Comprehensive CBM Training Program: Enhancing Student Assessment Skills

1. Curriculum Based Measurement Grant Wood AEA 10 Austin Beer and Heather Marolf, School Psychologists August 11th, 2010 DIBELS Content Taken from the DIBELS Assessment Manual

2. Why are CBMs important? Fundamental to the work we do. Individual student level System Level Classroom/Teacher Level

3. CBM TRAINING AGENDA Overview of CBM and Norms Use of Norms in the Problem Solving process Administration and Scoring Reading: DIBELS NEXT/Jamestown Math Written Language Resources

4. Iowa Core Curriculum and Instructional Decision Making“IDM” Screening Supplemental Intensive

5. Goals for Today Increase knowledge about the GW agency norming project and the appropriate use of the normative data. Increase knowledge of how CBM fits with Problem Solving and Prevention. Develop skills for administering and scoring CBM probes. Become more familiar with resources that are available for collecting CBM data. ENJOY our new learning.

6. Overview Please refer to “Overview” section of the CBM norming project manual for more detailed information

7. Curriculum Based Measurement (CBM) A set of standard simple, short-duration fluency measures of reading, written expression, and math Dynamic Indicators of Basic Skills General Outcome Measure Measurement of the “vital signs” of student achievement “Academic Thermometers”

8. CBM - CBA - CBE Curriculum Based Assessment Curriculum Based Measurement CBM Screening & Formative Curriculum Based Evaluation CBE Diagnostic General Curriculum Based Assessment (Classroom-based)

9. Curriculum Based Assessment(“Umbrella” term) • CBE (Howell) • Diagnostic • ? “What does this student know/not know?” • ? “What instructional strategy addresses this student’s skill deficit?” CBM (Shinn, Fuchs, DIBELS) Screening & Formative ? “Which students are likely to have a skill deficit?” ? “What is the student’s progress given this instruction?” CBA…also includes classroom assessments such as formative assessment

10. Grant Wood AEA Norming Project 2004-05 200 students per grade level Randomly selected 30 of 33 public school districts participated, all private and parochial schools

11. GWAEA Norming Project:Academic Areas Assessed Reading Early literacy skills (DIBELS) (K,1st, Fall-2nd) Initial sound fluency (ISF) Letter Naming Fluency (LNF) Phoneme Segmentation Fluency (PSF) Nonsense Word Fluency (NWF) Oral Reading Fluency (ORF)) 1st (Spring) - 6th : DIBELS 7th -11th- : Jamestown Readers

12. Academic Areas Assessed, cont. Written Expression (1st -11th) Total Words Written (TWW) Correct Word Sequences (CWS)

13. Math Concepts: (K-1st) (Rote Counting, Number ID) Computation: (1st-8th) (Fuchs and Fuchs, Blackline Masters) Applications: (2nd -6th) (Fuchs and Fuchs, Blackline Masters) Applications: (7th – 11th ) Retired NAEP questions. (see p.2 & 3 of norms booklet)

14. Using the CBM norms Screening Identification of students who are at-risk for academic deficits Formative/Progress Monitoring Measuring student growth over time Measuring student progress during supplemental or intensive instruction CBM has limited diagnostic use…CBE is used as diagnostic assessment. DIBELS NEXT allows for more diagnostic/formative assessment

15. CBM and Eligibility • Inappropriate Use • A “cut score” that automatically determines eligibility • In isolation, out of the context of the broader problem solving process Appropriate Use Evidence of resistance to intervention/lack of educational progress Evidence of significant discrepancy from peers ALWAYS used as part of the convergence of data (ICEL/RIOT, etc.)

16. Orientation to Norm Tables

17. Norm Tables: Fall, Winter, Spring Complete listing of all scores and percentile ranks printed in a condensed format. Comparing Scores and Percentiles: Locate raw scores in norms tables Locate percentile in norms tables Locate average range of grade level peers (25th percentile – 75th percentile)

18. Grade Level Box Plot Graphs 90th Percentile 10th Percentile Box plot graphs illustrating student performance for each subtest. 75th Percentile 50th Percentile 25th percentile 10th Percentile

19. Median Growth Rate per Week Chart Table with median growth rate per week Fall → Winter = 12 weeks Winter →Spring = 14 weeks

20. Screening Who needs additional instruction?

21. CBM used as screening assessment… Determine instructional effectiveness Identify the students who are at risk for basic academic deficits Prioritize which students may require additional, in-depth diagnostic assessment “Double check” teacher referral (Problem Validation)

22. Accessing District Screening Data All districts have screening data…we should help them use it DIBELS, other reading fluency Reading Inventories ITBS/ITED, MAP (NWEA) District-developed assessments in math or written language Continue to examine district data in conjunction with new AEA CBM norms

23. Comparing district data with Agency CBM norms ? My district already administers reading fluency probes…can I use AEA norms to help me interpret that data? Can be done…However… Make sure districts are using standardized administration that matches AEA CBM Time limits, directions, probes DIBELS likely most consistent

24. Screening: District/Building Level If… LEA wants to implement supplemental instruction across grade levels or classrooms…but doesn’t know which kids should be included Building is adding instruction to core (for example, reading fluency) and wants to examine the effects of this additional instruction

25. Screening: Classroom/Small Group Level If… A teacher needs to identify which students need additional instruction in a classroom A teacher is concerned about a small group of students and wants to prioritize additional resources A teacher wants to determine if their core instruction is adequate (at least 80% percent of class is proficient)

26. Screening: Individual Level If… a teacher is concerned about a particular student a student has significantly low scores on district-wide assessment (ITBS/ITED, etc.) and you want to collect additional data you want to re-screen a student who has received supplemental or intensive instruction in the past you want to quickly screen new students who move into the building

27. Screening: Activity If… Discuss at your table how you have used CBMs as part of screening, and how you used the data

28. Let's Look at our CBM Resources

29. Reading DIBELS (K-6) First Sound Fluency Letter Naming Fluency Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency DAZE  Jamestown Timed Readings (7-11) Oral Reading Fluency

30. Reading  Released in 2010

31. DIBELS Assessment Flow Chart

32. DIBELS Benchmark Timeline

33. Components of a DIBEL's Probe Timed Directions Score Scoring Rules Reminders Wait Rule Discontinue Rule Pen or Pencil Clipboard Stop watch or Timer

34. Additional Components of a DIBEL's Probe Quiet Testing environment Encouragement Modeling and Practice Repeating directions Articulation and Dialect Do not audio tape

35. DIBEL's Performance Criteria  Benchmarks Available in August 2010 Predictive

36. DIBEL's Time Requirements

37. First Sound Fluency(FSF) Phonological Awareness Kindergarten: Fall & Winter The assessor will say a series of words one at a time to the student and ask the student to say the first sound in the word. students receive 2 points for saying the initial phoneme of a word or group of sounds.   Students receive 1 point for saying the initial consonant blend, consonant plus vowel, or consonant blend plus vowel.   Score is total points in 1 minute 

38. FSF: Materials You will need: FSF Scoring Booklet (Benchmark or Progress Monitoring) Pencil/Pen Clipboard Stop Watch

39. FSF: Directions Example: Listen to me say this word, “man.” The first sound that you hear in the word “man”is /mmm/. Listen. /mmm/. “Man.” What is the first sound you hear in the word “man”? Student gives correct response: Good. /mmm/ is the first sound in “man.” Student gives any other response:/mmm/ is the first sound you hear in the word “man.” Listen. /mmm/.“Man.” Say it with me./mmm/. Let’s try it again.What is the first sound you hear in the word“man”?

40. FSF: Administration After administering the 3 practice samples say, "Now I am going to say more words. You tell me the first sound you hear in the word. Proceed with standardized directions (see examiner copy) and timing.

41. FSF: Timing (VERY Important) After reading the directions begin your stopwatch and time the student for 1 minute.  At the end of 1 minute stop presenting words to the student.

42. FSF: Scoring

43. FSF: Scoring Example

44. FSF: Prompt & Discontinue Rule Wait Rule: Wait 3 seconds for the student to respond. Reminders: Can be given as often as needed Discontinue: Score of 0 on first 5 questions, discontinue and give a score of 0 on the cover page. Names Letter vs. saying a sound Say, "Remember to tell me the first sound in the word, not the letter name."

45. FSF: Additional Scoring Rules Child responds with initial blend vs. initial sound Score as 1 Child responds with another sound in word or says whole word vs. initial sound Score as 0 Be careful of vowels (short must be short, long must be long)

46. FSF: Additional Scoring Rules (Continued) Schwa sounds (/u/) added to first sound - not counted as an error Articulation difficulty Student is not penalized In the case of SEVERE articulation difficulties (student is unintelligible), note and move on. Review Pronunciation Guide

47. FSF Scoring: General Rule When in doubt: Record student’s response verbatim and review specific rules later.