Curriculum-Based Measurement & Response To Intervention

1. Curriculum-Based Measurement & Response To Intervention

2. http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtmlhttp://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml

3. Curriculum-Based Measurement: An Introduction -----Jim Wrightwww.interventioncentral.org

4. Progress-Monitoring Data (e.g. CBM) Collected Baseline Data (e.g. CBM) Collected Using Data for Intervention (RTI) Team Referrals Teacher Referral Initial Meeting Held Intervention Started & Monitored Follow-Up Meeting Held

5. Formative Assessment to Monitor Response to Intervention • Definition: “Ongoing assessment of progress toward a long-term or major objective.” • Example: Curriculum-Based Measurement in Reading Fluency or Math Computation

6. Formative Assessment: Advantages • Provides teacher with ‘pulse measures’: ongoing information about student progress • Permits teacher to see direct impact of teaching strategies on student performance • Allows teacher to create ‘local norms’ against which to compare the academic performance of a target student • Prevents instructor from spending too much time, effort on strategies that are ineffective

8. Curriculum-Based Measurement : Defining Characteristics: • ‘Tests’ preselected objectives from local curriculum • Has standardized directions for administration • Is timed, yielding fluency, accuracy scores • Uses objective, standardized, ‘quick’ guidelines for scoring • Permits charting and teacher feedback

9. CBM Techniques have been developed to assess: • Reading fluency: 1-minute probes • Math computation: 2-minute probes • Writing: 4-minute probes • Spelling • Phonemic awareness skills

10. CBM: Oral Reading Fluency

11. http://www.nichd.nih.gov/publications/nrppubskey.cfm

12. NRP Conclusions Regarding Importance of Oral Reading Fluency: “An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3

13. CBM Reading Probes: Preparation

14. CBM Reading Assessment: Preparation • Decide on ‘measurement pool’ (e.g., basal reading series, literature selections sorted according to readability) • Prepare examiner and student copies of passages • Select passages randomly from larger library when administering to student

15. CBM Reading Measurement Pool: Silver Burdett & Ginn (1989) Book 2: Out Came the Sun…..Grade 1 Book 1: All Through the Town.Grade 1 Book 3: Morning Bells….……..Grade 1 Book 4: Make A Wish…………Grade 1 Book 5: A New Day……………Grade 1 Book 6: Garden Gates………..Grade 2 Book 7: Going Places…………Grade 2 Book 8: Castles of Sand………Grade 3 Book 9: On the Horizon……….Grade 3 Book 10: Silver Secrets……….Grade 4 Book 11: Dream Chasers……..Grade 5 Book 12: Wind by the Sea…….Grade 6

16. CBM Reading Probes: Example

17. CBM Reading Probes: Administration

18. CBM Reading Probes: Administration Materials needed: • 3 passages selected at random from probe collection • Stopwatch • Pen or marker • Quiet, non-distracting location

19. CBM Reading Assessment: Administration • Sit at table next to or across from student • Read off standardized directions • Start stopwatch after (a) student reads first word, or (b) examiner provides first word

20. CBM Reading Assessment: Administration • Supply correct word if student hesitates for longer than 3 seconds • Mark errors on examiner passage • Mark student stopping point in passage (“]”) at end of 60 seconds • Tell student to stop reading

21. CBM Reading Probes: Scoring

22. CBM Reading Assessment: Scoring Words are counted as correct if . . . • the student repeats a correctly read word • the student self-corrects within 3 seconds • variant pronunciation of a word is due to dialectical differences or speech articulation issues

23. CBM Reading Assessment: Scoring Words are counted as incorrect if they are. . . • mispronunciations • substitutions (e.g., home for house) • omissions • hesitations of greater than 3 seconds • word transpositions

24. CBM Reading Assessment: Scoring Words read aloud are ignored if. . . • the student inserts them into the text

25. CBM Reading Assessment: Computing Correctly Read Words Number of correctly read words (CRW) is calculated by: • subtracting number of errors (E) from • total read words (TRW) during timed minute --words read up to end bracket in passage

26. CBM Reading Assessment: Computing Correctly Read Words • TRW=74 • Errors=5 • CRW=69

27. Student Record Form: CBM: Oral Reading FluencyPage 1

28. Student Record Form: CBM: Oral Reading FluencyPage 2

29. Student Information Block

30. Step 1: Survey-Level Assessment

31. Table 1: Reading Placement Guidelines

32. Step 2: Compute a Student Reading Goal

33. Step 3: CollectBaseline Data

34. Step 4: Progress-Monitoring

35. Table 2: Predictions for Reading Growthby Grade

37. CBM Reading : Passage 1

38. CBM Reading Probe 1

39. Franklin Jones Mrs. Larrossa 3-2 M,Th 1-2:30 CBM Reading Assessment: Recording Scores Lvl 4-1 Probe 1,2,3 9/23 4 49 45 92%

40. Franklin Jones Mrs. Larrossa 3-2 SB&G: Bk 9 49 4 45 92% Lvl 4-1 Probe 1 9/23 64 3 61 95% Lvl 4-1 Probe 2 9/23 42 2 40 95% Lvl 4-1 Probe 3 9/23 CBM Reading Assessment: Selecting Median Values

41. CBM: Math Computation

42. CBM Math Computation Sample Goals • Addition: Add two one-digit numbers: sums to 18 • Addition: Add 3-digit to 3-digit with regrouping from ones column only • Subtraction: Subtract 1-digit from 2-digit with no regrouping • Subtraction: Subtract 2-digit from 3-digit with regrouping from ones and tens columns • Multiplication: Multiply 2-digit by 2-digit-no regrouping • Multiplication: Multiply 2-digit by 2-digit with regrouping

43. CBM Math Computation Assessment: Preparation • Select either single-skill or multiple-skill math probe format. • Create student math computation worksheet (including enough problems to keep most students busy for 2 minutes) • Create answer key

44. CBM Math Computation Assessment: Preparation • Advantage of single-skill probes: • Can yield a more ‘pure’ measure of student’s computational fluency on a particular problem type

45. CBM Math Computation Assessment: Preparation • Advantage of multiple-skill probes: • Allow examiner to gauge student’s adaptability between problem types (e.g., distinguishing operation signs for addition, multiplication problems) • Useful for including previously learned computation problems to ensure that students retain knowledge.

47. CBM Math Computation Probes: Scoring

48. CBM Math Computation Assessment: Scoring Unlike more traditional methods for scoring math computation problems, CBM gives the student credit for each correct digit in the answer. This approach to scoring is more sensitive to short-term student gains and acknowledges the child’s partial competencies in math.

49. Math Computation: ScoringExample 10 CDs 11 CDs 12 CDs 1 CD 2 CDs 3 CDs 4 CDs 5 CDs 6 CDs 7 CDs 8 CDs 9 CDs

50. Numbers Above Line Are Not Counted Math Computation: Scoring Placeholders Are Counted