How to Graph CBM Data and Make Instructional Decisions

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How to Graph CBM Data and Make Instructional
Decisions
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How to Graph CBM Data

• Graphing student scores is vital.
• Graphs provide teachers with a straightforward
  way of
• Reviewing a students progress.
• Monitoring the appropriateness of student goals.
• Judging the adequacy of student progress.
• Comparing and contrasting successful and
  unsuccessful instructional aspects of a students
  program.

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How to Graph CBM Data

• Teachers can use hand graphing or computer
  graphing programs.
• Create template for student graph.
• Use same template for every student in the
  classroom.
• Vertical (Y) axis has range of student scores.
• Horizontal (X) axis has number of weeks of
  instruction.

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How to Graph CBM Data
The vertical (Y) axis is labeled with the range
of student scores.
The horizontal (X) axis is labeled with the
number of weeks of instruction.
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How to Graph CBM Data

• Create a Goal Line for student.
• Plot students baseline data. This tells us
  where the student is starting at the identified
  instructional level.
• Plot the goal for the students instructional
  level.
• Draw a line between these points.
• You have created a goal line for your student.
• Lets try it!

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How to Graph CBM Data

• 4th Grade Student
• 2nd Grade Instructional Level ORF
• Baseline 70 wcpm
• 2nd Grade Goal 90
• Lets graph it!

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Graphing a Goal Line
X
X
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How to Graph CBM Data

• Plot students weekly/monthly scores on the graph
  and draw lines to connect the data points.
• This will allow us to easily view student
  response to instruction.
• Lets Practice!

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How to Graph CBM Data
Goal Line
Student Performance
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How to Graph CBM Data

• After drawing the goal-line, teachers continually
  monitor student graphs.
• After 7-8 CBM scores, teachers draw a trend-line
  to represent actual student progress.
• Goal-line and trend-line are compared
• One option for drawing a trend-line is the Tukey
  method.

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Tukey Method

• Tukey method
• Graphed scores are divided into 3 fairly equal
  groups.
• Two vertical lines drawn between groups.

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Tukey Method
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Tukey Method

• Tukey method (cont.)
• In the first and third groups
• Find median (middle) data point.
• Mark with a X.
• Draw a line between first group X and third
  group X.
• This line is the trend-line.

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Tukey Method
X
X
Youve created a Trend Line!
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Tukey Method
Practice Graph
X
X
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Questions about Goal Line and/or Tukey Method to
find Trend Line?
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How to Apply Decision Rules to Graphed Scores

• Once trend-lines have been drawn, teachers use
  graphs to evaluate student progress and decide
  whether or not the instruction is having a
  positive affect on student performance.

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How to Apply Decision Rules to Graphed Scores

• Based on 4 most recent consecutive scores
• If scores are above goal-line, a vertical dotted
  line is drawn and the end-of-year performance
  goal needs to be increased.
• If scores are below goal-line, a vertical solid
  line is drawn and the instructional program needs
  to be revised for the student.

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How to Graph CBM Data
Trend Line
X
Goal Line
X
4 Most Recent Data Points
_ _ _ _ _ _ _ _ _ _ _ _
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How to Graph CBM Data
Goal Line
X
X
4 Most Recent Data Points
Trend Line
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How to Graph CBM Data
Trend Line
Goal Line
X
X
4 Most Recent Data Points
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How to Apply Decision Rules to Graphed Scores

• Based on the students trend-line
• If trend-line is steeper than goal-line,
  end-of-year performance goal needs to be
  increased. (Vertical dotted line)
• If trend-line is flatter than goal-line,
  students instructional program needs to be
  revised. (Vertical solid line)
• If trend-line and goal-line are fairly equal, no
  changes need to be made. (No line)
• Lets practice once more

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What would we do for this student?
Draw a solid vertical line change instruction.
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What would we do for this student?
What would we do for this student?
Instruction is working, we need to keep doing
what were doing with this student.
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What would we do for this student?
Draw a vertical dotted line showing we are
increasing the goal for the student! Yeah!
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Questions about Graphing and/or Instructional
Decision Making?