CBM

1. CBM • Teachers assess students’ academic performance, using brief measures, on a frequent basis. • The major purposes are • To describe rate of response to instruction • To build more effective programs. • With CBM, student performance on a global indicator of academic competence is assessed on a frequent basis.

2. 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

3. ASSESSMENT NEEDS • Use curriculum • Short in duration • Multiple forms • Inexpensive • User friendly • Show improvement over time • Research based

4. CHARACTERISTICS OF ALL CBA MODELS • Test stimuli drawn from the curriculum • Repeated testing occurs over time • Useful in instructional planning

5. Three Purposes of CBM 1) Screening 2) Progress Monitoring • Teachers assess students’ academic performance on a regular basis • To determine whether children are profiting appropriately from the typical instructional program • To build more effective programs for children who do not benefit appropriately from typical instruction 3) Instructional Diagnosis

6. CBM Screening Examples: • Beginning of Grade 1: students who say less than 15 sounds in 1 minute. • Beginning of Grade 2: students who read less than 40 words from text in 1 minute.

7. DIFFERENCES FROM TRADITIONAL MEASURES • Does not try to determine why child is having trouble • But how different from the norm • And is he/she getting better?

8. 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

9. STAFF ACCEPTANCE • Testing more relevant • Confidence in test results • Can compare to peers • Improved communication with parents • Motivating to students to see growth

10. What We Look For in CBM INCREASING SCORES: Student is responding to the instructional program. FLAT SCORES: Student is not responding to the instruction program.

11. Sarah’s Progress on Words Read Correctly Sarah Smith Reading 2 Words Read Correctly Sep Oct Nov Dec Jan Feb Mar Apr May

12. Jessica’s Progress on Words Read Correctly Jessica Jones Reading 2 Words Read Correctly Sep Oct Nov Dec Jan Feb Mar Apr May

13. DEVELOPING PROBES • Developed from student’s actual curriculum • Allow for quick administration and scoring • Reading probes • Math probes • Spelling • Written language

14. 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

15. CBM Global Indicators of Reading Competence • Kindergarten: Letter-Sound Fluency • Grade 1: Word-Identification Fluency • Grades 2-3: Passage Reading Fluency • Grades 4-6: Maze Fluency

16. Pre-Reading CBM • Kindergarten: Phonemic-Segmentation Fluency • Kindergarten: Letter-Sound Fluency • Early First Grade: Nonsense-Word Fluency • Early First Grade: Word-Identification Fluency

17. Teacher: I’m going to say a word. After I say it, tell me all the sounds in the word. Example Teacher: Sam Child: /s/ /a/ /m/ (3 correct) or Child: /s/ /am/ (2 correct) Time: 1 minute call show skin thick brook do young … Kindergarten Phonemic-Segmentation Fluency

18. Teacher: Say the sound that goes with each letter. Time: 1 minute p U z u y i t R e w O a s d f v g j S h k m n b V Y E i c x … KindergartenLetter-Sound Fluency

19. Teacher: Look at this word. It’s a make-believe word: /s/ /i/ /m/ ‘sim.’ I can say the sounds of the letters, /s/ /i/ /m/, or I can read the whole word, ‘sim.’ For each word, say the sounds or read the whole word. Time: 1 minute wab lon deg pev yil baf huz ... Early First GradeNonsense-Word Fluency

20. Teacher: Read these words. Time: 1 minute. two for come because last from ... Grade 1Word-Identification Fluency

21. CBM Screening Examples: • Beginning of Grade 1: students who say less than 15 sounds in 1 minute. • Beginning of Grade 2: students who read less than 40 words from text in 1 minute.

22. Overall Class Scores and ID of students whose progress is poor compared to peers

23. Grades 2-3 Passage Reading Fluency • Number of words read aloud correctly in 1 minute on end-of-year passages

24. Jason Fry ran home from school. He had to pack his clothes. He was going to the beach. He packed a swimsuit and shorts. He packed tennis shoes and his toys. The Fry family was going to the beach in Florida. The next morning Jason woke up early. He helped Mom and Dad pack the car, and his sister, Lonnie, helped too. Mom and Dad sat in the front seat. They had maps of the beach. Jason sat in the middle seat with his dog, Ruffie. Lonnie sat in the back and played with her toys. They had to drive for a long time. Jason looked out the window. He saw farms with animals. Many farms had cows and pigs but some farms had horses. He saw a boy riding a horse. Jason wanted to ride a horse, too. He saw rows of corn growing in the fields. Then Jason saw rows of trees. They were orange trees. He sniffed their yummy smell. Lonnie said she could not wait to taste one. Dad stopped at a fruit market by the side of the road. He bought them each an orange. CBM passage for Correct Words Per Minute

26. CBM Passage Reading Fluency • Not interested in making kids read faster • Interested in kids becoming better readers • The CBM score is an overall indicator of reading competence • Students who score high on CBM • Are better decoders • Are better at sight vocabulary • Are better comprehenders • Correlates highly with high-stakes tests

27. Grades 4-6 Maze Fluency • Number of words replaced correctly in 2.5 minutes on end-of-year passages from which every 7th word has been deleted and replaced with 3 choices

28. Computer Maze

29. MATHEMATICSCBM

30. 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

31. Random numerals within problems (considering specifications of problem types) Random placement of problem types on page

32. Random numerals within problems (considering specifications of problem types) Random placement of problem types on page

33. A “Correct Digit” Is the Right Numeral in the Right Place 4507 4507 4507 2146 2146 2146 2461 2361 2441 4 correct digits 3 correct digits 2 correct digits

34. Donald’s Progress in Digits Correct Across the School Year

35. OTHER SUBJECT AREAS • Spelling – correct letter sequence • Writing – Total words written, words spelled correctly,

40. In RTI, CBM Is Used To … 1. Identify Risk with Screening 2. Monitor Response to GE (general educational response) 3. Eliminate Poor Instruction as Explanation for Poor general educational response 4. Designating Non-Response (LD)

41. 2. For At Risk, Monitoring Response to GE • Administer weekly CBM to all at-risk students for 6-8 weeks. • At end of 6-8 weeks, identify children whose slope (rate of improvement) is substantially less than peers.

42. Tutoring Small Group Instruction (1:1, 1:3, 1:5, 1:10) • 10 wks, 4x per wk, 35-45 min per session • Point system for motivation • Train to mastery • Immediate corrective feedback • Mastery of content before moving on • More time on difficult activities • More opportunities to respond • Fewer transitions • Setting goals and self monitoring • Special relationship with tutor

43. RTI Overview • Fall CBM screen cut-point to designate risk < 15 • Monitor at-risk students weekly for 8 weeks to determine GE response (GE is Open Court Reading). • Students whose CBM slope (rate of improvement) across the 8 weeks of GE is low (< 1.8 word/week increase) enter preventive tutoring. • Preventive tutoring: 3 times/week for 12 weeks; 45 min per session in groups of 3; taught by trained and supervised paraprofesional

44. In summary, CBM is used for: • to identify at-risk students who may need additional services • to help general education teachers plan more effective instruction within their classrooms • to help special education teachers design more effective instructional programs for students who don’t respond to the general education program • To document student progress for accountability purposes • To communicate with parents or others professionals about students’ progress