curriculum based measurements linking assessment with instruction tricia crosby-cooper and mark...
TRANSCRIPT
Curriculum Based Curriculum Based MeasurementsMeasurements
Linking Assessment with Linking Assessment with InstructionInstruction
Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007
Wouldn’t it be nice if we could…Wouldn’t it be nice if we could…
Have a standardized index of student performance in our Have a standardized index of student performance in our curriculum and connected to IEP goals?curriculum and connected to IEP goals?
Have objective information on student progress which is easily Have objective information on student progress which is easily shared and understood by all?shared and understood by all?
Provide measurable, meaningful goals within our District’s Provide measurable, meaningful goals within our District’s curriculum?curriculum?
Reduce jargon and communicate more directly?Reduce jargon and communicate more directly?
Document when students are learning and when they are not?Document when students are learning and when they are not?
Provide timely changes to the student’s instruction?Provide timely changes to the student’s instruction?
Focus on solutions to problems, rather than causes?Focus on solutions to problems, rather than causes?
Curriculum Based Curriculum Based Measurement (CBM)Measurement (CBM)
Has standardized measurement proceduresHas standardized measurement procedures
Uses stimulus items closely aligned to the Uses stimulus items closely aligned to the curriculumcurriculum
Improves the match between testing and Improves the match between testing and teachingteaching
Links assessment to interventionLinks assessment to intervention
Establishes student skill level: mastery, Establishes student skill level: mastery, instructional and frustrationinstructional and frustration
Is easily communicated and understood by all Is easily communicated and understood by all
Characteristics of CBMCharacteristics of CBM
AccurateAccurate, , ReliableReliable, , StandardizedStandardized
Measures of Basic Skills:Measures of Basic Skills:
> Reading > Math> Reading > Math
> Spelling > Writing> Spelling > Writing
Characteristics of CBM Characteristics of CBM continued…continued…
Test items come from the Test items come from the District’s curriculumDistrict’s curriculum
Tests are standardized and Tests are standardized and norm-referenced (using local norm-referenced (using local norms)norms)
Characteristics of CBM Characteristics of CBM continued…continued…
Tests are inexpensive to Tests are inexpensive to produce and administer. produce and administer.
Tests take minimum time from Tests take minimum time from classroom instruction.classroom instruction.> Reading > Reading >Math >Math (1-3 min)(1-3 min) (2 min) (2 min)> Spelling > Writing> Spelling > Writing (2 min) (4 min)(2 min) (4 min)
Characteristics of CBM Characteristics of CBM continued…continued…
Tests require students to Tests require students to produce academic responses produce academic responses rather than guess, point or rather than guess, point or circle answers.circle answers.
Student’s academic fluency Student’s academic fluency (correct responses per minute) (correct responses per minute) in basic skills is determined. in basic skills is determined.
Underlying Concept of Underlying Concept of Curriculum Based Curriculum Based AssessmentAssessment Testing should reflect what Testing should reflect what
is taught since assessment is taught since assessment will ultimately drive will ultimately drive instruction.instruction.
The measure of success in The measure of success in education is the student’s education is the student’s progress in the curriculum progress in the curriculum of the local school.of the local school.
Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials
Reading:Reading:
Student reads a grade level Student reads a grade level (Instructional) passage orally (Instructional) passage orally
1 minute1 minute test test Given Given individuallyindividually Score: # of words read correctlyScore: # of words read correctly (optional: error types)(optional: error types)
Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials
Spelling:Spelling:
Student writes words given orally fromStudent writes words given orally from list of high frequency grade level wordslist of high frequency grade level words 2 minute2 minute test test Given Given in groupin group or individually or individually Score Options: # correct words, orScore Options: # correct words, or # correct letter# correct letter sequencessequences
Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials
Written Language:Written Language:
Student writes passage using story Student writes passage using story starterstarter
3 minute3 minute test test Given Given in groupin group or individually or individually Score Options: total words written,Score Options: total words written, words spelled correctly words spelled correctly
and correct word and correct word sequencesequence
Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials
Math:Math:
Student completes math problems Student completes math problems from selected grade-level materialsfrom selected grade-level materials
2 minute2 minute test test Given Given in groupin group or individually or individually Score: correct # of digitsScore: correct # of digits
Specific Standardized Specific Standardized Instructions…Instructions…
ReadingReading: (see handout): (see handout)
Materials: Materials:
1. Unnumbered (student) copy of 1. Unnumbered (student) copy of passage passage
2. Numbered (examiner) copy of 2. Numbered (examiner) copy of passagepassage
3. Stopwatch or timer3. Stopwatch or timer
4. Tape recorder (optional)4. Tape recorder (optional)
Specific Standardized Specific Standardized Instructions…Instructions…
Written ExpressionWritten Expression:(see handout):(see handout)
Materials: Materials:
1. Lined paper with story starter for 1. Lined paper with story starter for student student
2. Pencil for student2. Pencil for student
3. Stopwatch or timer3. Stopwatch or timer
Specific Standardized Specific Standardized Instructions…Instructions…
SpellingSpelling::
Materials: Materials:
1. Spelling paper with 18 1. Spelling paper with 18 spaces for student spaces for student
2. Pencil for student2. Pencil for student
3. Stopwatch or timer3. Stopwatch or timer
4. List of spelling words4. List of spelling words
Specific Standardized Specific Standardized Instructions…Instructions…
MathMath: (see handout): (see handout)
Materials: Materials:
1. Unnumbered (student) copy of math 1. Unnumbered (student) copy of math problemsproblems
2. Numbered (examiner) copy of math 2. Numbered (examiner) copy of math problemsproblems
3. Stopwatch or timer3. Stopwatch or timer
(May use single skill or multiple skills.)(May use single skill or multiple skills.)
CBM Use…CBM Use…
Student progress in relation to Student progress in relation to othersothers
Instructional program decisionsInstructional program decisions Screening Tool / Student Study Screening Tool / Student Study
TeamsTeams Summer School – Extended Summer School – Extended
School YearSchool Year Progress monitoring as part of Progress monitoring as part of
the Problem solving modelthe Problem solving model
CBM Use continued…CBM Use continued…
Special Education Goals on Special Education Goals on IEPsIEPs
(see samples on pg. 3 in (see samples on pg. 3 in handout) handout)
Identify “At Risk” StudentsIdentify “At Risk” Students Class Profile – School ProfileClass Profile – School Profile Program EvaluationProgram Evaluation Measuring Response to Measuring Response to
InterventionIntervention
CBM Use in RTI…CBM Use in RTI…
Measure general effectiveness of a Measure general effectiveness of a given interventiongiven intervention
For individual students:For individual students: -- Progress monitoringProgress monitoring
- Performance compared to peers- Performance compared to peers - Performance compared to a set - Performance compared to a set
standardstandard - Single student’s response to - Single student’s response to
intervention intervention
Examples of CBM Graphs…Examples of CBM Graphs…Oral Reading Fluency
0102030405060708090
100110120130140150160170180190200
Dates
Wo
rds R
ead
Per
Min
ute
Baseline
Intervention #1
Intervention #2
Linear (Baseline)
Baseline Interventions
Examples of CBM Graphs Examples of CBM Graphs Continued…Continued…
Oral Reading Fluency
0102030405060708090
100110120130140150160170180190200
Dates
Wo
rds
Rea
d P
er M
inu
te
Baseline
Intervention #1
Linear (Baseline)
Baseline Interventions
Examples of CBM Graphs Examples of CBM Graphs Continued…Continued…
Resources…Resources…
www.interventioncentral.org – warehouse – warehouse of CBMsof CBMs
www.aimsweb.com – charting progress on – charting progress on lineline
http://dibels.uorgon.edu - U of Oregon – - U of Oregon – DibelsDibels
http://www.cbmnow.com - get pocket CBM - get pocket CBM