Curriculum Based Curriculum Based MeasurementsMeasurements

Linking Assessment with Linking Assessment with InstructionInstruction

Tricia Crosby-Cooper and Mark Brincks, Carr Intermediate, 2007

Wouldn’t it be nice if we could…Wouldn’t it be nice if we could…

Have a standardized index of student performance in our Have a standardized index of student performance in our curriculum and connected to IEP goals?curriculum and connected to IEP goals?

Have objective information on student progress which is easily Have objective information on student progress which is easily shared and understood by all?shared and understood by all?

Provide measurable, meaningful goals within our District’s Provide measurable, meaningful goals within our District’s curriculum?curriculum?

Reduce jargon and communicate more directly?Reduce jargon and communicate more directly?

Document when students are learning and when they are not?Document when students are learning and when they are not?

Provide timely changes to the student’s instruction?Provide timely changes to the student’s instruction?

Focus on solutions to problems, rather than causes?Focus on solutions to problems, rather than causes?

Curriculum Based Curriculum Based Measurement (CBM)Measurement (CBM)

Has standardized measurement proceduresHas standardized measurement procedures

Uses stimulus items closely aligned to the Uses stimulus items closely aligned to the curriculumcurriculum

Improves the match between testing and Improves the match between testing and teachingteaching

Links assessment to interventionLinks assessment to intervention

Establishes student skill level: mastery, Establishes student skill level: mastery, instructional and frustrationinstructional and frustration

Is easily communicated and understood by all Is easily communicated and understood by all

Characteristics of CBMCharacteristics of CBM

AccurateAccurate, , ReliableReliable, , StandardizedStandardized

Measures of Basic Skills:Measures of Basic Skills:

> Reading > Math> Reading > Math

> Spelling > Writing> Spelling > Writing

Characteristics of CBM Characteristics of CBM continued…continued…

Test items come from the Test items come from the District’s curriculumDistrict’s curriculum

Tests are standardized and Tests are standardized and norm-referenced (using local norm-referenced (using local norms)norms)

Characteristics of CBM Characteristics of CBM continued…continued…

Tests are inexpensive to Tests are inexpensive to produce and administer. produce and administer.

Tests take minimum time from Tests take minimum time from classroom instruction.classroom instruction.> Reading > Reading >Math >Math (1-3 min)(1-3 min) (2 min) (2 min)> Spelling > Writing> Spelling > Writing (2 min) (4 min)(2 min) (4 min)

Characteristics of CBM Characteristics of CBM continued…continued…

Tests require students to Tests require students to produce academic responses produce academic responses rather than guess, point or rather than guess, point or circle answers.circle answers.

Student’s academic fluency Student’s academic fluency (correct responses per minute) (correct responses per minute) in basic skills is determined. in basic skills is determined.

Underlying Concept of Underlying Concept of Curriculum Based Curriculum Based AssessmentAssessment Testing should reflect what Testing should reflect what

is taught since assessment is taught since assessment will ultimately drive will ultimately drive instruction.instruction.

The measure of success in The measure of success in education is the student’s education is the student’s progress in the curriculum progress in the curriculum of the local school.of the local school.

Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials

Reading:Reading:

Student reads a grade level Student reads a grade level (Instructional) passage orally (Instructional) passage orally

1 minute1 minute test test Given Given individuallyindividually Score: # of words read correctlyScore: # of words read correctly (optional: error types)(optional: error types)

Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials

Spelling:Spelling:

Student writes words given orally fromStudent writes words given orally from list of high frequency grade level wordslist of high frequency grade level words 2 minute2 minute test test Given Given in groupin group or individually or individually Score Options: # correct words, orScore Options: # correct words, or # correct letter# correct letter sequencessequences

Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials

Written Language:Written Language:

Student writes passage using story Student writes passage using story starterstarter

3 minute3 minute test test Given Given in groupin group or individually or individually Score Options: total words written,Score Options: total words written, words spelled correctly words spelled correctly

and correct word and correct word sequencesequence

Overview of CBMOverview of CBMProcedures & MaterialsProcedures & Materials

Math:Math:

Student completes math problems Student completes math problems from selected grade-level materialsfrom selected grade-level materials

2 minute2 minute test test Given Given in groupin group or individually or individually Score: correct # of digitsScore: correct # of digits

Specific Standardized Specific Standardized Instructions…Instructions…

ReadingReading: (see handout): (see handout)

Materials: Materials:

1. Unnumbered (student) copy of 1. Unnumbered (student) copy of passage passage

2. Numbered (examiner) copy of 2. Numbered (examiner) copy of passagepassage

3. Stopwatch or timer3. Stopwatch or timer

4. Tape recorder (optional)4. Tape recorder (optional)

Specific Standardized Specific Standardized Instructions…Instructions…

Written ExpressionWritten Expression:(see handout):(see handout)

Materials: Materials:

1. Lined paper with story starter for 1. Lined paper with story starter for student student

2. Pencil for student2. Pencil for student

3. Stopwatch or timer3. Stopwatch or timer

Specific Standardized Specific Standardized Instructions…Instructions…

SpellingSpelling::

Materials: Materials:

1. Spelling paper with 18 1. Spelling paper with 18 spaces for student spaces for student

2. Pencil for student2. Pencil for student

3. Stopwatch or timer3. Stopwatch or timer

4. List of spelling words4. List of spelling words

Specific Standardized Specific Standardized Instructions…Instructions…

MathMath: (see handout): (see handout)

Materials: Materials:

1. Unnumbered (student) copy of math 1. Unnumbered (student) copy of math problemsproblems

2. Numbered (examiner) copy of math 2. Numbered (examiner) copy of math problemsproblems

3. Stopwatch or timer3. Stopwatch or timer

(May use single skill or multiple skills.)(May use single skill or multiple skills.)

CBM Use…CBM Use…

Student progress in relation to Student progress in relation to othersothers

Instructional program decisionsInstructional program decisions Screening Tool / Student Study Screening Tool / Student Study

TeamsTeams Summer School – Extended Summer School – Extended

School YearSchool Year Progress monitoring as part of Progress monitoring as part of

the Problem solving modelthe Problem solving model

CBM Use continued…CBM Use continued…

Special Education Goals on Special Education Goals on IEPsIEPs

(see samples on pg. 3 in (see samples on pg. 3 in handout) handout)

Identify “At Risk” StudentsIdentify “At Risk” Students Class Profile – School ProfileClass Profile – School Profile Program EvaluationProgram Evaluation Measuring Response to Measuring Response to

InterventionIntervention

CBM Use in RTI…CBM Use in RTI…

Measure general effectiveness of a Measure general effectiveness of a given interventiongiven intervention

For individual students:For individual students: -- Progress monitoringProgress monitoring

- Performance compared to peers- Performance compared to peers - Performance compared to a set - Performance compared to a set

standardstandard - Single student’s response to - Single student’s response to

intervention intervention

Examples of CBM Graphs…Examples of CBM Graphs…Oral Reading Fluency

0102030405060708090

100110120130140150160170180190200

Dates

Wo

rds R

ead

Per

Min

ute

Baseline

Intervention #1

Intervention #2

Linear (Baseline)

Baseline Interventions

Examples of CBM Graphs Examples of CBM Graphs Continued…Continued…

Oral Reading Fluency

0102030405060708090

100110120130140150160170180190200

Dates

Wo

rds

Rea

d P

er M

inu

te

Baseline

Intervention #1

Linear (Baseline)

Baseline Interventions

Examples of CBM Graphs Examples of CBM Graphs Continued…Continued…

Resources…Resources…

www.interventioncentral.org – warehouse – warehouse of CBMsof CBMs

www.aimsweb.com – charting progress on – charting progress on lineline

http://dibels.uorgon.edu - U of Oregon – - U of Oregon – DibelsDibels

http://www.cbmnow.com - get pocket CBM - get pocket CBM