11

CBMCBM

Teachers assess students’ academic Teachers assess students’ academic performance, using brief measures, on a performance, using brief measures, on a frequent basis.frequent basis.

The major purposes areThe major purposes are− To describe rate of response to instructionTo describe rate of response to instruction− To build more effective programs. To build more effective programs.

With CBM, student performance on a global With CBM, student performance on a global indicator of academic competence is indicator of academic competence is assessed on a frequent basis.assessed on a frequent basis.

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ROOTS OF CBMROOTS OF CBM

Deno at University of Minnesota Deno at University of Minnesota Institute for Research on Learning Institute for Research on Learning Disabilities Disabilities (Deno, 1986)(Deno, 1986)

Effort to develop and validate simple Effort to develop and validate simple methods for use in IEP’smethods for use in IEP’s

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ASSESSMENT NEEDSASSESSMENT NEEDS

Use curriculumUse curriculum

Short in durationShort in duration

Multiple formsMultiple forms

Inexpensive Inexpensive

User friendlyUser friendly

Show improvement over timeShow improvement over time

Research basedResearch based

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CHARACTERISTICS OF ALL CHARACTERISTICS OF ALL CBA MODELSCBA MODELS

Test stimuli drawn from the curriculumTest stimuli drawn from the curriculum

Repeated testing occurs over timeRepeated testing occurs over time

Useful in instructional planningUseful in instructional planning

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Three Purposes of CBMThree Purposes of CBM

1) Screening1) Screening

2) Progress Monitoring2) Progress Monitoring Teachers assess students’ academic performance on a Teachers assess students’ academic performance on a

regular basisregular basis

To determine whether children are profiting appropriately To determine whether children are profiting appropriately from the typical instructional programfrom the typical instructional program

To build more effective programs for children who do not To build more effective programs for children who do not benefit appropriately from typical instructionbenefit appropriately from typical instruction

3) Instructional Diagnosis

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CBM ScreeningCBM ScreeningExamples:Examples:

Beginning of Grade 1: students who Beginning of Grade 1: students who say less than 15 sounds in 1 minute.say less than 15 sounds in 1 minute.

Beginning of Grade 2: students who Beginning of Grade 2: students who read less than 40 words from text in 1 read less than 40 words from text in 1 minuteminute..

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DIFFERENCES FROM DIFFERENCES FROM TRADITIONAL MEASURES TRADITIONAL MEASURES

Does not try to determine why child is having Does not try to determine why child is having troubletrouble

But how different from the normBut how different from the norm

And is he/she getting better? And is he/she getting better?

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ACCOUNTABILITYACCOUNTABILITY

CBM can document effectiveness by showing CBM can document effectiveness by showing change over time change over time

Provides a baseline of performance to Provides a baseline of performance to determine if related services are leading to determine if related services are leading to change over timechange over time

Achievement and accountability decisions are Achievement and accountability decisions are made on basis of classroom performance made on basis of classroom performance

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STAFF ACCEPTANCESTAFF ACCEPTANCE

Testing more relevantTesting more relevant

Confidence in test resultsConfidence in test results

Can compare to peersCan compare to peers

Improved communication with parentsImproved communication with parents

Motivating to students to see growthMotivating to students to see growth

1010

What We Look For in CBMWhat We Look For in CBM

INCREASING SCORES: INCREASING SCORES:

SStudent is responding to the tudent is responding to the instructional program.instructional program.

FLAT SCORES:FLAT SCORES:

SStudent is not responding to the tudent is not responding to the instruction program.instruction program.

1111

Sarah’s Progress on Words Sarah’s Progress on Words Read CorrectlyRead Correctly

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rds

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Sarah Smith Reading 2

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Jessica’s Progress on Words Read Jessica’s Progress on Words Read CorrectlyCorrectly

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DEVELOPING PROBESDEVELOPING PROBES

Developed from student’s actual curriculumDeveloped from student’s actual curriculum

Allow for quick administration and scoringAllow for quick administration and scoring

Reading probesReading probes

Math probesMath probes

Spelling Spelling

Written language Written language

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READING PROBEREADING PROBE

One on one administrationOne on one administration

Three one-minute tests Three one-minute tests

Score is number of correct words read Score is number of correct words read

Errors notedErrors noted

Median scoreMedian score

Grade level reading rates Grade level reading rates

1515

CBM Global Indicators of CBM Global Indicators of Reading CompetenceReading Competence

Kindergarten: Letter-Sound FluencyKindergarten: Letter-Sound Fluency

Grade 1: Word-Identification FluencyGrade 1: Word-Identification Fluency

Grades 2-3: Grades 2-3: Passage Reading FluencyPassage Reading Fluency

Grades 4-6: Maze FluencyGrades 4-6: Maze Fluency

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Pre-Reading CBMPre-Reading CBM Kindergarten: Phonemic-Segmentation Kindergarten: Phonemic-Segmentation

FluencyFluency

Kindergarten: Letter-Sound FluencyKindergarten: Letter-Sound Fluency

Early First Grade: Nonsense-Word FluencyEarly First Grade: Nonsense-Word Fluency

Early First Grade: Word-Identification Early First Grade: Word-Identification FluencyFluency

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Kindergarten Kindergarten Phonemic-Segmentation FluencyPhonemic-Segmentation Fluency

Teacher: Teacher: I’m going to say a word. I’m going to say a word. After I say it, tell me all the After I say it, tell me all the sounds in the wordsounds in the word..

Example Example

Teacher: Teacher: SamSam

Child: Child: /s/ /a/ /m//s/ /a/ /m/ (3 correct) (3 correct)

oror

Child: Child: /s/ /am//s/ /am/ (2 correct) (2 correct)

Time: 1 minuteTime: 1 minute

callcall

showshow

skinskin

thickthick

brookbrook

dodo

youngyoung

……

1818

KindergartenKindergartenLetter-Sound FluencyLetter-Sound Fluency

Teacher: Teacher: Say the sound Say the sound that goes with each that goes with each letter.letter.

Time: 1 minuteTime: 1 minute

p U z u yp U z u y

i t R e wi t R e w

O a s d fO a s d f

v g j S hv g j S h

k m n b Vk m n b V

Y E i c xY E i c x……

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Early First GradeEarly First GradeNonsense-Word FluencyNonsense-Word Fluency

Teacher: Teacher: Look at this word. Look at this word. It’s a make-believe It’s a make-believe word: /s/ /i/ /m/ ‘sim.’ I word: /s/ /i/ /m/ ‘sim.’ I can say the sounds of can say the sounds of the letters, /s/ /i/ /m/, or the letters, /s/ /i/ /m/, or I can read the whole I can read the whole word, ‘sim.’ For each word, ‘sim.’ For each word, say the sounds or word, say the sounds or read the whole word.read the whole word.

Time: 1 minuteTime: 1 minute

wabwab

lon lon

deg deg

pevpev

yil yil

bafbaf

huzhuz

......

2020

Grade 1Grade 1Word-Identification FluencyWord-Identification Fluency

Teacher: Teacher: Read these Read these wordswords..

Time: 1 minute.Time: 1 minute.

twotwo

forfor

comecome

becausebecause

lastlast

fromfrom ......

2121

CBM ScreeningCBM ScreeningExamples:Examples:

Beginning of Grade 1: students who Beginning of Grade 1: students who say less than 15 sounds in 1 minute.say less than 15 sounds in 1 minute.

Beginning of Grade 2: students who Beginning of Grade 2: students who read less than 40 words from text in 1 read less than 40 words from text in 1 minuteminute..

2222

CLASS STATISTICS: ComputationTeacher: Mrs. Smith

Report through 3/17

Score

Average score 39.5

Standard deviation 12.6

Discrepancy criterion 26.9

Slope

Average slope +0.98

Standard deviation 0.53

Discrepancy criterion +0.45

Students identified with dual discrepancy criterion

Score Slope

Anthony Jones 19.0 +0.05

Erica Jernigan 18.0 +0.23

Overall Class Scores

and ID of students whose progress is poor compared to peers

2323

Grades 2-3 Grades 2-3 Passage Reading FluencyPassage Reading Fluency

Number of words read aloud correctly Number of words read aloud correctly in 1 minute on end-of-year passagesin 1 minute on end-of-year passages

2424

Jason Fry ran home from school. He had to pack his

clothes. He was going to the beach. He packed a swimsuit and

shorts. He packed tennis shoes and his toys. The Fry family was

going to the beach in Florida.

The next morning Jason woke up early. He helped Mom

and Dad pack the car, and his sister, Lonnie, helped too. Mom and

Dad sat in the front seat. They had maps of the beach. Jason sat in

the middle seat with his dog, Ruffie. Lonnie sat in the back and

played with her toys.

They had to drive for a long time. Jason looked out the

window. He saw farms with animals. Many farms had cows and

pigs but some farms had horses. He saw a boy riding a horse.

Jason wanted to ride a horse, too. He saw rows of corn growing in

the fields. Then Jason saw rows of trees. They were orange trees.

He sniffed their yummy smell. Lonnie said she could not wait to

taste one. Dad stopped at a fruit market by the side of the road.

He bought them each an orange.

CBM CBM passage passage for for Correct Correct Words Words Per Per MinuteMinute

2525

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CBM Passage Reading FluencyCBM Passage Reading Fluency Not interested in making kids read fasterNot interested in making kids read faster Interested in kids becoming better readersInterested in kids becoming better readers The CBM score is an overall indicator of reading The CBM score is an overall indicator of reading

competencecompetence Students who score high on CBMStudents who score high on CBM

− Are better decodersAre better decoders− Are better at sight vocabularyAre better at sight vocabulary− Are better comprehendersAre better comprehenders

Correlates highly with high-stakes testsCorrelates highly with high-stakes tests

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Grades 4-6 Grades 4-6 Maze FluencyMaze Fluency

Number of words replaced correctly in Number of words replaced correctly in 2.5 minutes on end-of-year passages 2.5 minutes on end-of-year passages from which every 7from which every 7thth word has been word has been deleted and replaced with 3 choicesdeleted and replaced with 3 choices

2828

Computer MazeComputer Maze

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MATHEMATICSMATHEMATICSCBMCBM

3030

MATH PROBEMATH PROBE

Variety of types of problems the student Variety of types of problems the student will encounterwill encounter

Group administrationGroup administration

Three to five minute testThree to five minute test

““Correct digits” is the number of digits in Correct digits” is the number of digits in the correct place on each problemthe correct place on each problem

3131

41x

98 297

95 22 575 26 8+

24 47x

B C D E

G H I J

L M N O

Q R S T

V W X Y

A

F

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64 )37

27 =

61 4444 20

Sheet #1

Password: ARM

Computation 4

Name: Date

67 =31 +

47 =27 -

35

15 =+

786 ) 87 57x

67x

90x 486 ) 205 )

502 ) 3310x

60x

307 )

328 ) 11 5628 24

+ 83

3833x

95x 567 )

Random numerals within problems (considering specifications of problem types)

Random placement of problem types on page

3232

79x

41 644

52 85 264 70 8+

13 07x

B C D E

G H I J

L M N O

Q R S T

V W X Y

A

F

K

P

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92 )

23

13 =

15 0414 41

Sheet #2

Password: AIR

Computation 4

Name: Date

12 =64 +

47 =13 -

511

311 =+

249 )

10 73x

62x

86x

724 )

655 )

105 )

3574x

90x

306 )

819 )

82 8543 04

+ 90

3223x

45x

306 )

Random numerals within problems (considering specifications of problem types)

Random placement of problem types on page

3333

A “Correct Digit” Is the Right Numeral in the Right Place

450721462461

450721462361

450721462441

4correct digits

3correct digits

2correct digits

3434

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Donald Ross Computation 4

DIGITS

Donald’s Progress in Digits CorrectAcross the School Year

3535

OTHER SUBJECT AREASOTHER SUBJECT AREAS

Spelling – correct letter sequenceSpelling – correct letter sequence

Writing – Total words written, words Writing – Total words written, words spelled correctly, spelled correctly,

3636

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In RTI, CBM Is Used To …In RTI, CBM Is Used To …

1. Identify Risk with S1. Identify Risk with Screening creening 2. Monitor Response to GE 2. Monitor Response to GE (general educational response)(general educational response)

3. Eliminate Poor Instruction as Explanation for 3. Eliminate Poor Instruction as Explanation for Poor general educational response Poor general educational response

4. Designating Non-Response (LD)4. Designating Non-Response (LD)

4141

2. For At Risk, Monitoring 2. For At Risk, Monitoring Response to GEResponse to GE

Administer weekly CBM to all at-risk Administer weekly CBM to all at-risk students for 6-8 weeks.students for 6-8 weeks.

At end of 6-8 weeks, identify children whose At end of 6-8 weeks, identify children whose slope (rate of improvement) is substantially slope (rate of improvement) is substantially less than peers.less than peers.

4242

TutoringTutoringSmall Group InstructionSmall Group Instruction (1:1, 1:3, 1:5, 1:10) (1:1, 1:3, 1:5, 1:10)

10 wks, 4x per wk, 35-45 min per session 10 wks, 4x per wk, 35-45 min per session Point system for motivationPoint system for motivation Train to masteryTrain to mastery Immediate corrective feedbackImmediate corrective feedback Mastery of content before moving on Mastery of content before moving on More time on difficult activitiesMore time on difficult activities More opportunities to respondMore opportunities to respond Fewer transitionsFewer transitions Setting goals and self monitoringSetting goals and self monitoring Special relationship with tutorSpecial relationship with tutor

4343

RTI OverviewRTI Overview Fall CBM screen cut-point to designate risk < 15Fall CBM screen cut-point to designate risk < 15 Monitor at-risk students weekly for 8 weeks to Monitor at-risk students weekly for 8 weeks to

determine GE response (GE is Open Court Reading).determine GE response (GE is Open Court Reading). Students whose CBM slope (rate of improvement) Students whose CBM slope (rate of improvement)

across the 8 weeks of GE is low (< 1.8 word/week across the 8 weeks of GE is low (< 1.8 word/week increase) enter preventive tutoring.increase) enter preventive tutoring.

Preventive tutoring: 3 times/week for 12 weeks; 45 Preventive tutoring: 3 times/week for 12 weeks; 45 min per session in groups of 3; taught by trained and min per session in groups of 3; taught by trained and supervised paraprofesionalsupervised paraprofesional

4444

In summary, CBM is used for:In summary, CBM is used for:

to identify at-risk students who may need additional to identify at-risk students who may need additional services services

to help general education teachers plan more effective to help general education teachers plan more effective instruction within their classroomsinstruction within their classrooms

to help special education teachers design more effective to help special education teachers design more effective instructional programs for students who don’t respond to instructional programs for students who don’t respond to the general education programthe general education program

To document student progress for accountability To document student progress for accountability purposespurposes

To communicate with parents or others professionals To communicate with parents or others professionals about students’ progressabout students’ progress