Introduction to Using CBM for Progress Monitoring

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Introduction to Using CBM for Progress Monitoring
2008
Student Progress Monitoring
Data-Based Instruction in Special Education
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Today

• Overview of progress monitoring
• Presentation
• Why progress monitoring is important to teach in
  Assessment and Data-based Instruction classes
• Reading progress monitoring
• Presentation, activities, discussion

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Today

• Math progress monitoring
• Presentation, activities, discussion
• Interpreting progress monitoring scores
• Presentation, activities, discussion
• Incorporating progress monitoring into your
  curriculum
• Class assignments

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Discussion

• How is progress monitoring currently addressed in
  your class?
• How would you like to incorporate progress
  monitoring into your curriculum?
• How much time (during the semester) will you
  allocate to progress monitoring?
• How many class assignment or activities do you
  want to incorporate into your curriculum?

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Introduction to Using CBM for Progress Monitoring
2008
Student Progress Monitoring
Data-Based Instruction in Special Education

• An overview
• (Sample presentation to present to students)

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Progress Monitoring

• Progress Monitoring (PM) is conducted frequently
  and is designed to
• Estimate rates of student improvement
• Identify students who are not demonstrating
  adequate progress
• Compare the efficacy of different forms of
  instruction and design more effective,
  individualized instructional programs for problem
  learners

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What Is the Difference Between Traditional
Assessments and PM?

• Traditional assessments
• Lengthy tests
• Not administered on a regular basis
• Teachers do not receive immediate feedback
• Student scores are based on national scores and
  averages and a teachers classroom may different
  tremendously from the national student sample

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What is the Difference Between Traditional
Assessments and PM?

• Curriculum-Based Measurement (CBM) is one type of
  PM
• CBM provides an easy and quick method to
  gathering student progress
• Teachers can analyze student scores and adjust
  student goals and instructional programs
• Student data can be compared to teachers
  classroom or school district data

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Curriculum-Based Assessment

• Curriculum-Based Assessment
• Measurement materials aligned with school
  curriculum
• Measurement is frequent
• Assessment information is used to formulate
  instructional decisions
• CBM is one type of curriculum-based assessment

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Most progress monitoring is mastery measurement.
Student progress monitoring is not mastery
measurement.
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MASTERY MEASUREMENT Describes Mastery of a Series
of Short-Term Instructional Objectives

• To implement Mastery Measurement, the teacher
• Determines a sensible instructional sequence for
  the school year
• Designs criterion-referenced testing procedures
  to match each step in that instructional sequence

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Fourth Grade Math Computation Curriculum

1. Multidigit addition with regrouping
2. Multidigit subtraction with regrouping
3. Multiplication facts, factors to 9
4. Multiply 2-digit numbers by a 1-digit number
5. Multiply 2-digit numbers by a 2-digit number
6. Division facts, divisors to 9
7. Divide 2-digit numbers by a 1-digit number
8. Divide 3-digit numbers by a 1-digit number
9. Add/subtract simple fractions, like denominators
10. Add/subtract whole number and mixed number

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Multidigit Addition Mastery Test
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Multidigit Addition Mastery Test
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Fourth Grade Math Computation Curriculum

1. Multidigit addition with regrouping
2. Multidigit subtraction with regrouping
3. Multiplication facts, factors to 9
4. Multiply 2-digit numbers by a 1-digit number
5. Multiply 2-digit numbers by a 2-digit number
6. Division facts, divisors to 9
7. Divide 2-digit numbers by a 1-digit number
8. Divide 3-digit numbers by a 1-digit number
9. Add/subtract simple fractions, like denominators
10. Add/subtract whole number and mixed number

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Multidigit Subtraction Mastery Test
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Multidigit Subtraction Mastery Test
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Problems Associated With Mastery Measurement

• Hierarchy of skills is logical, not empirical
• Assessment does not reflect maintenance or
  generalization
• Number of objectives mastered does not relate
  well to performance on criterion measures
• Measurement methods are designed by teachers,
  with unknown reliability and validity

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Curriculum-Based Measurement (CBM) Was Designed
to Address These Problems

• CBM makes no assumptions about instructional
  hierarchy for determining measurement (i.e., CBM
  fits with any instructional approach)
• CBM incorporates automatic tests of retention and
  generalization

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Curriculum-Based MeasurementBridging Traditional
and Classroom-Based Assessment Methods

• Traditional Assessment
• Every assessment samples the same, relatively
  broad range of skills and is of equivalent
  difficulty
• Methods for sampling curriculum and for
  administering/scoring assessments are
  prescriptive
• Those methods are based on reliability, validity,
  and treatment utility studies
• The CBM score can be viewed as a performance
  indicator, representing global competence in the
  target domain

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Curriculum-Based MeasurementBridging Traditional
and Classroom-Based Assessment Methods

• Classroom-Based Assessment
• Relies on repeated performance sampling
• Displays time-series data in graphic form
• Incorporates qualitative descriptions of student
  performance

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By Bridging Assessment Traditions, CBM

• Yields Information About
• Academic standing as well as growth
• Global competence as well as skill-by-skill
  Mastery
• Can Answer Questions About
• Interindividual difference
• Intraindividual improvement
• How to strengthen programs

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What We Look for in CBM

• Students whose scores are going up
• Indicates they are becoming better readers, math
  students, etc.
• Students whose scores are flat
• Indicates they are not profiting from
  instructional program and require a change in
  their instructional program

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Sarahs Progress on Words Read Correctly
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Jessicas Progress on Words Read Correctly
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In Sum, CBM Is Used to

• Identify at-risk students who may need additional
  services
• Help general educators plan more effective
  instruction
• Help special educators design more effective
  instructional programs for students who do not
  respond to general education

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In Sum, CBM Is Used to

• Document student progress for accountability
  purposes, including IEPs
• Communicate with parents or other professionals
  about student progress

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CBM Research

• CBM research has been conducted over the past 30
  years
• Research has demonstrated that when teachers use
  CBM for instructional decision making
• Students learn more
• Teacher decision making improves
• Students are more aware of their performance

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Basics of CBM

• CBM monitors student progress throughout the
  school year
• Students are given probes at regular intervals
• Weekly, bi-weekly, monthly
• Teachers use student data to quantify short- and
  long-term goals that will meet end-of-year goals

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Basics of CBM

• CBM probes available to progress monitor reading
  and math
• CBM is distinctive
• Each CBM test is of equivalent difficulty
• Samples the year-long curriculum
• CBM is highly prescriptive and standardized
• Reliable and valid scores
• Writing and spelling can also be progress
  monitored

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Basics of CBM

• CBM tests are brief and easy to administer
• All tests are different, but assess the same
  skills and the same difficulty level
• CBM scores are graphed for teachers to use to
  make decisions about instructional programs and
  teaching methods for each student

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Discussion

• What assignments might you assign students on the
  topics of
• progress monitoring
• mastery measurement
• curriculum-based assessment
• curriculum-based measurement