expectations, he or she may need to read from a lower grade level of passage. If teachers are worried that a student is too delayed in reading to make the grade-level passages appropriate, then find the appropriate CBM level by following these steps.

Determine the grade level text at which you expect the student to read competently by years end.

2. Administer 3 passages at this level. Use generic CBM Passage Reading Fluency (PRF) passages, not passages that teachers use for instruction.If the student reads less than 10 correct words in 1 minute, use the CBM word identification fluency measure instead of CBM PRF or CBM Maze Fluency for progress monitoring. If the student reads between 10 and 50 correct words in 1 minute but less than 85-90% correct, move to the next lower level of text and try 3 passages.If the student reads more than 50 correct words in 1 minute, move to the highest level of text where he/she reads between 10 and 50 words correct in 1 minute (but not higher than the students grade-appropriate text).

3. Maintain the student on this level of text for the purpose of progress monitoring for the entire school year.

The third step for implementing CBM is to learn How to Administer and Score Reading CBM Probes.

With Reading CBM, students read letters, isolated words, or passages within a 1-minute time span. The student has a student copy of the reading probe, and the teacher has an examiner copy of the same probe. The student reads out loud for 1 minute while the teacher marks student errors. The teacher calculates the number of letters or words read correctly and graphs this score on a student graph. The CBM score is a general overall indicator of the students reading competency.

In reading, the following CBM tasks are available at these grade levels.Letter Sound Fluency (Kindergarten)Phoneme Segmentation Fluency (Kindergarten)Word Identification Fluency (Grade 1)Passage Reading Fluency (Grades 1-8)Maze fluency (Grades 1-6)

We will discuss each of these five CBM tasks.

The first CBM task is CBM Letter Sound Fluency (LSF). LSF is used to monitor student progress in beginning decoding at kindergarten.

CBM LSF is administered individually. The examiner presents the student with a single page showing 26 letters in random order. The student has 1 minute to say the sounds that correspond with the 26 letters. The examiner marks student responses on a separate score sheet. The score is the number of correct letter sounds spoken in 1 minute. If the student finishes in less than 1 minute, the score is prorated. This is the Student copy of CBM LSF. This would be the copy presented to the student to read.

The teacher says to the student: Im going to show you some letters. You can tell me what sound the letters make. You may know the sound for some letters. For other letters, you may not know the sounds. If you dont know the sound a letter makes, dont worry. Okay? Whats most important is that you try your best. Ill show you how this activity works. My turn first. (Refer to the practice portion of the CBM LSF sheet.) This says /b/. Your turn now. What sound does it say?Student: /b/Very good. You told me what sound the letter makes. Youre doing a really good job. Now it will be just your turn. Go as quickly and carefully as you can. Remember to tell me the sounds the letters make. Remember just try your best. If you dont know the sounds its okay.

At that point, the teacher triggers the stopwatch and the student says the letter sounds for 1-minute. If the student makes a mistake on the practice letters, additional correction procedures are available in the CBM LSF administration and scoring guide.

This is the Teacher Score Sheet for CBM LSF.

When scoring CBM LSF, short vowels (rather than long vowel sounds) are correct. If the student answers correctly, the examiner immediately points to the next letter on the student copy. If the student answers incorrectly, the examiner marks the letter as incorrect by making a slash through that letter on the teachers score sheet. If a student does not respond after 3 seconds, the examiner points to the next letter. As the student reads, the examiner does not correct mistakes.

At 1 minute, the examiner circles the last letters for which the student provides a correct sound. If the student finishes in less than 1 minute, the examiner notes the number of seconds it took to finish the letters. The score is adjusted if completed in less than 1 minute. Information on adjusting scores is available in the CBM LSF administration and scoring guide.Look at the following CBM LSF score sheet. Abby mispronounced 5 letters sounds in 1 minute. The last letter sound she said correctly (/r/) is circled. Her score for the LSF would be 18. A score of 18 would be charted on Abbys CBM graph.

Lets practice CBM LSF.

In your materials packet, Handout #1 is a Teacher Score Sheet for CBM LSF. Handout #2 is a Student copy of CBM LSF.

Choose a partner. One of you is the Teacher. The Teacher uses the Teacher script and Teacher Score Sheet. The other person is the student. Place the Student copy of CBM LSF in front of the Student.

Heres what happens. The Teacher introduces the activity to the student. Then for timing purposes, all of the Students will begin reading at the same time. Ill time 1 minute for everyone the Teacher marks errors on the Score Sheet.

Go ahead and read from the script. (Allow time for Teachers to read from script.)Are all the Students ready to say the letter sounds? Great. Go ahead and begin. (Time for 1 minute. Teachers mark errors as students read.)

(At the end of 1 minute,) Great! Now Teachers circle the last letter sound your student read. Subtract any errors from the total sounds attempted in 1 minute. That is the students score.

If you need to pro-rate a students score: write down the total number of second it took the students to read all the letter sounds. Divide the number of correct sounds by the number of seconds. Then, multiply that number by 60. Does anyone have any questions?

The third CBM task is CBM Word Identification Fluency (WIF). WIF is used to monitor students overall progress in reading at first grade.

CBM WIF is administered individually. The examiner presents the student with a single page with 50 words. The 50 words have been chosen from the Dolch 100 most frequent words list or from The educators word frequency guide (Zeno, Ivens, Millard, & Duvvuri; 1995) 500 most frequent word list with 10 words randomly selected from each hundred. The student has 1 minute to read the words. The examiner marks student errors on a separate score sheet. The score is the number of correct words spoken in 1 minute. If the student finishes in less than 1 minute, the score is prorated.

Resources:Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator's word frequency guide. New York, NY: Touchstone Applied Science Associates, Inc.This is a copy of the CBM WIF Student list. The student reads from this copy.This is an example of the CBM WIF teacher copy. The teacher marks student errors on this page.

The teacher begins by saying: When I say, Go, I want you to read these words as quickly and correctly as you can. Start here (point to the first word) and go down the page (run your finger down the first column). If you dont know a word, skip it and try the next word. Keep reading until I say stop. Do you have any questions?

The test is timed for 1 minute. The teacher scores a word as a 1 if its correct and a 0 if its incorrect. If the student hesitates, after 2 seconds he/she is prompted to move to the next word. If the student is sounding out a word, he/she is prompted to move to the next word after 5 seconds. As the student reads, the examiner does not correct mistakes and marks errors on the score sheet.

At 1 minute, the examiner circles the last word the student reads. If the student finishes in less than 1 minute, the examiner notes the number of seconds it took to complete the word list, and the student score is adjusted.

Look at the following CBM WIF score sheet. Words read correctly were marked with a number 1. Words read incorrectly are marked with a number 0. Shameka mispronounced 7 words in 1 minute. The last word she read correctly (car) is circled. Her score for the WIF is 29. A score of 29 is charted on Shamekas CBM graph.Lets practice. In your materials packet, Handout #4 is the Teacher Score Sheet for CBM WIF. Handout #5 is the Student word list for CBM WIF.

One of you is the Teacher. One of you is the Student. The Teacher reviews the directions with the Student and then all the Students read words for 1 minute. Teachers mark words read correctly with a 1 and words read incorrectly as a 0.

Teachers, go ahead and read the script for CBM WIF. (Allow time for teachers to read script.)

Alright, are all the Students ready to read? Begin. (Time for 1 minute. When 1 minute is up say) Great. Teachers, circle the last word your Student read. Go ahead and calculate the score.

Do you have any questions?

The fourth CBM task is CBM Passage Reading Fluency (PRF). PRF is used to monitor students overall progress in reading at grades 1-6. Some teachers prefer Maze Fluency beginning at Grade 4.

CBM PRF is administered individually. In general education classrooms, students take on PRF test each week. Special education students take two PRF tests each week. Each PRF test uses a different passage at the same grade level of equivalent difficulty. For higher-performing general education students, teachers might administer PRF tests (also referred to as probes) on a monthly basis and have each student read three probes on each occasion.

For each CBM PRF reading probe, the student reads from a student copy that contains a grade-appropriate reading passage. The examiner scores the student on an examiner copy. The examiner copy contains the same reading passage but has a cumulative count of the number of words for each line along the right side of the page. The numbers of the teacher copy allow for quick calculation of the total number of words a student reads in 1 minute.This is the CBM PRF Student copy. This copy is placed in front of the student.

This is the CBM PRF teacher copy. The teacher marks student errors on this sheet. The numbers alongside the margin allow for easy calculation of the number of words a student has read.

The teacher begins by saying: I want you to read this story to me. Youll have 1 minute to read. When I say begin, start reading aloud at the top of the page. Do your best reading. If you have trouble with a word, Ill tell it to you. Do you have any questions? Begin.

The teacher times the student reading for 1 minute.

The examiner marks each student error with a slash (/). At the end of 1 minute, the last word read is marked with a bracket (]). If a student skips an entire line of a reading passage, a straight line is drawn through the skipped line. When scoring CBM probes, the teacher identifies the count for the last word read in 1 minute, the total number of errors and then subtracts errors from the total number of words to calculate the student score. There are a few scoring guidelines to follow when administering reading CBM probes. Repetitions (words said over again), self-corrections (words misread, but corrected within 3 seconds), insertions (words added to passage), and dialectical difference (variations in pronunciation that conform to local language norms) are all scored as correct. Mispronunciations, word substitutions, omitted words, hesitations (words not pronounced within 3 seconds), and reversals (two or more words transposed) are all scored as errors.

Numerals are counted as words and must be read correctly within the context of the passage. With hyphenated words, each morpheme separated by a hyphen(s) is counted as a word if it can stand alone on its own (e.g., Open-faced is scored as two words but re-enter is scored as one word). Abbreviations are counted as words and must be read correctly within the context of the sentence.

As teachers listen to students read, they can note the types of decoding errors that students make, the kinds of decoding strategies students use to decipher unknown words, how miscues reflect students reliance on graphic, semantic, or syntactic language features, and how self-corrections, pacing, and scanning reveal strategies used in the reading process. Teachers can use these more qualitative descriptions of a students reading performance to identify methods to strengthen the instructional program for each student. More information about noting student decoding errors is covered under Step 7: How to Use the Database Qualitatively to Describe Student Strengths and Weaknesses. Well get to that a little later.If a student skips several connected words or an entire line of the reading probe, the omission is calculated as 1 error. If this happens, every word but 1 of the words is subtracted from the total number of words attempted in 1 minute. Look at the following example. The student omitted text 2 times during the 1- minute CBM PRF. The examiner drew a line through the omitted text. The first omission was on words 26-40. The examiner counts 15 words as omitted and drops 14 of the words before calculating the total words attempted. The student also omitted words 87-100. The examiner drops 13 of the 14 words before calculating the total words attempted. To calculate the total number of words read in 1 minute, the examiner subtracts the 27 words (14 words from first omission plus 13 words from second omission) from the total number of words read in 1 minute. (122) The adjusted number of words attempted is then 95. The student made 7 errors (5 errors marked by slashes and 2 errors from omissions). These 7 errors are subtracted from the adjusted number of words attempted of 95. 95 7 = 88. 88 is the number of words read correctly in 1 minute.Look at this sample CBM PRF probe. Reggie made 8 errors while reading the passage for 1 minute. These errors are marked with a slash. The straight line drawn through the 4th line shows that he also skipped an entire line. The last word he read was and and a bracket was drawn after this word. In all Reggie attempted 136 words. He skipped 15 words in the 4th line. 14 of those skipped words are subtracted from the total words attempted (136 14 = 122) and 1 of those skipped words is counted as an error. Reggie made 8 additional errors for a total of 9 errors. The 9 errors are subtracted from the 122 words attempted. 122 9 = 113. 113 is Reggies reading score for this probe. In all Reggie attempted 136 words. He skipped 15 words in the 4th line. 14 of those skipped words are subtracted from the total words attempted (136 14 = 122) and 1 of those skipped words is counted as an error. Reggie made 8 additional errors for a total of 9 errors. The 9 errors are subtracted from the 122 words attempted. 122 9 = 113. 113 is Reggies reading score for this probe.

Handout for participants: It was raining, numbered copyNow well watch a teacher administering a PRF probe to a student. This is what the teacher copy looks like. You have a copy of this in your handout packet.Handout for participants: It was raining, unnumbered, student copyReading Practice Exercise #1. This is the copy the student reads. If youd like to follow along on your numbered, teachers copy, Ill show you the errors the student made after we watch. After this, well practice using another student video.

For further practiceIn your materials packet, Handouts #5 and #7 are the Teacher copies. These are the pages with the ongoing word count in the right margin. Handouts #6 and #8 are the Student copies.

With your partner, choose who is going to be the Teacher and who is going to be the Student. The Teacher reviews the script with the student, and then all Students will read aloud for 1 minute. Teachers will mark errors with a slash and cross out entire lines that are skipped. Teacher go ahead a begin. (Allow time for Teachers to read from script.)

Great. Now Students will begin reading for 1 minute. Go ahead and begin. (Start timing for 1 minute. When time is finished say) Stop. Teacher calculated your Students score.

Does anyone have any questions?

Handouts for participants: An old man, numbered and unnumbered copiesReading Practice Exercise #7Follow along and correct the errors the student makes on the teacher copy of the passage (in your handouts). You also have the copy that was given to the student.Lets see how closely the errors you marked match up with the errors that I marked.

Any questions before we move on to maze fluency?The fifth CBM task is CBM Maze Fluency. CBM Maze Fluency is available for students in grades 1-6, but typically teachers use CBM Maze Fluency beginning in Grade 4. Maze Fluency is used to monitor students overall progress in reading.

CBM Maze Fluency can be administered to a group of students at one time. The examiner presents each student with a maze passage. With CBM Maze, the first sentence in a passage is left intact. Thereafter, every seventh word is replaced with a blank and three possible replacements. Only one replacement is semantically correct. Students have 2.5 minutes to read the passage to themselves and circle the word correct for each blank. The examiner monitors the students during the 2.5 minutes and scores each test later. When the student makes 3 consecutive errors, scoring is discontinued (no subsequent correct replacement is counted). Skipped blanks (with no circles) are counted as errors. The score is the number of correct replacements circled in 2.5 minutes. This is the student copy of CBM Maze Fluency. A copy of this test is passed out to every student at one time. The teacher reads the directions and the students work on their own for 2.5 minutes.

The teacher says: Whenever you come to three words in parentheses and underlined, circle the word that belongs in the sentence. Choose a word even if youre not sure of the answer. When I tell you to start, pick up your pencil, turn you test over, and begin working. At the end of 2 and a half minutes, Ill tell you to stop working. Remember, do your best. Any questions? Start. Trigger the timer for 2.5 minutes.

When scoring CBM Maze Fluency, students receive 1 point for each correctly circled answer. Blanks with no circles are counted as errors. Scoring is discontinued if 3 consecutive errors are made. The number of correct answers within 2.5 minutes is the student score.Look at the following CBM Maze score sheet. Juan circled 16 correct answers in 2.5 minutes. He circled 7 incorrect answers. However, Juan did make 3 consecutive mistakes, and 5 of his correct answers were after his 3 consecutive mistakes. Juans score for the Maze Fluency Test would be 10. A score of 10 would be charted on Juans CBM graph.Now, each of you is going to take a CBM Maze Fluency test. Well grade them after you have finished. Your copies of a Maze Fluency test titled Summer Camp are Handouts #9 and #10 in your materials packet.

Ill be the Teacher this time. Whenever you come to three words in parentheses and underlined, circle the word that belongs in the sentence. Choose a word even if youre not sure of the answer. When I tell you to start, pick up your pencil, turn you test over, and begin working. At the end of 2 and a half minutes, Ill tell you to stop working. Remember, do your best. Any questions? Start. Trigger the timer for 2.5 minutes.

(Allow students time to work.)

Now, switch paper with your neighbor and grade their work. The correct answers are circled on this score sheet.

Calculate this score. Remember to discontinue scoring if the Student makes 3 consecutive errors.

Are there any questions?

Step 4 discusses How to Graph Scores.

Once the CBM data for each student have been collected, it is time to begin graphing student scores. Graphing the scores of every CBM on an individual student graph is a vital aspect of the CBM program. These graphs give teachers a straightforward way of reviewing a students progress, monitoring the appropriateness of the students goals, judging the adequacy of the students progress, and comparing and contrasting successful and unsuccessful instructional aspects of the students program.

CBM graphs help teachers make decisions about the short- and long-term progress of each student. Frequently, teachers underestimate the rate at which students can improve (especially in special education classrooms), and the CBM graphs help teachers set ambitious, but realistic goals. Without graphs and decision rules about the scores on a student graph, teachers often stick with low goals. By using a CBM graph, teachers can use a set of standards to create more ambitious student goals and help better student achievement. Also, CBM graphs provide teachers with actual data to help them revise and improve a students instructional program.Teachers have two options for creating CBM graphs of the individual students in the classroom. The first option is that teachers and schools can purchase CBM graphing software that graphs student data and helps interpret the data for teachers.

The second option is that teachers can create their own student graphs using graph paper and pencil.

To create student graphs, teachers create a master CBM graph, in which the vertical axis accommodates the range of the scores of all students in the class, from 0 to the highest score. A table of highest scores for the vertical axis is available in the CBM manual. On the horizontal axis, the number of weeks of instruction is listed. Once the teacher creates the master graph, it can be copied and used as a template for every student.It is easy to graph student CBM scores on teacher-made graphs. Teachers create a student graph for each individual CBM student so they can interpret the CBM scores of every student and see progress or lack thereof.

Again, the vertical axis is labeled with the range of student scores. The horizontal axis is labeled with the number of instructional weeks for the year.

Every time a CBM probe is administered, the teacher scores the probe and then records the score on a CBM graph. Look at this graph here. A line can be drawn connecting each data point to easily see the differences between scores.Once a few CBM scores have been graphed, it is time for the teacher to decide on an end-of-year performance goal for the student. There are three options. Two options are utilized after at least three CBM scores have been graphed. One option is utilized after at least 8 CBM scores have been graphed.

The first option for making an end-of-year performance goal is to use End-of-Year Benchmarking.

For typically developing students at the grade level where the student is being monitored, identify the end-of-year CBM benchmark as provided in this table. This table is also included in the CBM manual. This benchmark is the end-of-year performance goal. The benchmark, or end-of-year performance goal is represented on the graph by an X at the date marking the end of the year. A goal-line is then drawn between the median of at least the first 3 CBM graphed scores and the end-of-year performance goal.

The third option for making an end-of-year performance goal is to use National Norms.

For typically developing students at the grade level where the student is being monitored, identify the average rate of weekly increase from a national norm chart. This is a copy of a Norm Chart. It is also available in the CBM manual.

For example, lets say that a fourth-grade students median score from their first three CBM PRF scores is 29. The PRF norm for fourth-grade students is 0.90. (See Figure 19.) The 0.90 is the weekly rate of growth for fourth graders. To set an ambitious goal for the student, multiply the weekly rate of growth by the number of weeks left until the end of the year. If there are 16 weeks left, multiply 16 by 0.90: 16 0.90 = 14.4. Add 14.4 to the baseline median of 29 (29 + 14.4 = 43.4). This sum (43.4) is the end-of-year performance goal.The second option for making an end-of-year performance goal is to use an Intra-Individual Framework.

Identify the weekly rate of improvement for the target student under baseline conditions, using at least 8 CBM data points. Multiply this baseline rate by 1.5. Take this product and multiply it by the number of weeks until the end of the year. Add this product to the students baseline score. This sum is the end-of-year goal.

For example, a students first 8 CBM scores were 10, 12, 9, 14, 12, 15, 12, 14. To calculate the weekly rate of improvement, or slope, we can use the Tukey method. Divide the scores into three roughly equal groups, and subtract the median of the first group from the median of the last group. In this instance, 10 is the first median scores, and 14 is the last median score. 14-10 is 4. We then divide 4 by the number of weeks of instruction in this example minus 1, which is 7 in this case because the data are from 8 weeks. 4 divided by 7 is 0.57.

0.57 is multiplied by 1.5: 0.57 1.5 = 0.855. Multiply the product of 0.855 by the number of weeks until the end of the year. If there are 14 weeks left until the end of the year: 0.855 14 = 11.97. The median score of the first 8 data points was 10. The sum of 11.97 and the median score of the end-of-year performance goal: 11.97 + 10 = 21.97. The students end-of-year performance goal would be 22.The teacher creates an end-of-year performance goal for the student using one of the three options we just discussed. The performance goal is marked on the student graph at the year-end date with an X. A goal-line is then drawn between the median of the initial graphed scores and the end-of-year performance goal. The goal-line shows the teacher and the students how quickly CBM scores should be increasing to reach the year-end goal.

Lets look at an example graph.

For this student, the end-of-year performance goal on CBM WIF would be 60. An X is marked at 60 and a dotted line is drawn from the median of the students first few scores to the X. The students progress should follow this dotted line.

Well talk about what to do if the students progress is above or below the goal-line, the dotted line, in a little while.After deciding on an end-of-year performance goal and drawing the goal-line, teachers continually monitor the student graph to determine whether student progress is adequate. This tells the teacher whether the instructional program is effective. When at least 7-8 CBM scores have been graphed, teachers draw a trend-line to represent the students actual progress. By drawing the trend-line, teachers can compare the goal-line (desired rate of progress) to the trend-line (actual rate of progress).

The trend-line is drawn using the Tukey method. To draw a trend-line, teachers use a procedure called the Tukey method. The Tukey method provides a fairly accurate idea of how the student is progressing.

Teachers use the Tukey method after as least 7-8 CBM scores have been graphed. First, the teacher counts the number of charted scores and divides the scores into 3 fairly equal groups. If the scores cannot be split into 3 groups equally, try to make the groups as equal as possible.

Draw two vertical lines to divide the scores into 3 groups. Look at the first and third groups of data points. Find the median (middle) data point for each group and mark this point with an X. To draw the trend-line, draw a line through the two Xs. Look at this graph. The data points were divided into 3 fairly equal groups. Two vertical lines were drawn to divide the 3 groups. The median (middle) data point for the first group and third group were marked with an X. Then, a trend-line was drawn through the two Xs.

After the initial 7-8 data points are graphed and the Tukey method is used to create a trend-line, the student graphs should be re-evaluated using the Tukey method every 7-8 additional data points. Instructional decisions for students are based on the on-going evaluation of student graphs.Look in your materials packet at Handout #11. Youre going to practice drawing a trend-line using the Tukey method in two different graphs.

Remember to divde the data points into two fairly equal groups. Then mark the median (middle) data point for the first group and third group with an X and draw the trend-line.

Go ahead and practice on the first graph.Your graph should look similar to this one. Does anyone have questions?Lets practice another one. Practice using the Tukey method on Handout #12.Your graph should look similar to this one. Does anyone have questions?

CBM computer management programs are available for schools to purchase. The computer scoring programs create graphs for individual students after the student scores are entered into the program and aid teachers in making performance goals and instructional decisions. Other computer programs actually collect and score the data.

Various types of computer assistance are available at varying fees. Information on how to obtain the computer programs is in Appendix A.Step 6 discusses How to Apply Decision Rules to Graphed Scores.

CBM can judge the adequacy of student progress and the need to change instructional programs. Researchers have demonstrated that CBM can be used to improve the scope and usefulness of program evaluation decisions and to develop instructional plans that enhance student achievement.

After teachers draw CBM graphs and trend-lines, they use graphs to evaluate student progress and to formulate instructional decisions. Standard CBM decision rules guide decisions about the adequacy of student progress and the need to revise goals and instructional programs.Decision rules can used two ways.

These decision rules are based on the most recent 4 consecutive scores:If the most recent 4 consecutive CBM scores are above the goal-line, the students end-of-year performance goal needs to be increased.If the most recent 4 consecutive CBM scores are below the goal-line, the teacher needs to revise the instructional program.Look at this graph. The most recent 4 consecutive CBM scores are above the goal-line, so the teacher needs to increase the students end-of-year performance goal.

The teacher increases the desired rate (or goal) to boost the actual rate of student progress.

The point of the goal increase is notated on the graph as a dotted vertical line. This allows teachers to visually note when the students goal was changed. The teacher re-evaluates the student graph in another 7-8 data points to determine whether the students new goal is appropriate of whether a teaching change is needed.On this graph, the most recent 4 scores are below the goal-line. Therefore, the teacher needs to change the students instructional program. The end-of-year performance-goal and goal-line never decrease, they can only increase. The instructional program should be tailored to bring a students scores up so they match or surpass the goal-line.

The teacher draws a solid vertical line when making an instructional change. This allows teachers to visually note when changes to the students instructional program were made. The teacher re-evaluates the student graph in another 7-8 data points to determine whether the change was effective.Decision rules can used two ways.

These decision rules are based on the students trend-line:If the students trend-line is steeper than the goal-line, the students end-of-year performance goal needs to be increased.If the students trend-line is flatter than the goal-line, the teacher need to revise the instructional program.If the students trend-line and goal-line are the same, no changes need to be made.On this graph, the trend-line is steeper than the goal-line. Therefore, the students end-of-year performance goal needs to be adjusted. The teacher increases the desired rate (or goal) to boost the actual rate of student progress. The new goal-line can be an extension of the trend-line.

The point of the goal increase is notated on the graph as a dotted vertical line. This allows teachers to visually note when the students goal was changed. The teacher re-evaluates the student graph in another 7-8 data points to determine whether the students new goal is appropriate of whether a teaching change is needed.On this graph, the trend-line is flatter than the performance goal-line. The teacher needs to change the students instructional program. Again, the end-of-year performance goal and goal-line are never decreased! A trend-line below the goal-line indicates that student progress is inadequate to reach the end-of-year performance goal. The instructional program should be tailored to bring a students scores up so they match or surpass the goal-line.

The point of the instructional change is represented on the graph as a solid vertical line. This allows teachers to visually note when the students instructional program was changed. The teacher re-evaluates the student graph in another 7-8 data points to determine whether the change was effective.If the trend-line matches the goal-line, then no change is currently needed for the student.

The teacher re-evaluates the student graph in another 7-8 data points to determine whether an end-of-year performance goal or instructional change needs to take place.Step 7 discusses How to Use CBM Data Qualitatively to Describe Student Strengths and Weaknesses.

Student miscues during CBM PRF can be analyzed to describe student reading strengths and weaknesses. To complete a miscue analysis, the student reads a CBM PRF passage following the standard procedures. While the student reads, the teacher writes student errors on the examiner copy. The first 10 errors are written on the Quick Miscue Analysis Table and analyzed.To fill out the Quick Miscue Analysis table, the teacher writes the written word from the CBM PRF passage in the Written Word column. The student mistake, or miscue, is written in the Spoken Word column.

The teacher answers three questions for each mistake. If the student made a graphophonetic error, the teacher writes a yes in the Grapho-phonetic column along with a brief description of the error. A graphophonetic error preserves some important phonetics of the written word, even if it does not make sense (i.e., written word friend spoken word fried.)

The teacher then answers yes or no in the Syntax and Semantics columns. A syntax error preserves the grammar of (i.e., is the same part of speech as) the written word. Does the error have the same part of speech as the written word? (i.e. ran is the same part of speech as jogged). A semantics error preserves the meaning of the sentence. Does the error preserve the meaning of the sentence? (i.e., The woman is tall means the same as The lady is tall).

Once the entire table is complete, the teacher calculates the percentage of graphophonetic, syntax, or semantic errors that the student made. This is an example CBM PRF passage. The teacher wrote student miscues as the student was reading. Now, look at another example. The examiner copy of the student reading is below. Use the blank Quick Miscue Analysis Table in your packet of materials and write in the student miscues.Lets look at one more. Use the other Quick Miscue Analysis Table in your packet of materials.

Once you are finished, compare your Quick Miscue Analysis Table with a person sitting near you. Together, discuss these questions:

What are the strengths and weaknesses of this student? What teaching strategies might you choose to implement for this student?

Now, we are going to discuss three additional ways to use the CBM database.

The first topic we will discuss is How to use the CBM Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes.

The second topic we will discuss is How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning.

The third topic we will discuss is How to Use Progress Monitoring to Identify Non-Responders Within a Response-to-Intervention Framework to Identify Disability.

Lets talk about How to Use the CBM Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes.

Federal law requires schools to show that they are achieving Adequate Yearly Progress (AYP) toward the No Child Left Behind proficiency goal. AYP is the annual minimum growth rate needed to eliminate the discrepancy between a schools initial proficiency status and universal proficiency within the established time frame.

Schools must determine the measure(s) to be used for AYP evaluation and the criterion for deeming an individual student proficient on this measure. Schools must quantify AYP for achieving the goal of universal proficiency by the school year 2113-2114. CBM can be used to fulfill the AYP evaluation in reading.

Schools can assess every student using CBM to identify the number of students who initially meet benchmarks. This number of students represents a schools initial proficiency status. Then the discrepancy between initial proficiency and universal proficiency can be calculated. Once the discrepancy between initial and universal proficiency is calculated, the discrepancy is divided by the number of years available before meeting the 2113-2114 goal. The resulting answer gives the number of additional students who must meet CBM end-of-year benchmarks each year.

Relying on CBM for specifying AYP provides several advantages. First, the CBM measures are simple to administer and examiners can be trained to administer the tests in a reliable fashion in a short amount of time. Second, because the tests are brief, schools can measure an entire student body relatively efficiently and frequently. Routine testing allows a school to track its own progress over the school year. Progress can be examined at the school, teacher, or student level.

Using CBM for multi-level monitoring can transform AYP from a procedural compliance burden into a useful tool for guiding education reform at the school level, for guiding the instructional decision making of individual teachers about their reading programs, and for ensuring that the reading progress of individual students is maximized.

CBM provides a multi-level monitoring system that helps schools ensure greater levels of reading success. Here are a few examples of how CBM can be used in conjunction with a schools AYP.

CBM can be used to monitor across-year progress in achieving AYP (and toward achieving universal proficiency by the 2113-2114 deadline).

On this graph, it is easy for the school to see the progress it is making towards its universal proficiency goal of 497 students.CBM can be used to monitor a schools within-year progress towards achieving the AYP for the year.

On this graph, the number of students, 281, who need to meet CBM benchmarks by the end of the school year is marked with an X on the graph. The month-by-month breakdown of the progress towards the yearly AYP goal is highlighted on this graph.

CBM can be used to monitor a teachers within-year progress.

This graph provides each individual teacher with a month-by-month look at how many of her students are meeting CBM benchmarks.

CBM can be used to monitor a schools special education performance within a school year.

This graph provides a month-by-month look at the progress of all the special education students in the school and how many students are meeting CBM benchmarks.

Like weve already discussed, CBM can monitor a students within-year progress. Graphs like these prepared individually for each student, can provide the teacher with information about a students reading progress.Lets talk about How to Incorporate Decision-Making Frameworks to Enhance General Educator Planning.

Some CBM Class Reports that are prepared by computer can provide the teacher with information about her class that she can use to enhance her classroom planning.

CBM Reports give the teacher student CBM raw scores, graphs of the low-, middle- and high-performing readers, CBM score averages, and a list of student who many need additional intervention.

This page of the CBM Class Report shows three graphs: one for the progress of the lower-performing readers, another for the middle-performing readers, and one for the higher-performing readers. The report also gives teachers a list of students to watch. These are students who are in the bottom 25% of the class. This second page of the CBM Class Report provides teachers with a list of all the students are their CBM Maze Fluency raw score, the percentage of words read correctly, and the slope of the students CBM graph. This third page of the CBM Class Report provides teachers with an average of the students in the classroom and identifies students who are performing below their classroom peers both in terms of the level (score) of their CBM performance and their rate (slope) of CBM improvement.Now lets talk about How to Use Progress Monitoring to Identify Non-Responders Within a Response-to-Intervention Framework to Identify Disability.

The traditional assessment framework for identifying students with learning disabilities relies on discrepancies between intelligence and achievement tests. This framework has been scrutinized and attacked due to measurement and conceptual differences.

An alternative framework is one in which learning disability is conceptualized as non-responsiveness to otherwise effective instruction. It requires that special education be considered only when a students performance reveals a dual discrepancy: The student not only performs below the level demonstrated by classroom peers but also demonstrates a learning rate substantially below that of classmates.

Educational outcomes differ across a population of learners and a low-performing student may ultimately perform not as well as his or her peers. All students do not achieve the same degree of reading competence. Just because reading growth is low, it does not mean the student should automatically receive special educations services. If a low-performing student is learning at a rate similar to the growth rate of other students in the same classroom environment, he or she is demonstrating the capacity to profit from the educational environment. Additional intervention is unwarranted.Educational outcomes differ across a population of learners and a low-performing student may ultimately perform not as well as his or her peers. All students do not achieve the same degree of reading competence. Just because reading growth is low, it does not mean the student should automatically receive special educations services. If a low-performing student is learning at a rate similar to the growth rate of other students in the same classroom environment, he or she is demonstrating the capacity to profit from the educational environment. Additional intervention is unwarranted.However, when a low-performing student is not manifesting growth in a situation where others are thriving, consideration of special intervention is warranted. Alternative instructional methods must be tested to address the apparent mismatch between the students learning requirements and those represented in the conventional instructional program.

CBM is a promising tool for identifying treatment responsiveness due to its capacity to model student growth, to evaluate treatment effects, and to simultaneously inform instructional programming. Now were going to look at come case studies that utilize some of the CBM topics we have discussed. This Case Study is on pages 13 and 14 of your materials packet.

Mr. Miller has been monitoring his entire class using weekly CBM Passage Reading Fluency tests. He has been graphing student scores on individual student graphs. Mr. Miller used the Tukey method to draw a trend-line for Saschas CBM PRF scores. This is Saschas graph Since Saschas trend-line is flatter than her goal-line, Mr. Miller needs to make a change to Saschas instructional program. He has marked the week of the instructional change with a dotted vertical line. To decide what type of instructional change might benefit Sascha, Mr. Miller decides to do a Quick Miscue Analysis on Saschas weekly CBM PRF to find her strengths and weaknesses as a reader.

The following is Saschas CBM PRF test.This is Saschas Quick Miscue Analysis for her CBM PRF test.

Based on the Quick Miscue Analysis Table, what instructional program changes should Mr. Miller introduce into Saschas reading program?

(Allow for discussion.)The second case study is on pages 15-17 of your materials packet. In this case study, Dr. Eckstein is the principal of Harrisburg Elementary School. She has decided, along with the school teachers and district administration, to use CBM to monitor progress towards reaching Adequate Yearly Progress (AYP) towards their schools No Child Left Behind proficiency goal.

Last school year (2002-2003), all 378 students at the school were assessed using CBM PRF at the appropriate grade level. 125 students initially met CBM benchmarks, and so 125 represents Harrisburgs initial proficiency status. The discrepancy between initial proficiency and universal proficiency is 253 students. To find the number of students who must meet CBM benchmarks each year before the 2113-2114 deadline, the discrepancy of 253 students is divided by the number of

Documents

Introduction to Using CBM for Progress Monitoring in Reading Pamela Stecker Laura Sáenz Chris Lemons