cbm$and$progress$monitoring$ - vanderbilt universitythis is an example of cbm for reading (prf) for...

CBM and Progress Monitoring

Progress Monitoring

“ … scien3fically based prac3ce that teachers can use to evaluate the effec3veness of their instruc3on for individual students or their en3re class.”

(National Center on Student Progress Monitoring)

Why monitor progress? Federal mandates require monitoring of academic progress for all students

(NCLB) IDEA 2004 requires assessment programming and evalua3on of progress toward

annual goals

The most important reason . . . To monitor student learning outcomes

What is Curriculum Based Measurement (CBM)?

•  Standardized and systema3c forma3ve assessment

•  Empirically validated method of progress monitoring –  Over 20 years of research on effec3veness of CBM

•  Reliable and valid (Deno, 1985; Shinn, 1989) •  Improved student academic outcomes (Fuchs, Deno, Mirkin, 1984)

CBM has been linked to . . •  More effec3ve instruc3on •  Higher student achievement •  Increased student responsibility for learning •  Rela3onship between CBM and high stakes tes3ng

•  Be^er communica3on between parents and teachers

•  Fuchs, Fuchs, & Hamle^, 1993, Good, Simmons, & Kameeuni, 2001)

Adapted from The IRIS Center for Training Enhancements h^p://iris.peabody.vanderbilt.edu

This is an example of CBM for reading (PRF) for Mariel. The vertical line on the graph is the score from the measurement material or the probe - which we will look at in a minute. The score is words read correctly per minute. The horizontal line on the graph indicates that this student is evaluated each week. Each blue diamond is Mariel’s score and the blue line represents her rate of improvement each week. The red line is the desired growth rate.

Types of Reading CBM

•  Le^er-‐sound fluency •  Word Iden3fica3on •  Nonsense-‐word fluency •  Passage-‐reading fluency

–  Words read correctly/min

•  Maze fluency –  Words replaced correctly/min

Characteris3cs of CBM

•  Probes are brief and easy to administer •  Administered weekly or as benchmarks •  Each probe samples curriculum for an en3re school year

•  Each probe is different, but each form assesses the same types of skills at same level of difficulty

CBM can be used to . . .

•  Monitor student learning outcomes •  Evaluate interven3on effec3veness •  Guide instruc3on and cue instruc3onal changes •  Measure AYP •  Monitor annual goals and objec3ves

L. S. Fuchs & Fuchs, 2004; L. S. Fuchs, Fuchs, Hamle^, & Stecker, 1990; Hosp, 2003

Administering CBM Passages (ORF/PRF) 1. Say to the student: (Point to first word) “When I say ‘start’, begin reading aloud at the top of this

page. Read across the page (demonstra3ng by poin3ng) un3l I say ‘stop’. Try to read each word. If you come to a word you don’t know, just skip it and go on to the next one. Be sure to do your best reading. Ready. Go.”

2. As you say go, set 3mer for 1 min 3. Student begins reading passage 4. If student does not respond within 3 seconds, tell student

the word and move on 5. Score as student reads

a) miscues are marked with a slash b) At end of one minute, draw a bracket

6. Count number of words read correctly in one minute

Scoring •  Scored as correct

–  Repe33ons –  Self-‐correc3ons –  Inser3ons –  Dialec3cal differences – 

•  Scored as incorrect (Miscues) – Mispronuncia3ons – Word Subs3tu3ons –  Omissions –  Hesita3ons (over 3 seconds) –  Reversals (words not read in –  the correct order)

Words read incorrectly are marked with a slash. / Last word read in 1 min marked with a bracket. ]

Larry was very excited. His father had just brought home a new puppy. Larry’s brother and sister were going to be very surprised, too.

Larry was very excited! His father

had just brought home a new puppy. Larry’s

brother and sister were going to be very

surprised, too.

The little puppy was black and brown

with a few white patches. Her ears were long

and floppy. Her tummy nearly touched the

ground. Dad said this dog was a beagle.

Larry thought their new dog was cute.

He couldn’t decide what he wanted to name

6

14

22

24

31

40

47

55

62

71

62 -  11 = 51 WRC

Sources of probes

•  AIMSweb •  h*p://www.aimsweb.com/

•  Dynamic Indicators of Basic Early Literacy Skills (DIBELS) •  h*ps://dibels.uoregon.edu/

Graphing and Evalua3ng Progress with CBM

•  Graphing of data is cri3cal component of CBM •  This allows evalua3on of progress •  When graphing

– Plot your baseline level –  Iden3fy a goal – Draw an aimline – Plot subsequent CBM probe performance

CBM Steps

Step 1: Administer Probes (3 probes -‐ find the median score)

Step 2: Plot median score on the Graph Step 3: Select appropriate growth rate for the student Step 4: Calculate goal Step 5: Draw goal line

Choosing a growth rate

Grade Level Task Weekly Increase per Minute Needed

Reading fluency K Letter-sound fluency 1.0 letter 1 CBM word reading fluency 1.8 words 2 CBM passage reading fluency 1.0 word 3 CBM passage reading fluency 0.75 words 4 CBM passage reading fluency 0.3 words 5 CBM maze passage fluency 0.25 words Computation operations 1 MBSP computation probes 0.4 digits 2 MBSP computation probes 0.3 digits 3 MBSP computation probes 0.3 digits 4 MBSP computation probes 0.3 digits 5 MBSP computation probes 0.5 digits 6 MBSP computation probes 0.3 digits Math concepts and applications 2 MBSP concepts/application probes 0.4 digits 3 MBSP concepts/application probes 0.4 digits 4 MBSP concepts/application probes 0.5 digits 5 MBSP concepts/application probes 0.5 digits

Calcula3ng a goal

End goal is calculated as: Ini3al median score + (growth rate x number of weeks of

instruc3on)

55 + (.75 x 30 weeks) = 55 + 22.5 = 77.5 (goal)

Olivia’s graph

Making Decisions using Your Data

There are 3 op3ons: •  Stay the course •  Change instruc3on •  Increase student’s goal and aimline

“3 (or 4) point rule”

What you can learn about your students from CBM:

Stay the course: If your student has an increasing slope with gains at or near your aimline, then he/she is responding to your instruc8on -‐ so keep doing what you are doing


Change Instruc.on: If at least 4 consecu8ve scores have fallen below the aimline, the student is not responding op8mally to instruc8on. Try something new.


Increase goal or aimline: If at least 4 consecu8ve scores are above the aimline, your instruc8on is very effec8ve for the student and you can increase the aimline.

Resources National Center on Student Progress Monitoring

http://www.studentprogress.org/ Deno, S.L. (1985). Curriculum-‐based measurement: The emerging alterna3ve. Excep3onal Children, 52, 219-‐232. Fuchs, L. S., Fuchs, D., & Hamle^, C.L. (1989) Effects of instrumental use of Curriculum-‐Based Measurement to enhance

instruc3onal programs. Remedial and Special Educa3on, 10 (2), 43-‐52. Fuchs, L. S., Fuchs, D., Hamle^, C. L., & Stecker, P. M. (1990). The role of skills analysis in curriculum-‐based measurement in math.

School Psychology Review, 19, 6–22. Good, R. H.III, Simmons, D.C.& Kameenui, E. J. (2001) The importance and decisionmaking u3lity of a con3nuum of fluency-‐based

indicators of founda3onal reading skills for third-‐grade high stakes outcomes. Scien3fic Studies of Reading, 5(3), 257-‐288. Hosp, M., & Hosp, J. (2003). Curriculum-‐based measurement for reading, spelling, and math: How to do it and why. Preven3ng

School Failure, 48(1), 10–17. Hosp, M.K, Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford. The IRIS Center for Training Enhancements -‐ h^p://iris.peabody.vanderbilt.edu h^p://iris.peabody.vanderbilt.edu/gpm/chalcycle.htm h^p://iris.peabody.vanderbilt.edu/rpm/chalcycle.htm Shinn, M.R. Ed. (1989) Curriculum-‐based measurement: Assessing Special Children 1-‐17). NY: Guilford Press.

cbm$and$progress$monitoring$ - vanderbilt universitythis is an example of cbm for reading (prf) for...

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