progress monitoring progress monitoring (pm) is conducted frequently and is designed to: progress...

Progress MonitoringProgress Monitoring Progress monitoring (PM) is conducted Progress monitoring (PM) is conducted

frequently and is designed to:frequently and is designed to:• Estimate rates of student improvementEstimate rates of student improvement• Identify students who are not Identify students who are not

demonstrating adequate progressdemonstrating adequate progress• Compare the efficacy of different forms of Compare the efficacy of different forms of

instruction and design more effective, instruction and design more effective, individualized instructional programs for individualized instructional programs for problem learnersproblem learners

What Is the Difference Between What Is the Difference Between Traditional Assessments and PM?Traditional Assessments and PM?

Traditional assessments:Traditional assessments:• LengthyLengthy• Administered irregularlyAdministered irregularly• Feedback is delayedFeedback is delayed• May lack meaningful contexts (eg. May lack meaningful contexts (eg.

scores may be based on national norms scores may be based on national norms and a teacher’s classroom may differ and a teacher’s classroom may differ from the national student sample)from the national student sample)

What Is the Difference Between What Is the Difference Between Traditional Assessments and CBM?Traditional Assessments and CBM?

Curriculum-Based Measurement Curriculum-Based Measurement (CBM) is one way to monitor (CBM) is one way to monitor progress:progress:• CBM provides an easy and quick method CBM provides an easy and quick method

to measure student progressto measure student progress• Teachers can analyze student scores Teachers can analyze student scores

and adjust student goals and and adjust student goals and instructional programsinstructional programs

• Student data can be compared to by Student data can be compared to by classroom or subgroupclassroom or subgroup

Curriculum-Based AssessmentCurriculum-Based Assessment Features:Features:

• Materials align with school curriculumMaterials align with school curriculum• Measurement is frequentMeasurement is frequent• Assessment information can be used to Assessment information can be used to

formulate instructional decisionsformulate instructional decisions

Basics of CBMBasics of CBM Monitors student progress across entire Monitors student progress across entire

school yearschool year Meaningful, accurate results can help Meaningful, accurate results can help

quantify short- and long-term student quantify short- and long-term student gainsgains

Probes for reading, spelling, writing and Probes for reading, spelling, writing and math are brief and easy to administermath are brief and easy to administer

Teachers quickly determine whether an Teachers quickly determine whether an intervention is helping a studentintervention is helping a student

Steps for Conducting CBMSteps for Conducting CBM Step 1: Place Students in a Task for Progress Step 1: Place Students in a Task for Progress

Monitoring Monitoring Step 2: Identify the Level for Material for Step 2: Identify the Level for Material for

Monitoring ProgressMonitoring Progress Step 3: Administer and Score ProbesStep 3: Administer and Score Probes Step 4: Graph Scores Step 4: Graph Scores Step 5: Set Goals Step 5: Set Goals Step 6: Apply Decision Rules toStep 6: Apply Decision Rules to

Graphed Scores to Know When to Revise Graphed Scores to Know When to Revise Programs and Increase GoalsPrograms and Increase Goals

Step 7: Use the Data Qualitatively to Describe Step 7: Use the Data Qualitatively to Describe Students’ Strengths and WeaknessesStudents’ Strengths and Weaknesses

Step 1: Place Students in a Written Step 1: Place Students in a Written Expression Task for Progress Expression Task for Progress

MonitoringMonitoring Decide which task or grade level of Decide which task or grade level of

material is developmentally material is developmentally appropriateappropriate

Monitor writing fluency by using Monitor writing fluency by using Written Expression CBM in Grades 1–Written Expression CBM in Grades 1–12 (as soon as students can write 12 (as soon as students can write sentences)sentences)

Step 2: Identify the Level of Material for Step 2: Identify the Level of Material for Monitoring ProgressMonitoring Progress

For Written Expression:For Written Expression:• Prompts should be simple in sentence Prompts should be simple in sentence

structure and tap age-appropriate structure and tap age-appropriate background knowledge of studentsbackground knowledge of students

• Prompts should represent experiences Prompts should represent experiences of a wide range of school-age studentsof a wide range of school-age students

Step 3: Administer and Score Written Step 3: Administer and Score Written Expression CBMExpression CBM

Administer to entire class at one timeAdminister to entire class at one time Present students with a story starter:Present students with a story starter:

• Use a familiar themeUse a familiar theme• End the starter mid-sentenceEnd the starter mid-sentence• Write the starter at top of student CBM Write the starter at top of student CBM

probeprobe Give students a set time to writeGive students a set time to write Score Written Expression CBM probesScore Written Expression CBM probes

Sample Probes Sample Probes

I was on my way home from school and …I was on my way home from school and … I was talking to my friends when all of a sudden I was talking to my friends when all of a sudden

…… It was a dark and stormy night …It was a dark and stormy night … One day I found the most interesting thing …One day I found the most interesting thing … One night I had a strange dream about …One night I had a strange dream about … I found a note under my pillow that said …I found a note under my pillow that said … The cave was very dark and …The cave was very dark and … One day I went to school but nobody was there One day I went to school but nobody was there

except me …except me …

Step 3: Administer and Score Step 3: Administer and Score Written Expression CBMWritten Expression CBM

• Read the story starter aloud to the classRead the story starter aloud to the class• Give students 30 seconds to think about Give students 30 seconds to think about

their writingtheir writing Clarify whether students can draw or write Clarify whether students can draw or write

notesnotes

• Re-read story starter aloud to the classRe-read story starter aloud to the class• Students write for 3 minutes (early Students write for 3 minutes (early

childhood)childhood)

Step 3: Scoring Written Expression Step 3: Scoring Written Expression

Several ways to score:Several ways to score:• Total words writtenTotal words written• Total words spelled correctlyTotal words spelled correctly• Total words written minus incorrectly Total words written minus incorrectly

spelled wordsspelled words• Correct word sequences (CWS)Correct word sequences (CWS)• Correct minus Incorrect Word Sequences Correct minus Incorrect Word Sequences

(CIWS)(CIWS)• Keep the scoring system consistent Keep the scoring system consistent

throughout the entire school yearthroughout the entire school year


Words written:Words written:• Calculate the total number of words Calculate the total number of words

writtenwritten• Correct spelling, word usage, Correct spelling, word usage,

capitalization, and punctuation are capitalization, and punctuation are ignoredignored


The cave was very dark andThe cave was very dark and I try to I try to close my eyes, so I couldn’t see close my eyes, so I couldn’t see anything, but that didn’t help. Than I anything, but that didn’t help. Than I hear some one breathing. I try to stream, hear some one breathing. I try to stream, but nother came out. The breathing but nother came out. The breathing became close and close to me, and the became close and close to me, and the worst Part was that I couldn’t see athing. worst Part was that I couldn’t see athing. At first I thought meslef that I an Just At first I thought meslef that I an Just emaging stuff.emaging stuff.


I was on my way home from I was on my way home from school and school and I saw my friend and I saw my friend and we rund bilk to my hous. Bot she we rund bilk to my hous. Bot she had to go to the bath room at the had to go to the bath room at the palk. So we played a little bit and palk. So we played a little bit and we whant to the store and bot we whant to the store and bot some goodes.some goodes.

Step 3: How to Administer and Step 3: How to Administer and Score Written Expression CBMScore Written Expression CBM

I was on my way home from I was on my way home from school andschool and I saw my friend and we I saw my friend and we rund bilk to my hous. Bot she had rund bilk to my hous. Bot she had to go to the bath room at the palk. to go to the bath room at the palk. So we played a little bit and we So we played a little bit and we whant to the store and bot some whant to the store and bot some goodes.goodes.


Words spelled correctly:Words spelled correctly:• Calculate the total number of words Calculate the total number of words

spelled correctly spelled correctly • Any correctly spelled English word is Any correctly spelled English word is

counted as correctcounted as correct• Proper usage, capitalization, and Proper usage, capitalization, and

punctuation are ignored punctuation are ignored

Step 3: How to Administer and Step 3: How to Administer and Score Written Expression CBMScore Written Expression CBM

The cave was very dark andThe cave was very dark and I try to I try to close my eyes, so I couldn’t see anything, close my eyes, so I couldn’t see anything, but that didn’t help. Than I hear some one but that didn’t help. Than I hear some one breathing. I try to stream, but nother came breathing. I try to stream, but nother came out. The breathing became close and close out. The breathing became close and close to me, and the worst Part was that I to me, and the worst Part was that I couldn’t see athing. At first I thought couldn’t see athing. At first I thought meslef that I an Just emaging stuff.meslef that I an Just emaging stuff.

Step 4: Graphing ScoresStep 4: Graphing Scores Once CBM data has been collected, Once CBM data has been collected,

graph student scoresgraph student scores Graphs provide teachers with a Graphs provide teachers with a

straightforward way of:straightforward way of:• Reviewing student progressReviewing student progress• Monitoring appropriateness of student goalsMonitoring appropriateness of student goals• Judging adequacy of student progressJudging adequacy of student progress• Comparing and contrasting successful and Comparing and contrasting successful and

unsuccessful instructional aspectsunsuccessful instructional aspects

Step 4: Graphing ScoresStep 4: Graphing Scores Teachers can make decisions about Teachers can make decisions about

short- and long-term progressshort- and long-term progress Graphs help teachers set ambitious, Graphs help teachers set ambitious,

but realistic goalsbut realistic goals Graphs provide teachers with actual Graphs provide teachers with actual

data to help revise and improve data to help revise and improve student instructional programsstudent instructional programs

Step 4: Graphing Scores Step 4: Graphing Scores Two options for creating CBM graphs:Two options for creating CBM graphs:

• Create own students’ graphs using graph paper and Create own students’ graphs using graph paper and pencilpencil

• Create graphs using computer software (such as Create graphs using computer software (such as Microsoft Excel)Microsoft Excel)

Create a master graphCreate a master graph• Vertical axis: range of scores of all students in Vertical axis: range of scores of all students in

the classthe class• Horizontal axis: number of weeks of instructionHorizontal axis: number of weeks of instruction

Master graph serves as a template Create a Master graph serves as a template Create a graph for each individual student for graph for each individual student for interpretationinterpretation

Step 4: Graphing Scores Step 4: Graphing Scores

Correct Words Per Assessment

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Goal

Step 5: Setting GoalsStep 5: Setting Goals

End-of-year performance goalsEnd-of-year performance goals Three options:Three options:

• End-of-year benchmarkingEnd-of-year benchmarking• Intra-individual frameworkIntra-individual framework• NormsNorms

Step 5: Option #1 Step 5: Option #1 Option #1: End-of-Option #1: End-of-

year benchmarkingyear benchmarking• Identify end-of-year Identify end-of-year

benchmarkbenchmark• Mark as an “X” on the Mark as an “X” on the

graph at the date graph at the date marking the end of the marking the end of the yearyear

• Goal-line is drawn Goal-line is drawn between median of first between median of first three CBM scores and three CBM scores and end-of-year end-of-year performance goalperformance goal

GradeGrade BenchmarkBenchmark

1st Written 1st Written ExpressionExpression

Use school or Use school or other normsother norms

2nd Written 2nd Written ExpressionExpression


3rd Written 3rd Written ExpressionExpression


Step 7: Use the CBM Database Step 7: Use the CBM Database Qualitatively to Describe Student Qualitatively to Describe Student

Strengths and WeaknessesStrengths and Weaknesses Written Expression CBMWritten Expression CBM

Story-IdeaStory-Idea Organization-CohesionOrganization-Cohesion Conventions-MechanicsConventions-Mechanics

44-includes characters, but -includes characters, but

they are not original, they are not original, often coming from moviesoften coming from movies

-delineates a plot, although it -delineates a plot, although it is not as clear as 5is not as clear as 5

-contains some original ideas -contains some original ideas but is it fairly predictablebut is it fairly predictable

-contains some detail-contains some detail-includes descriptors -includes descriptors

(adverbs and adjectives)(adverbs and adjectives)-words choice: contains some -words choice: contains some

descriptors (adverbs and descriptors (adverbs and adjectives) and some adjectives) and some colorful, infrequently colorful, infrequently used, and/or long wordsused, and/or long words

44-story has somewhat of a -story has somewhat of a

beginning, middle, beginning, middle, and an endand an end

-events appear -events appear somewhat random, somewhat random, but some organization but some organization existsexists

-sample may contain -sample may contain some transitions to some transitions to help with organization help with organization (finally, then, next, (finally, then, next, etc.)etc.)

-story often contains too -story often contains too many events, many events, disrupting cohesiondisrupting cohesion

44-sentence structure -sentence structure

generally is accurate generally is accurate but not as good as 5but not as good as 5

-spelling does not hinder -spelling does not hinder readability too muchreadability too much

-sometimes contains -sometimes contains dialoguedialogue

-handwriting is legible-handwriting is legible-punctuation does not -punctuation does not

effect readability too effect readability too muchmuch

-word usage generally is -word usage generally is correct correct (s,v,o/homophone/s-v (s,v,o/homophone/s-v agreement)agreement)




33-characters are predictable -characters are predictable

and undevelopedand undeveloped-plot is somewhat -plot is somewhat

haphazardhaphazard-may or may not contain -may or may not contain

original ideasoriginal ideas-lacks detail-lacks detail-word choice is somewhat -word choice is somewhat

predictable only predictable only sometimes contains sometimes contains descriptors (adverbs descriptors (adverbs and adjectives)and adjectives)

33-somewhat of a plot exists -somewhat of a plot exists

but story may still lack but story may still lack a beginning, middle, or a beginning, middle, or an endan end

-events are somewhat -events are somewhat randomrandom

-often lacks transitions-often lacks transitions-sometimes lacks referents-sometimes lacks referents

33

-sentence structure has a -sentence structure has a few problems few problems

-spelling is somewhat of a -spelling is somewhat of a problemproblem

-may use dialogue but -may use dialogue but does not punctuate it does not punctuate it correctlycorrectly

-handwriting is legible-handwriting is legible

-punctuation is fair-punctuation is fair

-problems sometimes -problems sometimes occur with word usage occur with word usage (s,v,o/homophone/s-v (s,v,o/homophone/s-v

agreement)agreement)




22-includes few if any -includes few if any

characterscharacters-plot is not developed or -plot is not developed or

apparentapparent-contains virtually no -contains virtually no

original ideasoriginal ideas-detail is significantly -detail is significantly

absentabsent-events are very -events are very

predictablepredictable-word choice is predictable, -word choice is predictable,

lacking descriptors lacking descriptors (adverbs and adjectives)(adverbs and adjectives)

22-plot lacks organization into -plot lacks organization into

a beginning, middle and a beginning, middle and an endan end

-events are random, lacking -events are random, lacking in cohesionin cohesion

-lacks transitions-lacks transitions-often lacks referents-often lacks referents

22-sentence structure makes -sentence structure makes

story difficult to readstory difficult to read-spelling makes it difficult -spelling makes it difficult

to readto read-may use dialogue but does -may use dialogue but does

not punctuate it not punctuate it correctlycorrectly

-handwriting is not very -handwriting is not very legiblelegible

-punctuation is inconsistent -punctuation is inconsistent and problematicand problematic

-word usage is problematic -word usage is problematic (s,v,o/homophone/s-v (s,v,o/homophone/s-v agreement)agreement)

progress monitoring progress monitoring (pm) is conducted frequently and is designed to: progress...

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