Curriculum Based Measurement

Module 4 – I Have Writing Fluency CBM Data – Now

What?

Curriculum Based Measures

Emphasize repeated measurement over time

Provide rate of progress Provide level of performance Are efficient to administer Are effective to summarize Help with instructional planning

What kind of decisions can you make with CBM data? Screening Decisions: who needs additional

help and who doesn’t?

Progress Monitoring Decisions: when do you move on to new goals or modify instruction?

Outcome Decisions: document overall effectiveness of efforts across all students (health of the core); determine when additional support is needed or no longer needed.

What kind of decisions can you make with CBM data?

Diagnostic Decisions: what kind of help does a student need? (refer to chart – “Using Problem Solving to Address Writing Problems”)

So…Let’s practice using some sample data. What questions does this data generate? What other data sources may be needed

in order to make informed decisions for individual students? For instruction?

When do we look at this data? How often? Why is it important to look at multiple

sources of writing data together?

Questions?