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CURRENT ASSESSMENTS

CURRENT ASSESSMENTS. What data on student performance is available? How is it used in referral/assessment process? What data needs are being met? What data needs are not being met? How do you know whether or not a program is benefiting a student(s)?. CURRENT TRENDS.

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CURRENT ASSESSMENTS

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  1. CURRENT ASSESSMENTS • What data on student performance is available? • How is it used in referral/assessment process? • What data needs are being met? • What data needs are not being met? • How do you know whether or not a program is benefiting a student(s)? CHRISTO/CSUS/246/2003/CBM

  2. CURRENT TRENDS • Use of IQ/Achievement discrepancy • Response to intervention • Need for monitoring of progress on short term basis • Office of Special Education • National Joint Council on Learning Disabilities • President’s Commission on Special Education CHRISTO/CSUS/246/2003/CBM

  3. ROOTS OF CBM • Deno at University of Minnesota Institute for Research on Learning Disabilities (Deno, 1986) • Effort to develop and validate simple methods for use in IEP’s • CASP Presentation, (Herdman, Leaman, and Chartard, 1990) CHRISTO/CSUS/246/2003/CBM

  4. ASSESSMENT NEEDS • Use curriculum • Short in duration • Multiple forms • Inexpensive • User friendly • Show improvement over time • Research based CHRISTO/CSUS/246/2003/CBM

  5. MEASURES IDENFITIED • Considered simple measures in reading, written language and math • Data-based assessment • CBA CHRISTO/CSUS/246/2003/CBM

  6. CHARACTERISTICS OF ALL CBA MODELS • Test stimuli drawn from the curriculum • Repeated testing occurs over time • Useful in instructional planning CHRISTO/CSUS/246/2003/CBM

  7. CBA DIFFER IN TERMS OF: • Long vs. short term goals • Short term objectives • Task analysis • Emphasis on fluency • Use in time series analysis CHRISTO/CSUS/246/2003/CBM

  8. ADVANTAGES OVER OTHER TYPES OF CBA • Focus on end of year goal, not sequential skill analysis • Can evaluate variety of instructional methods • Automatically assesses retention and generalization • Don’t need to alter testing strategies • Avoid issues with measurement shift • Can be normed locally CHRISTO/CSUS/246/2003/CBM

  9. DESCRIPTION OF CBM • Normed assessment from which you can develop local criteria • Dynamic (sensitive) Indicator (correlates) of Basic Skills (not content areas) • Uses local curriculum • Formative evaluation • Use in a problem solving model • Uses at individual, class, and school levels CHRISTO/CSUS/246/2003/CBM

  10. CBM AS DYNAMIC INDICATORS OF BASIC SKILLS • DYNAMIC = sensitive to short term effects in assessing growth • INDICATORS = correlates of key behaviors indicative of overall academic performance • BASIC SKILLS = assess basic skills not content areas • (Mark Shinn, 1998) CHRISTO/CSUS/246/2003/CBM

  11. CBM IS A MEASURE OF PROFICIENCY PROFICIENCY FLUENCY= ACCURACY SPEED MASTERY ACCURACY TEACHING ACQUISITION CHRISTO/CSUS/246/2003/CBM

  12. READING FLUENCY • Indicator of automaticity of important skills • Strong predictor of reading comprehension • Critical element of competent reading • Oral reading a better indicator than silent CHRISTO/CSUS/246/2003/CBM

  13. DIFFERENCES FROM TRADITIONAL MEASURES • Does not try to determine why child is having trouble • But how different from the norm • And is he getting better? CHRISTO/CSUS/246/2003/CBM

  14. SHIFT TO PROBLEM SOLVING FOCUS • Disability vs. handicap • Educational problems as handicaps • Difference between performance and expectation CHRISTO/CSUS/246/2003/CBM

  15. CBM DOES NOT • Give national normative data • Provide broad band information • Is not diagnostic • Although error analysis (or qualitative evaluation of reading) can be used to provide further information CHRISTO/CSUS/246/2003/CBM

  16. VALIDITY AND RELIABILITY • Construct validity • Theory and research support • Concurrent, criterion related validity • Highest for reading • Test/retest reliability • Predictive/concurrent validity (Christo and Southwell, 2001; Good, Simmons and Kame’enui, 2001; Marston, 1989; Shinn, M.R., Good, R.H., Knutson, N., Tilly, W.D., & Collins, V.L., 1992) CHRISTO/CSUS/246/2003/CBM

  17. LEGAL DEFINSIBILITY • Directly from curriculum so social and cultural bias is reduced • Reliability and validity are high • Answers need for instructional utility CHRISTO/CSUS/246/2003/CBM

  18. ACCOUNTABILITY • CBM can document effectiveness by showing change over time • Provides a baseline of performance to determine if related services are leading to change over time • Achievement and accountability decisions are made on basis of classroom performance CHRISTO/CSUS/246/2003/CBM

  19. STAFF ACCEPTANCE • Eliminated jargon and ambiguity • Procedures allowed them to follow intent of law • Testing more relevant • Confidence in test results • Can compare to peers • Improved communication with parents • Motivating to students to see growth CHRISTO/CSUS/246/2003/CBM

  20. RESEARCH BASE • Use in informing instructional decisions • Math (Fuchs, Fuchs, 1989) • Reading (Good, R.H. and Kaminski R.A., 1996). • Use in identifying students at risk of academic difficulties • Use in re-integration decisions (Shinn, 1998) • Language minority students CHRISTO/CSUS/246/2003/CBM

  21. DEVELOPING PROBES • Developed from student’s actual curriculum • Allow for quick administration and scoring • Reading probes • Math probes • Spelling • Written language CHRISTO/CSUS/246/2003/CBM

  22. READING PROBE • One on one administration • Three one-minute tests • Score is number of correct words read • Errors noted • Median score • Grade level reading rates CHRISTO/CSUS/246/2003/CBM

  23. MATH PROBE • Variety of types of problems the student will encounter • Group administration • Three to five minute test • “Correct digits” is the number of digits in the correct place on each problem CHRISTO/CSUS/246/2003/CBM

  24. OTHER SUBJECT AREAS • Spelling – correct letter sequence • Writing – Total words written, words spelled correctly, CHRISTO/CSUS/246/2003/CBM

  25. POCKET CBM DATA • Cover Sheet • Quartile Distribution ( The main graph) • Frequency of Scores (Curriculum Planning) • Percentile Rank • Rank Order • Teacher List • School-wide Progress CHRISTO/CSUS/246/2003/CBM

  26. DETERMINING NORMS • By hand • By spreadsheet • With Pocket CBM • On line programs • Other software CHRISTO/CSUS/246/2003/CBM

  27. CHRISTO/CSUS/246/2003/CBM

  28. STEP 1: INITIAL REFERRAL • Difference between student performance and expectation • Peer or norm referenced • Look for discrepancy ratio or cutoff • Make decision regarding further assessment CHRISTO/CSUS/246/2003/CBM

  29. DETERMINING DISCREPANCY • Discrepancy ratio is greater than 2 • Peer median/Student median • 100/40 = 2.5 • Criterion scores • Well below instructional range • Will vary with grade • Percentile rank CHRISTO/CSUS/246/2003/CBM

  30. CHRISTO/CSUS/246/2003/CBM

  31. STEP 2: INVESTIGATE PROBLEM • How severe is the problem? • What general education services can be used? • Survey level assessment CHRISTO/CSUS/246/2003/CBM

  32. CHRISTO/CSUS/246/2003/CBM

  33. STEP 3: SETTING EXPECTATIONS/ GOALS • Response to intervention model • SST • IEP • Long-term vs. short-term measurement • Determining goal (instructional range of classroom) • Peer referenced • Minimum competence • Expert judgment • Reasonable growth CHRISTO/CSUS/246/2003/CBM

  34. STEP 4: MONITORING PROGRESS • Establish baseline • Plotting growth • Aimlines and trendlines • By hand • Using Excel • Using commercial software CHRISTO/CSUS/246/2003/CBM

  35. STEP 5: DECISION POINT • Is student within instructional range of classroom? (LRE) • Response to intervention model: • More in-depth assessment • More intensive services • In special education process • Exit special education • Re-consider services being provided CHRISTO/CSUS/246/2003/CBM

  36. Referral • Is the student performing significantly different from his/her peers? • 4th grader, Malcolm • Reading 30 cwpm • Class median is 90 • Places him at 20th percentile CHRISTO/CSUS/246/2003/CBM

  37. Investigate Problem • How severe is the problem? • Survey level assessment • In 3rd grade text at 25th percentile • In 2nd grade text at 35th percentile CHRISTO/CSUS/246/2003/CBM

  38. Setting Expectations/Goals • Were does he need to be? • End of year • To show progress • Expected rate of progress for effective intervention. • What do we know about response rates for effective interventions? • Set goal for review. CHRISTO/CSUS/246/2003/CBM

  39. Monitoring Progress • Is Malcolm making acceptable progress • Meeting trendline? • Change goal? CHRISTO/CSUS/246/2003/CBM

  40. CLASS LEVEL • Provide teachers with class profile • Parent reports • Program evaluations • STAR Alternate assessment CHRISTO/CSUS/246/2003/CBM

  41. SCHOOL LEVEL • Screening: acts as safety net • Establish school wide norms • Information to new parents • Retention/summer school decisions CHRISTO/CSUS/246/2003/CBM

  42. WAYS TO IMPLEMENT CBM • One class • One school • A few teachers • Variety of ways to develop norms CHRISTO/CSUS/246/2003/CBM

  43. TWO TYPES OF CBM FOR PRIMARY STUDENTS • DIBELS for prereaders or delayed readers • onset recognition • phonemic segmentation • Oral reading probes for beginning readers CHRISTO/CSUS/246/2003/CBM

  44. DIBELS • Dynamic Indicators of Basic Early Literacy Skills • Skills important to development of literacy • Marker skills that can identify students needing early intervention CHRISTO/CSUS/246/2003/CBM

  45. ARE STUDENTS ACHIEVING FOUNDATIONAL SKILLS? • Good, Simmons, Kame’enui (2001) • Establish benchmarks • Use benchmarks to determine students at risk of not achieving next benchmark • Importance of fluency as opposed to accuracy • Other studies CHRISTO/CSUS/246/2003/CBM

  46. CONTINUUM OF SKILLS (Good, Simmons, Kame’enui) • Kindergarten • Phonological awareness (onset rhyme fluency, phonemic segmentation fluency) • First Grade • Alphabet principle (nonsense word fluency) • Accuracy and fluency with connected text (oral reading fluency) • Second Grade • Accuracy and fluency with connected text (oral reading fluency) CHRISTO/CSUS/246/2003/CBM

  47. CHRISTO/CSUS/246/2003/CBM

  48. CHRISTO/CSUS/246/2003/CBM

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  50. IMPLEMENTATION • Decide on Model (individual, class, school, district) • Support from Stakeholders • Develop Timeline • Identify Personnel Resources • Staff Training • Computer Needs • Assessment • Distribution of Results CHRISTO/CSUS/246/2003/CBM

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