curriculum based measurement: reading and written language susan m. loftus, ph.d. university of...
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Curriculum Based Measurement: Reading and Written Language
Susan M. Loftus, Ph.D.
University of Rhode Island
Agenda
Introduction What is CBM? How do we administer/score/interpret CBM? How does CBM fit into an RTI model? How do we use results of CBM to make
instructional decisions?
Scientific Knowledge Base
There is an extensive scientific knowledge base in beginning reading
Converging evidence suggests that: Teaching Reading is Urgent Teaching Reading is Complex Almost Every Child Can Learn to Read
What do we know and what guidance can we gain from scientifically based reading
research?
Teaching Reading is Urgent
According to the results of the 2007 National Assessment of Educational Progress (NAEP), approximately 40% of third graders are performing below a “basic” level in reading.
Students performing below a “basic” level are not able to demonstrate an understanding of the literal meaning of grade level text, identify main ideas, make inferences, or relate what they read to personal experiences
Teaching Reading is Urgent
“No time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”
(Burns, Griffin, & Snow, 1999, p. 61)
Scientific Knowledge Base
There is an extensive scientific knowledge base in beginning reading
Converging evidence suggests that: Teaching Reading is Urgent Teaching Reading is Complex Almost Every Child Can Learn to Read
What do we know and what guidance can we gain from scientifically based reading
research?
Teaching Reading is Complex
To every complex problem, there is a simple solution…
that doesn’t workMark Twain
that doesn’t work
Teaching Reading is Rocket Science!(Louisa Moats)
Vocabulary
Comprehension
Phonemic Awareness
Alphabetic Principle
Fluency
Reading in an Alphabetic Writing
Big Ideas in Beginning Reading
Complex Alphabetic Code
Scientific Knowledge Base
There is an extensive scientific knowledge base in beginning reading
Converging evidence suggests that:
Teaching Reading is Urgent Teaching Reading is Complex Almost Every Child Can Learn to Read
What do we know and what guidance can we gain from scientifically based reading
research?
Teaching Every Child to Read
The results of well designed and carefully controlled school-based studies suggest that at least 95% of the total student population can attain average reading abilities with the implementation of effective and comprehensive instruction & intervention.
Results of School-Based Studies
Torgesen, Florida Center for Reading Research, 2004
What is Curriculum
Based Measurement?
Curriculum Based Measurement A method used to find out how students are
progressing in academic areas Screen all students 3 times per year Progress monitor students who are at-risk Provide information to teachers that will
inform instructional changes Quick and easy to administer
What is good about CBM?
• Short 1-minute assessments of critical early literacy skills
• Administered to all children three times a year• Administered to students experiencing reading
difficulties more often• Measures change across grades
Kindergarten and 1st grade assess pre-reading skills 1st – 8th grade assess reading connected text
• DIBELS and Aimsweb can be used in combination with an on-line data management systems that helps to organize, display, and interpret student data
What is good about CBM? Short reliable and valid indicators of skills highly associated with early reading success
Provide “vital signs” of growth and development that are predictive of later reading proficiency
Allows early identification of students who need instructional support
Instructionally relevant: Provide timely feedback to schools and teachers to enable responsive instruction
Simple, quick, cost effective measures that are easily repeatable for continuous progress monitoring
What is good about CBM? Can answer questions about achievement at the individual, classroom, and school-wide level. Which children in my class/grade/school are at risk for future
reading difficulties? Which students have similar instructional needs and will form
appropriate groups for instruction? As a whole, how are our kindergarten/first/ second/third grade
students doing? Compared to last year? Is our reading program meeting the needs of students in
kindergarten/first/second/third grade? Are our reading interventions helping at risk students catch
up?
CBM: Reading
DIBELS (http://dibels.uoregon.edu) Aimsweb (http://aimsweb.com) Intervention Central
(www.interventioncentral.com) National Center for Student Progress
Monitoring (www.studentprogress.org)
Counting the number of correct words while a student reads aloud from grade-level text for 1 minute.
“Because oral reading fluency reflects the complex orchestration of many different reading skills, it can be used in an elegant and reliable way to characterize overall reading expertise.”
(Fuchs, Fuchs, Hosp, & Jenkins, 2002)
Measures of oral reading fluency are highly correlated with reading comprehension in the primary grades.
Oral Reading Fluency
CBM: Curriculum Based Measurement
“Fluency represents a level of expertise beyond word recognition accuracy... skilled readers read words accurately, rapidly, and efficiently.” (National Reading Panel, 2000)
“Slow, effortful reading is a labor-intensive process that only fitfully results in understanding.” (National Reading Panel, 2000)
“If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean.” (Coyne, Kame’enui, & Simmons, 2001)
Oral Reading Fluency
Relationship between ORF & Comprehension
Oral reading fluency is highly correlated and predictive of standardized tests of reading comprehension and state-wide high stakes assessments.A student who is actively constructing meaning while reading will be more fluent than if she is not comprehending.
Relationship between ORF & Comprehension
The ability to read fluently is necessary but not sufficient for higher level comprehension.
A student who does not read fluentlyEven if she has good understanding, she will have
difficulty with reading comprehensionIf she also has difficulty with understanding, she will
have even more difficulty with reading comprehension
A student that does read fluentlyIf she has good understanding, her reading
comprehension will be goodIf she has difficulty with understanding, she will
have difficulty with reading comprehension
Oral Reading Fluency
AIMSWEB Curriculum Based Measures
Letter Naming Fluency Letter Sound Fluency Phonemic Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Reading Maze Written Expression
K-Fall
K-Winter
K-Spring
1st-Fall
1st-Winter
1st-Spring
2nd-Fall
2nd-Winter
2nd-Spring
LNF LNF LNF LNF
LSF LSF LSF
PSF PSF PSF PSF
NWF NWF NWF NWF
ORF ORF ORF ORF ORF
Aimsweb Measurement Sequence
Letter Naming Fluency (LNF)
When is it measured? Kindergarten – First Grade
What does it look like?What does it measure?
Students’ ability to name letters quickly and accurately
What does it tell us? LNF is an indicator of risk status and early experiences with literacy
Letter Sound Fluency (LSF)
When is it measured? Kindergarten – First Grade
What does it look like?What does it measure?
Students’ ability to name sounds of letters quickly and accurately
What does it tell us? LSF is an indicator of risk status and early experiences with literacy
Phoneme Segmentation Fluency (PSF)
When is it measured? Kindergarten – First Grade
What does it look like?What does it measure?
Students’ ability to break orally presented words into sounds quickly and accurately (phonemic awareness)
What does it tell us? Students’ phonemic awareness is an indicator of their ability to manipulate the sounds in language and is related to the ease with which they can learn letter-sounds and decode unknown words.
Nonsense Word Fluency (NWF)
When is it measured? Kindergarten – First Grade
What does it look like?What does it measure?
Students’ ability to identify letter-sound correspondences and decode regular CVC non-words.
What does it tell us? Students who can decode quickly and accurately are able to use our alphabetic system to read and spell words.
Oral Reading Fluency (ORF)
When is it measured? First Grade – Eighth Grade
What does it look like?What does it measure?
Students’ ability to read grade level connected text quickly and accurately.
What does it tell us? Oral reading fluency is a valid and reliable measure of overall reading competence
Practice Exercise 1
Practice Exercise 1: Answer Key
This student read 72 WRC/8 Errors
Reading Maze
When is it measured? First Grade – Eighth Grade
What does it look like?What does it measure?
Supplemental measure of reading comprehension
What does it tell us? If comprehension problems are suspected this measure can help to assess the student’s level of risk
Written Expression
When is it measured? First Grade – Eighth Grade
What does it look like?What does it measure?
The ability to communicate thoughts and ideas in writing
What does it tell us? You can score students’ responses for Total Words Written (TWW), Correct Writing Sequences (CWS), and Words Spelled Correctly (WSC).
How do we Interpret CBM data?
Established/Low-Risk/Benchmark Students are likely to achieve subsequent literacy goals if provided with effective instruction.
Emerging/Some-Risk/Strategic Unable to predict whether students will achieve subsequent literacy goals.
Deficient/At-Risk/Intensive Students are unlikely to achieve subsequent literacy goals unless provided with intensive intervention.
Class-Level Report: Class List
How is Student Performance Displayed?
How does CBM fit into an RTI model?
Primary Prevention:Instruction with
Core Reading Program For All Students
Secondary Prevention:Supplemental
Instruction for Students at Some Risk
Tertiary Prevention:Specialized, IndividualizedIntervention for Students at
High Risk
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
BEGINNING READING SUPPORT
~40% of Students
~35%
~25%
Students Meeting Grade Level Reading Goals:
Low risk
Students Performing Below Grade Level Reading Goals:
At Risk
Students Performing Significantly Below Grade
Level Reading Goals:High Risk
School ASchool A
How do we use CBM data to make instructional decisions?
Assessment
Curriculum/Instruction
Assessment & Instruction
Instruction without assessment is aimless
“It’s like driving a car at night without any headlights.”
Assessment & Instruction
“Weighing cows won’t make ‘em fatter.”
Assessment data must:Answer important questionsEnable informed instructional decision making
Assessment without instruction is worthless.
A School-wide Approach
Alterable Components Content Instructional Design Programs/Materials Interventionist/ Interventionist Expertise Grouping Dosage Scheduling
20%Intervention Options
A School-wide Approach
Content Reading
Comprehension, vocabulary, Phonemic Awareness, Phonics, Fluency
Content becomes increasingly targeted
20%
intensity/resources
Intervention Options
A School-wide Approach
Instructional Design Re-teaching of skills/strategies Review and practice of skills/strategies Features of effective instruction
Explicit instruction Scaffolded instruction Opportunities to practice with high quality feedback
20%
intensity/resources
Intervention Options
A School-wide Approach
Program/Materials “Double dose” of core materials Intervention component of core materials School designed strategies/activities Highly scripted/systematic program
20%
intensity/resources
Intervention Options
A School-wide Approach
Interventionist Student Volunteer Paraprofessional Classroom Teacher Specialist
Interventionist Expertise Amount of training with intervention Experience implementing intervention Student success Availability of coaching/support
20%
intensity/resources
Intervention Options
A School-wide Approach
Grouping Size of intervention group
10 students, 4 students, one-on-one Within class grouping Across class grouping Across grade grouping
20%
intensity/resources
Intervention Options
A School-wide Approach
Dosage How much time per day? How many days per week? How many weeks?
Scheduling When will intervention take place? Where will intervention take place?
20%
intensity/resources
Intervention Options
A School-wide Approach
Intervention Implementation
Continuum of scheduling, grouping, and delivery alternatives are coordinated at a school-wide level to best leverage personnel, expertise, materials, and resources
20%Intervention Options
A School-wide Approach
Intervention Programs/Materials
Evidence based Consistent & Coordinated
No intervention “silos” Implemented with fidelity and quality
20%Intervention Options
Additional Resources
National Center on RTI http://www.rti4success.org
Florida Center for Reading Research
http://fcrr.org/ What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
