Curriculum Based Measurement Writing Progress Monitoring

1. Curriculum Based Measurement Writing Progress Monitoring Presenters Kathleen Begeny-Johnson & Jerry Purles June 12, 2013

2. What is your Professional Role? • General Education Teacher • Special Education Teacher • School/District Administrators • Coaches/Consultants/Coordinators

3. Objectives • Learn how to monitor a student’s writing performance to indicate what the teacher needs to specifically instruct each student • Administer, score, and graph data from Curriculum Based Measurement – Writing (CBM-W) • Use CBM-W for data-based instructional decision making

4. What Is the Difference Between Traditional Assessments and Progress Monitoring (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 teacher’s classroom or school district data

5. Curriculum-Based Measurement (CBM) Overview • CBM was designed to be a set of simple, efficient standard procedures that • Are objective • Allow for comparison of students to peers and to grade-level benchmarks • Allow for repeated measurement • Show student growth • Serve as indicators of student performance and progress in academic areas

6. Scoring Categories

7. CBM –W

8. University of Minnesota Research Institute for Problem Solving Finding Grade 1 (2009)

9. Sample Narrative Prompt TWW = 36

10. Sample Expository Prompts • Describe a game you like to play and tell why you like it. • Describe your favorite day of the week and tell why you like it. • Think of the most valuable think you own that was not bought in a store. Why is it important to you? • Think of something you made with your own hands. How did you do it? What would you differently next time?

12. Sources for Prompts • Research Institute on Progress Monitoring • www.progressmonitoring.org • Write Source • http://wwwthewritesource.com • NWREL • http://educationnorthwest.org/resource/514-

13. How to Administer CBM - W

14. Select Materials • Select type of measures based on • Grade level • Purpose of progress monitoring • What will provide you with the most meaningful information • Determine the number of prompts needed • How many weeks do you plan to monitor progress • How often do you plan to monitor progress • Create • That tap students background knowledge • The end of a mid-sentence (for narrative/story starters) • A sentence that includes a “tell why” component (expository) TIP Keep materials consistent throughout the monitoring period

15. Materials Needed for Written Expression CBM CBM Writing Manual with story starters and scoring criteria Story starter appropriate for the students grade level Lined paper for student responses Stop watch Data recording sheet (optional) Graph paper or computer graphing program

16. General Finding within and Across Grades

17. Selection of Prompts • Narrative Prompts (story starters) • Primary Narrative Prompts Grade 1-3 • Intermediate Narrative Prompts Grade 4-6 (Included in the scoring manual) • The story starters should represent the experiences and background knowledge of the students

18. Administering CBM Writing • Say these specific directions to the students: “You are going to write a story. First, I will read a sentence, and then you will write a story about what happens next. You will have 1 minute to think about what you will write, and 3 minutes to write your story. Remember to do your best work. If you don't know how to spell a word, you should guess. “Are there any questions?” (Pause). “Put your pencils down and listen.” • “For the next minute, think about ... (insert story starter).”

19. Administering CBM Writing After reading the story starter, begin your stop watch and allow 1 minute for students to “think.” (Monitor students so that they do not begin writing). After 30 more seconds say: “You should be thinking about . . . . (insert story starter)”. Let 30 more seconds pass . . . At the end of the 1 minute say: “Now begin writing.” Restart your stopwatch (set for 3 minutes). Monitor students' participation. If individual students pause for about 10 seconds or say they are done before the test is finished, move close to them and say “Keep writing the best story you can.” This prompt can be repeated to students should they pause again.

20. Administering CBM Writing • After 90 seconds say: “You should be writing about… (insert story starter).” • At the end of 3 minutes say: “Stop. Put your pencils down.” If students want to finish their story, they may do so on a separate piece of paper or continue on the same sheet after a slash mark has been inserted at the end of 3 minutes.

21. Administering CBM Writing • Testing Considerations • Testing not teaching • Best vs. fastest • Monitor student performance • Do not answer questions

22. Scoring Total Words Written (TWW) • What Is A Word? • Any letter or group of letters separated by a space is defined as a word, even if the word is misspelled or is a nonsense word. • The total number of words written are counted regardless of spelling or context. • Correct spelling, word usage, capitalization, and punctuation are ignored when calculating the number of words written. • Underlineeachwordwrittenwhen scoring • Students can score their own TWW

23. Example Scoring Total Words Written (TWW) • Sentence Total Words Written • Theskywasblue TWW = 4 • Theskywasblew TWW = 4 • Itukabaf TWW = 4 • Itukabaf TWW = 3 • Ivgraqzzznip TWW = 3 In your manual there are specific scoring procedures to follow

24. ______ ___ ____ __________ ___ ______ ____ ___ ___ _____ ___ ____ ______ ________ ______ ____ __ ____ ___ ______ __________ ____ ___ ____ ___ _______ ___ ______ ____ _____ ___ _____ __ __ ______ ___ ________ ______ ___ _ ______ TWW = 42

25. Scoring Words Spelled Correctly (WSC) Number of correctly spelled words regardless of context A word is counted correct if it can be found in the English language Incorrectly spelled words are circled WSC is calculated by subtracting the total number of circled words from the TWW Teachers score the WSC

26. Scoring Words Spelled Correctly (WSC) • What is a correctly spelled word? • A word is spelled correctly if it can stand alone as a common word in the English Language regardless of context Sentence WSC Bill will reed the book. WSC = 5 And can not pake. WSC = 3 Daz ran down the road. WSC = 4

27. Scoring WSC Found in English Language, regardless of context ______ ___ ____ __________ ___ ______ ____ ___ ___ _____ ___ ____ ______ ________ ______ ____ __ ____ ___ ______ __________ ____ ___ ____ ___ _______ ___ ______ ____ _____ ___ _____ __ __ ______ ___ ________ ______ ___ _ ______ TWW = 42 WSC = 39

28. How to Score CWS Correct Word Sequences (CWS): CWS is any two adjacent, correctly spelled words acceptable within the context of the sample to a native English speaker. The teacher considers the units of writing and their relations to one another The two words must be syntactically and semantically correct Acceptable word sequence: “the car” Unacceptable word sequence: “car eyebrow” ^ ^ ^ EX: Nobodycould see thetreesofthe forest . ^ ^ ^ ^ ^

29. How to Score CWS Correct Word Sequences (CWS): Carat is placed ABOVE two words if it represents a CWS “the ^car” Correct carats placed between: Between any two correct word sequence Between a word and the line at the beginning of a sentence Between a word and the correct punctuation at the end of a sentence

30. How to Score CWS Correct Word Sequences (CWS): Carat is placed BELOW two words if it represents an incorrect word sequence “car V eyebrow” Incorrect carats placed between: Any two incorrect word sequence Between a misspelled circled word and non-circled word Between an un-capitalized word and line at beginning of a sentence Between an incorrect word and punctuation at end of a sentence

31. How to Score CWS Correct Word Sequences (CWS): Teacher must read entire sample before scoring Vertical line placed where a sentence should end ^ Mary ^ asked ^ if ^ I ^ would ^ come ^ over ^.^ I ^ said ^ no ^. CWS = 12 Judgment calls may have to be made about where sentences end: Make decision rules and stick to them when scoring. Misspelled words are circled

32. How to Score CWS ^ It ^ was ^ dark ^ . ^ Nobody ^ could  seen  the ^ trees ^ of ^ the forrast . Because the end mark is considered essential punctuation, a carat is placed between the word and the end mark to make a correct writing sequences. Since the first word is correct, it is marked as a correct writing sequence Misspelled words are not counted. Grammatical or syntactical errors are not counted. A down carat is place between a incorrect writing sequences. (Note: incorrect writing sequence within the same sentence). CWS = 10

33. CWS Scoring Practice One day, we were playing outside the school and … I Shrunk a Person olmostSteped on me But I Ran to fast ten David nodest me. I seid Can You help me with Everthing he sied Yes! Ov course I seadYa! • Steps to Score CBM • Read entire sample before scoring, place vertical lines where sentence ends and circle misspelled words • 2. CWS- Two adjoined words are: • Spelled correctly • Semantically correct • Syntactically correct • Correctly punctuation

34. How to Administer and Score Written Expression CBM I ˆ One day, we were playing outside the school and … ˆ v Shrunk a Person olmost Steped on me But Ú Ú Ú Ú Ú ˆ ˆ I Ran to fast ten David nodest me . I seid Ú Ú Ú Ú Ú Ú Ú Ú ˆ ˆ Can You help me with Everthing he sied Ú Ú Ú Ú Ú Ú ˆ ˆ Yes ! Ov course I sead Ya ! Ú Ú Ú Ú Ú       CWS = 7

35. CIWS Scoring Procedure • Correct Minus Incorrect Word Sequence (CIWS) The number of incorrect word sequences subtracted from the number of correct sequences. ^A ^cat chasd the ^mouse^ into ^ the hoose . CIWS = 1 IWS = 4 CWS = 5

36. ESTIMATED TARGETS BASED ON SELECTED SCORES FROM MULTIPLE RESOURCES (Best Practices in School Psychology V; The ABCs of CBM) These scores represent averages of the selected scores. Use with caution. As we collect data, we will develop local norms

37. Example of a Baseline • Administer 3 separate CBM writing probes • Plot 3 baseline data points on the graph • Identifying the median score Baseline (Median Data-point) The values are 15, 22, 10

38. How to Set and Graph Goals • Once baseline data have been collected(best practice is to administer three probes and use the median score),the teacher decides on an end-of-year performance goal for each student. • Three options for making performance goals: • Published norms (AIMSwebwww.aimsweb.com) http://fehb.org/CSE/CCSEConference2011/Wright/wright_Pre_Conference_AIMSweb%20Norms_resource.pdf • Intra-individual framework *Tip* Set reasonable/attainable yet ambitious goals

39. Setting Goal • Student baseline performance • Example: 24 CWS (median of 25, 24, 23) • Desired rate of progress • Example: 1.5 CWS per week • Amount of the time the student will be monitored • Example: 35 week • Take the growth per week (1.5) X the number of weeks (35) = 1.5 X 35 = 52.5 • Add total to baseline (24 CWS) 24 CWS + 52.5 = 76.5 goal in 35 weeks

40. Example of a Graphed Goal Performance Goal Baseline (Median Data-point) Goal Iine is something to compare data against

41. Using an Intra-Individual Framework to Set Goals • Intra-individual framework: • Weekly rate of improvement is calculated using at least eight data points. • Subtract the lowest from the highest score • EX. 12, 16, 15, 19, 16, 21, 26, 24 (26-12=14) • Divide the difference by the number of weeks the data was collected 14 ÷ 8 = 1.75 • This baseline rate of growth is multiplied by 1.5 (1.75 x 1.5= 2.625) • This number is multiplied by the number of weeks left until the end of the year 2.625x16 weeks = 42 • This number is then added to the median score of the first eight data points used to calculate the baseline growth rate • 12, 15, 16, 16, 19, 21, 24, 26 = 17.5 median score • 42 + 17.5 = 59.5 • This is our end of year performance goal ( 59.5 round up to 60)

42. Example: Using an Intra-Individual Framework to Set Goals • First eight scores: 3, 2, 5, 6, 5, 5, 7, 4. • Difference between the lowest and highest score 7 - 2 = 5 • Divide difference by number of weeks of data points 5 ÷ 8 = .625 • Multiply by 1.5 (1.5 x 0.625 = 0.9375) • Multiply by weeks left: 0.9375 × 14 = 13.125 • Product is added to the median: 13.125 + 5 = 18.125. • The end-of-year performance goal is 18.

43. Summary • CBM-W is designed to be a simple, efficient approach to monitoring student progress in writing • CBM-W provides useful information about whether instruction is benefiting student or whether a change is necessary

44. References • Assessing Writing Using Curriculum Based Measurement Webinar presented by Dr. Erica Lembke & Dr. Kristen McMaster 2013. • Using CBM for Progress Monitoring in Written Expression and Spelling by Todd Busch, Tracey Hall, & Erica Lembke. 2007