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Curriculum Based Evaluations

Curriculum Based Evaluations. Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006. Why do we evaluate student achievement?. Gathering Information For eligibility decision making For informed instruction

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Curriculum Based Evaluations

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  1. Curriculum Based Evaluations Informed Decision Making Leads to Greater Student Achievement Margy Bailey 2006

  2. Why do we evaluate student achievement? • Gathering Information • For eligibility decision making • For informed instruction • What gets measured gets done. What gets measured and fed back gets done well. (Schmoker, 2001)

  3. Assessments:Traditional versus Curriculum-Based • Traditional Assessments • Standardized commercial achievement tests • Measure broad curriculum areas and/or skills • Curriculum-Based Evaluations (CBE) • Local curriculum, direct observation and recording • Measure specific skills presently being taught in the classroom, usually in basic skills

  4. Characteristics of CBE • Measurement procedures assess students directly using the materials in which they are being instructed. This involves sampling items from the curriculum. • Administration of each measure is brief in duration (1-5 mins.). • Structured such that frequent and repeated measurement is possible and measures are sensitive to change. • Data are usually displayed graphically to allow monitoring of student performance.

  5. Characteristics of CBE continued • Subject areas • Math • Reading • Spelling • Other areas • Grade levels • Typical focus on elementary (K-3 or K-6) • K-12

  6. Origins in Special Education • Alternative to standardized norm-referenced measures • Eligibility and planning for special education • Integrating students with disabilities

  7. Implications for General Curriculum • Monitoring progress of student in the general education curriculum • Formative evaluation of specific academic skills • Evaluating effectiveness of interventions • Information for making curriculum adjustments

  8. Uses for CBE • General and special education classroom settings • Reading First • Big Ideas of Early Literacy • No Child Left Behind (NCLB) • Response To Intervention (RTI)

  9. Features that differentiate CBE models • The purpose of the assessment • Research support for testing procedures and decision-making.

  10. Curriculum-Based Evaluation Models and Tools • Curriculum-Based Assessment (CBA) • Precision Teaching • Curriculum-Based Measurement (CBM) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • AIMSWeb

  11. Curriculum-Based Assessment (CBA) • Applications: Evaluation and instructional planning • Development: Teacher made • Administration and Scoring: Individually administered and teacher scored • Frequency: Multiple times to assess learning

  12. Precision Teaching • Applications: Evaluation and instructional planning • Development: Teacher made • Administration and Scoring: Individually administered and teacher scored • Frequency: Multiple measures

  13. Curriculum-Based Measurement (CBM) • Applications: Eligibility, placement, diagnosis • Development: Teacher made using guidelines • Administration and Scoring: Standardized • Frequency: Repeated over time for a long duration

  14. DIBELS • Applications: Specific skill difficulties • Development: Sampling of items created by authors • Administration and Scoring: Standardized • Frequency: Two to three times yearly – often fall/winter and spring

  15. Applications • Evaluation and Instructional Planning • CBA • Precision Teaching • Eligibility, Placement, Diagnosis • CBM • Specific Skill Difficulties • DIBELS • AIMSweb

  16. Development • Teacher made • CBA • Precision Teaching • Teacher made using guidelines • CBM • Sampling of items created by authors • DIBELS • AIMSWeb

  17. Administration and Scoring • Individually administered and teacher scored • CBA • Precision Teaching • Standardized administration and scoring • CBM • DIBELS • AIMSWeb

  18. Frequency • Multiple times to assess learning • CBA • Multiple measures • Precision Teaching • Repeated over time for a long duration • CBM • Two to three times yearly – often fall/winter and spring • DIBELS • AIMSWeb

  19. Evidence of Effectiveness • States mandating CBE as a component of pre-referral intervention process • CBA and Precision Teaching • Student advancement in percentage points on ITBS greater for those receiving intervention than control students (Binder & Watkins, 1990)

  20. Evidence of Effectiveness • CBM • Viable and accurate tool for classroom teachers to measure long-term objectives of students with and without disabilities • Applications for special and general education as well as integrated settings • Diagnostic tool for error analysis and overall decision-making • Potential for additional applications • Computer development of multiple measures • Computer scoring • Computer graphing (Shinn & Bomonto, 1998) • Correlation with performance on state-wide assessment measures

  21. Evidence of Effectiveness • DIBELS • Measures are reliable and valid indicators of early literacy development and predictive of later reading proficiency • Specifically designed to assess 3 of the 5 Big Ideas of early literacy • Phonological Awareness • Alphabetic Principle • Fluency with Connected Text • Provide grade-level feedback toward validated instructional objectives. • Allow early identification of students who are not progressing as expected.

  22. AIMSWebProgress Monitoring and Response to Intervention System • Scientifically based system. • Provides continuous student performance data. • Provides assessment materials and ability to organize and report CBM or DIBELS. • Uses a 3-Tier Problem-Solving model, including Response-to-Intervention (RTI). • Web-based data management and reporting applications for • universal screening • progress monitoring for general education • strategic assessment for remedial or at-risk programs • intensive progress monitoring of IEP goals for students with severe achievement problems.

  23. Pros to using CBE • Individualized • Curriculum connected • Can be generalized and use as predictor • Data driven decision making • NCLB, Big Ideas, Reading First, RTI • Inexpensive

  24. Cons to using CBE • Training and implementation • Time consuming

  25. A System in Place – Foley Elementary • DIBELS / AIMSWeb • Materials • Scoring and data reporting • $4 per student • Evaluation Teams • Teachers • Paras • Title I • School Psychologist

  26. Foley System continued • Use of Data • Title I Services • Individualized Interventions • Instructional Groups • Curriculum Committee – trends and curriculum needs • Positive Reactions • Teachers • Parents • Administration • Longevity • DIBELS – 5 years • AIMSWeb Math– 2 years

  27. Despite our best efforts some kids succeed. • FO Smartest Kid in Class.wmv

  28. Resources • http://www.cast.org/publications/ncac/ncac_curriculumbe.html • http://dibels.uoregon.edu/index.php • http://jpa.sagepub.com/cgi/content/abstract/24/1/19 • http://www.aimsweb.com/ • http://www.teacherstoolkit.com/classroom1.htm • Binder, C., & Watkins, C. L. (1990). Precision teaching and direct instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96. • Shinn, M. R. & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: "Big ideas" and avoiding confusion. In M. R. Shinn. (Ed.) Advanced Applications of Curriculum-Based Measurement. New York, NY: The Guilford Press.

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