easyCBM: Benchmarking and Progress Monitoring System

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easyCBMBenchmarking and Progress Monitoring
System
Jack B. Monpas-Huber, Ph.D. Director of
Assessment Student Information
Shereen Henry Math Instructional Specialist
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AYP Results Distribution of No Cells 2008
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AYP Results Distribution of No Cells 2009
1As of early August 2009. Includes results of
WASL and WASL Basic assessments. Source is OSPI
Report Card (http//reportcard.ospi.k12.wa.us).
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Achievement Gap in ShorelineGrade 4 WASL Math
Achievement by Race, 1998-2008
SOURCE OSPI Report Card (http//reportcard.ospi.k
12.wa.us)
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Achievement Gap in ShorelineGrade 10 WASL Math
Achievement by Race, 1999-2008
SOURCE OSPI Report Card (http//reportcard.ospi.k
12.wa.us)
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SOURCE College Board. (2008). District Profile
Report.
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Need for Systemic Math Assessment in Shoreline

• Response to Intervention requires assessment
  instruments to
• Screen/identify struggling students for
  interventions
• Monitor progress in response to interventions
• Evaluate effectiveness of interventions

• Need more assessment in mathematics because
• Math is an area of weakness (according to
  large-scale evidence)
• Achievement gap more acute in mathematics
• Math is an area of intense scrutiny and community
  engagement
• Math is foundational is critical to intervene
  early
• New graduation requirements (Algebra II) warrant
  stronger focus in math at lower grades

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Basic Description of easyCBM
Online districtwide formative assessment
system Includes reading and mathematics measures
for grades K - 8 Benchmark testing and progress
monitoring (RtI framework) Is fixed form, NOT
computer adaptive (like DOMA was) Measures NCTM
Focal Points Developed by education researchers
at the University of Oregon (who also develop
DIBELS) Cost is 1 per student, paid for by
Assessment
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Formative assessment purposes1
Design
Purpose
Yes
Screening
Early identification of students strengths or
weaknesses for classification, placement, or
intervention
Diagnosis
Identify the causes of students learning
problems -- usually with intent to guide or
modify instruction or design differentiated
instruction
Interim benchmark measurement
Provide a measure of students progress toward
achieving proficient performance on a
standards-based summative test or measure growth
on a measurement scale toward a final summative
assessment event
Kind of
Yes
Progress monitoring
A special type of interim assessment that is
characterized by frequent, repeated assessment
1Stevens, J. S. (2009). Washington State
Diagnostic Assessment Guide. Office of the
Superintendent of Public Instruction.
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easyCBM Benchmark testing

• Purpose
• To identify/screen students who are below grade
  level and need intervention
• Three benchmark windows (determined by district)
• Fall -- September 15 to October 14
• Winter -- January 11 to 29
• Spring -- May 31 to June 18
• Why three windows?
• This first year is baseline year when we are
  collecting our own norm data on how much
  Shoreline kids grow in math. It is a linear
  growth model which requires three solid data
  points.
• District Expectations
• All K-8 students participate in all three
  benchmark windows
• All students take benchmark test at grade level

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easyCBM Progress monitoring

• Purpose
• To monitor progress toward grade level goals in
  response to intervention/s
• About 2-3 weeks after the intervention has been
  applied.
• For most situations, do only one skill at a time.
  Start with the most foundational skill and build
  from there. May progress monitor at any grade
  level below.
• Move onto the next skill when a student has
  reached the 50th percentile.
• State the intervention used in your report.

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Interventions

• Based on benchmark results, teachers can
• Group students by skill
• Apply supplemental instruction
• Assign skill practice

Interventions are NOT for whole class
PLC can determine how and when interventions take
place for identified students
In many districts using an RTI framework, all
students get Tier 1 and 2 those scoring below a
particular percentile on the benchmark and/or
non-responders get Tier 3 instruction.
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Who gets progress monitoring / interventions?
easyCBM is not criterion-referenced (no meet
standard cut score)
Fall benchmark
Percentile groups
easyCBM is norm-referenced Results reported in
percentile ranks Percentile ranks define
intervention groups We set these ourselves as a
district
Winter benchmark
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What easyCBM measures, 1/2

• NCTM Focal Points
• What is expected for students to learn at grade
  level by the end of the year
• Were used in development of new Washington math
  standards
• Preliminary alignment analysis suggests more
  overlap at some grade levels and content strands
  (i.e., geometry) than others

• easyCBM and Shoreline curriculum materials
• easyCBM is not aligned to Shoreline curriculum
  materials more important is alignment to state
  standards.
• Fall and winter easyCBM benchmark assessments
  will assess content that many students have not
  been taught. This will introduce some error into
  the scores.
• Spring benchmark assessment therefore becomes
  critical because students should have seen all
  grade level content.

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What easyCBM measures, 2/2
Three Focal Points per grade For benchmark
assessments, all three are assessed For progress
monitoring, can test all three or focus on a
single domain area Each test has 16 items Items
are ordered by increasing difficulty except that
Item 16 and Item 5 are switched
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Home Page
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When the teacher logs in
This is for the one-on-one progress monitoring
reading measures
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The Students Tab
Teachers can create intervention groups from the
lists of kids available to them
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The Measures Tab
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The Measures Tab
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This is where you assign a test to a group or
single student
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Jack will determine our district cutoff
percentages, which will determine the colors in
the chart below.
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Passage Reading Fluency
These arrows show the benchmark tests
Some fluctuation is to be expected.
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Teachers enter intervention data
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Plan for Implementation
September 14 Training for building easyCBM
trainers Agenda Purpose of the assessments
(benchmark and progress monitoring)
Expectations for use and participation What
teachers need to know to use the system How
to log in and manage personal profile
information How to manage students
How to create groups How to assign
assessments How to interpret reports
How to enter intervention information Suggestion
for schools Two short building trainings (1) how
to log in and administer, (2) how to interpret
the data Follow-up training classes (after
September 14) Jack and Shereen, 1-2 hours after
school
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Next steps / What we need from you

• Is your building committed to participating?
  What problems do you foresee with the
  expectations for pilot participation?
• Who will be your building easyCBM person?
• What do you need from us to make this a success?
• Also All testing accommodations for IEP / 504
  need to be in place before the first benchmark
  and consistent for each benchmark