Curriculum Based Evaluations

1. Curriculum Based Evaluations Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006

2. Why do we evaluate student achievement? • Gathering Information • For eligibility decision making • For informed instruction • What gets measured gets done. What gets measured and fed back gets done well. (Schmoker, 2001)

3. Assessments:Traditional versus Curriculum-Based • Traditional Assessments • Standardized commercial achievement tests • Measure broad curriculum areas and/or skills • Curriculum-Based Evaluations (CBE) • Local curriculum, direct observation and recording • Measure specific skills presently being taught in the classroom, usually in basic skills

4. Characteristics of CBE • Measurement procedures assess students directly using the materials in which they are being instructed. This involves sampling items from the curriculum. • Administration of each measure is brief in duration (1-5 mins.). • Structured such that frequent and repeated measurement is possible and measures are sensitive to change. • Data are usually displayed graphically to allow monitoring of student performance.

5. Characteristics of CBE continued • Subject areas • Math • Reading • Spelling • Other areas • Grade levels • Typical focus on elementary (K-3 or K-6) • K-12

6. Origins in Special Education • Alternative to standardized norm-referenced measures • Eligibility and planning for special education • Integrating students with disabilities

7. Implications for General Curriculum • Monitoring progress of student in the general education curriculum • Formative evaluation of specific academic skills • Evaluating effectiveness of interventions • Information for making curriculum adjustments

8. Uses for CBE • General and special education classroom settings • Reading First • Big Ideas of Early Literacy • No Child Left Behind (NCLB) • Response To Intervention (RTI)

9. Features that differentiate CBE models • The purpose of the assessment • Research support for testing procedures and decision-making.

10. Curriculum-Based Evaluation Models and Tools • Curriculum-Based Assessment (CBA) • Precision Teaching • Curriculum-Based Measurement (CBM) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • AIMSWeb

11. Curriculum-Based Assessment (CBA) • Applications: Evaluation and instructional planning • Development: Teacher made • Administration and Scoring: Individually administered and teacher scored • Frequency: Multiple times to assess learning

12. Precision Teaching • Applications: Evaluation and instructional planning • Development: Teacher made • Administration and Scoring: Individually administered and teacher scored • Frequency: Multiple measures

13. Curriculum-Based Measurement (CBM) • Applications: Eligibility, placement, diagnosis • Development: Teacher made using guidelines • Administration and Scoring: Standardized • Frequency: Repeated over time for a long duration

14. DIBELS • Applications: Specific skill difficulties • Development: Sampling of items created by authors • Administration and Scoring: Standardized • Frequency: Two to three times yearly – often fall/winter and spring

15. Applications • Evaluation and Instructional Planning • CBA • Precision Teaching • Eligibility, Placement, Diagnosis • CBM • Specific Skill Difficulties • DIBELS • AIMSweb

16. Development • Teacher made • CBA • Precision Teaching • Teacher made using guidelines • CBM • Sampling of items created by authors • DIBELS • AIMSWeb

17. Administration and Scoring • Individually administered and teacher scored • CBA • Precision Teaching • Standardized administration and scoring • CBM • DIBELS • AIMSWeb

18. Frequency • Multiple times to assess learning • CBA • Multiple measures • Precision Teaching • Repeated over time for a long duration • CBM • Two to three times yearly – often fall/winter and spring • DIBELS • AIMSWeb

19. Evidence of Effectiveness • States mandating CBE as a component of pre-referral intervention process • CBA and Precision Teaching • Student advancement in percentage points on ITBS greater for those receiving intervention than control students (Binder & Watkins, 1990)

20. Evidence of Effectiveness • CBM • Viable and accurate tool for classroom teachers to measure long-term objectives of students with and without disabilities • Applications for special and general education as well as integrated settings • Diagnostic tool for error analysis and overall decision-making • Potential for additional applications • Computer development of multiple measures • Computer scoring • Computer graphing (Shinn & Bomonto, 1998) • Correlation with performance on state-wide assessment measures

21. Evidence of Effectiveness • DIBELS • Measures are reliable and valid indicators of early literacy development and predictive of later reading proficiency • Specifically designed to assess 3 of the 5 Big Ideas of early literacy • Phonological Awareness • Alphabetic Principle • Fluency with Connected Text • Provide grade-level feedback toward validated instructional objectives. • Allow early identification of students who are not progressing as expected.

22. AIMSWebProgress Monitoring and Response to Intervention System • Scientifically based system. • Provides continuous student performance data. • Provides assessment materials and ability to organize and report CBM or DIBELS. • Uses a 3-Tier Problem-Solving model, including Response-to-Intervention (RTI). • Web-based data management and reporting applications for • universal screening • progress monitoring for general education • strategic assessment for remedial or at-risk programs • intensive progress monitoring of IEP goals for students with severe achievement problems.

23. Pros to using CBE • Individualized • Curriculum connected • Can be generalized and use as predictor • Data driven decision making • NCLB, Big Ideas, Reading First, RTI • Inexpensive

24. Cons to using CBE • Training and implementation • Time consuming

25. A System in Place – Foley Elementary • DIBELS / AIMSWeb • Materials • Scoring and data reporting • $4 per student • Evaluation Teams • Teachers • Paras • Title I • School Psychologist

26. Foley System continued • Use of Data • Title I Services • Individualized Interventions • Instructional Groups • Curriculum Committee – trends and curriculum needs • Positive Reactions • Teachers • Parents • Administration • Longevity • DIBELS – 5 years • AIMSWeb Math– 2 years

27. Despite our best efforts some kids succeed. • FO Smartest Kid in Class.wmv

28. Resources • http://www.cast.org/publications/ncac/ncac_curriculumbe.html • http://dibels.uoregon.edu/index.php • http://jpa.sagepub.com/cgi/content/abstract/24/1/19 • http://www.aimsweb.com/ • http://www.teacherstoolkit.com/classroom1.htm • Binder, C., & Watkins, C. L. (1990). Precision teaching and direct instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96. • Shinn, M. R. & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn. (Ed.) Advanced Applications of Curriculum-Based Measurement. New York, NY: The Guilford Press.