Measuring RTI for Basic Academic Skills: Curriculum-Based Measurement

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Measuring RTI for Basic Academic Skills
Curriculum-Based Measurement
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http//www.interventioncentral.org/htmdocs/interv
entions/cbmwarehouse.shtml
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Curriculum-Based Measurement An Introduction
 -----Jim Wrightwww.interventioncentral.org
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Using Data for Intervention (RTI) Team Referrals
Teacher Referral
Initial Meeting Held
Follow-Up Meeting Held
Intervention Started Monitored
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Formative Assessment to Monitor Response to
Intervention

• Definition Ongoing assessment of progress
  toward a long-term or major objective.
• Example Curriculum-Based Measurement in Reading
  Fluency or Math Computation

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Formative Assessment Advantages

• Provides teacher with pulse measures ongoing
  information about student progress
• Permits teacher to see direct impact of teaching
  strategies on student performance
• Allows teacher to create local norms against
  which to compare the academic performance of a
  target student
• Prevents instructor from spending too much time,
  effort on strategies that are ineffective

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Curriculum-Based Measurement Defining
Characteristics

• Tests preselected objectives from local
  curriculum
• Has standardized directions for administration
• Is timed, yielding fluency, accuracy scores
• Uses objective, standardized, quick guidelines
  for scoring
• Permits charting and teacher feedback

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CBM Techniques have been developed to assess

• Reading fluency 1-minute probes
• Math computation 2-minute probes
• Writing 4-minute probes
• Spelling
• Phonemic awareness skills

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CBM Oral Reading Fluency
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http//www.nichd.nih.gov/publications/nrppubskey.
cfm
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NRP Conclusions Regarding Importance of Oral
Reading Fluency

• An extensive review of the literature indicates
  that classroom practices that encourage repeated
  oral reading with feedback and guidance leads to
  meaningful improvements in reading expertise for
  studentsfor good readers as well as those who
  are experiencing difficulties.-p. 3-3

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CBM Reading Probes Preparation
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CBM Reading Assessment Preparation

• Decide on measurement pool (e.g., basal reading
  series, literature selections sorted according to
  readability)
• Prepare examiner and student copies of passages
• Select passages randomly from larger library when
  administering to student

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CBM Reading Measurement Pool Silver Burdett
Ginn (1989)

• Book 1 All Through the Town.Grade 1

Book 2 Out Came the Sun..Grade 1
Book 3 Morning Bells...Grade 1
Book 4 Make A WishGrade 1
Book 5 A New DayGrade 1
Book 6 Garden Gates..Grade 2
Book 7 Going PlacesGrade 2
Book 8 Castles of SandGrade 3
Book 9 On the Horizon.Grade 3
Book 10 Silver Secrets.Grade 4
Book 11 Dream Chasers..Grade 5
Book 12 Wind by the Sea.Grade 6
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CBM Reading Probes Example
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CBM Reading Probes Administration
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CBM Reading Probes Administration
Materials needed

• 3 passages selected at random from probe
  collection
• Stopwatch
• Pen or marker
• Quiet, non-distracting location

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CBM Reading Assessment Administration

• Sit at table next to or across from student
• Read off standardized directions
• Start stopwatch after (a) student reads first
  word, or (b) examiner provides first word

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CBM Reading Assessment Administration

• Supply correct word if student hesitates for
  longer than 3 seconds
• Mark errors on examiner passage
• Mark student stopping point in passage () at
  end of 60 seconds
• Tell student to stop reading

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CBM Reading Probes Scoring
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CBM Reading Assessment Scoring

• Words are counted as correct if . . .

• the student repeats a correctly read word
• the student self-corrects within 3 seconds
• variant pronunciation of a word is due to
  dialectical differences or speech articulation
  issues

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CBM Reading Assessment Scoring

• Words are counted as incorrect if they are. . .

• mispronunciations
• substitutions (e.g., home for house)
• omissions
• hesitations of greater than 3 seconds
• word transpositions

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CBM Reading Assessment Scoring

• Words read aloud are ignored if. . .

• the student inserts them into the text

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CBM Reading Assessment Computing Correctly Read
Words

• Number of correctly read words (CRW) is
  calculated by

• subtracting number of errors (E) from
• total read words (TRW) during timed minute
  --words read up to end bracket in passage

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CBM Reading Assessment Computing Correctly Read
Words

• TRW74
• Errors5
• CRW69

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Student Record Form CBM Oral Reading
FluencyPage 1
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Student Record Form CBM Oral Reading
FluencyPage 2
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Student Information Block
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Step 1 Survey-Level Assessment
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Table 1 Reading Placement Guidelines
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Step 2 Compute a Student Reading Goal
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Step 3 CollectBaseline Data
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Step 4 Progress-Monitoring
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Table 2 Predictions for Reading Growthby Grade
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CBM Reading Probe 1
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CBM Reading Assessment Recording Scores
Lvl 4-1 Probe 1,2,3
9/23
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92
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CBM Reading Assessment Selecting Median Values
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Creating CBM Monitoring Charts
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Creating CBM Monitoring Charts
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Sample Peer Tutoring Chart
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Sample Peer Tutoring Chart
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Jared Chart Baseline Data Select Baseline
Rdng Rate
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Jared Plot the CBM Aim-Line
X
X
Aim-Line
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Jared Intervention Phase 1 Weeks 1-6
X
X
F 3/7 82 CRW
Th 2/27 79 CRW
W 1/29 77 CRW
Th 2/13 75 CRW
M 2/3 75 CRW
W 1/22 71 CRW
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CBM Group (Local) Norms
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Research Norms for CBM Reading

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Example CBM Grade-Wide Norms Grade 4 Correctly
Read Words

• 31 34 34 39 41 43 52 55 59 61 68 71 74 75 85 89
  102 108 112 115 118 118 131

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Select boxplot values from this 4th Grade data
series

• 34 39 41 52 55 61 68 71 75 89 108

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Displaying Group NormsBoxplot
Baylor Elementary School Grade-Wide Norms 23
Students