data driven decisions & target interventions in the elementary math classroom
DESCRIPTION
Data Driven Decisions & Target Interventions in the Elementary Math Classroom. Cleveland County Schools Giancarlo Anselmo, Brian Bettis, Carrie Knotts. Objectives. Discuss the research behind Curriculum Based Measures (CBMs) Advantages of CBMs Critical Features Reliability and Validity - PowerPoint PPT PresentationTRANSCRIPT
Data Driven Decisions &
Target Interventions in the
Elementary Math Classroom
Cleveland County SchoolsGiancarlo Anselmo, Brian Bettis, Carrie Knotts
Objectives• Discuss the research behind Curriculum Based Measures
(CBMs)• Advantages of CBMs• Critical Features• Reliability and Validity• Development of CBMs• Norms and Growth rates• Universal Screening• Suggestions• Team Initiated Problem Solving• Data Collection and Analysis• Progress Monitoring• Appropriate Targeted Interventions
Nations Report Card 2012 NAEP
Hierarchy of CBM Research
1st CBM reading elementary level2nd CBM reading secondary level3rd CBM math elementary level4th CBM math secondary level5th CBM for other subjects (writing,
spelling, science, etc.)
Curriculum Based Measurement: Advantages• Direct measure of student performance
• Helps target specific areas of instructional need for students
• Quick to administer
• Provides visual representation (reports) of individual student progress and how classes are acquiring essential reading skills
• Sensitive to even small improvements in performance
• Capable of having many forms
• Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.
• Correlates strongly with “best practices” for instruction and assessment, and research-supported methods for assessment and intervention
Critical Features of CBM
• Technical adequacy• Evaluation of general outcomes• Assess student progress
Stecker et al. 2005
Technical Adequacy
• Data exists for two distinct types of M-CBM– Computation– Concepts and Applications
Reliability of M-CBM (Basic Facts)
• Foegen 2000 – Alternate form= .75-.92
• Foegen & Deno 2001– Internal consistency= .91-.93– Alternate form= .79-.80– Test-Retest= .80-.84
• Foegen 2008– Alternate form=.80-.91– Test-Retest=.90-.92
Reliability of M-CBM Concepts and Applications
• Helwig & Tindal 2002 – Alternate form= .81-.88
• Foegen 2008– Alternate form= .76-.88– Test-Retest= .92-.95
Validity of M-CBM Concepts and Applications
• Helwig, Anderson, & Tindal 2002 – Criterion Validity= .80
• Foegen 2008– Concurrent Validity= .71-.76
Validity of M-CBM Basic Facts
• Foegen 2000 – Criterion validity=.45-.52
• Foegen & Deno 2001– Criterion validity=.63
• Foegen 2008– Concurrent validity= .59-.64
Different Approaches to Developing M-CBM
• Curriculum sampling approach
• Robust Indicators approach
Curriculum Sampling
– Measures are developed by constructing representative samples of the year’s mathematics curriculum
– Method is used with both math computation and math applications
1. Multidigit addition with regrouping
2. Multidigit subtraction with regrouping
3. Multiplication facts, factors to 9
4. Multiply 2-digit numbers by a 1-digit number
5. Multiply 2-digit numbers by a 2-digit number
6. Division facts, divisors to 9
7. Divide 2-digit numbers by a 1-digit number
8. Divide 3-digit numbers by a 1-digit number
9. Add/subtract simple fractions, like denominators
10.Add/subtract whole number and mixed number
Fourth Grade Math Computation Curriculum
3rd Grade Common Core Standards
Robust Indicators
• Measures that are not necessarily representative of a particular curriculum, but are instead characterized by the relative strength of their correlations to various overall mathematics proficiency criteria (Foegen et al., 2007)
Robust Indicators
• Little research but research done shows promise for this method
• Helwig & Tindal 2002– Took 11 concept grounded math
problems and correlated the results the Computer Adaptive Test (state test given in Oregon)
– Results suggested correlations for general education students=.80
Cleveland County Math Probes
• Used curriculum sampling approach• Designed our own universal
screening probes using:– Math-aids.com– Math Concepts and Applications probes
were adapted from Monitoring Basic Skills Progress: Basic Math Concepts and Applications
– Fuchs, Hamlett, & Fuchs, (1999)
Local Norms and Growth Rates
M-CBM as part of a Three Tiered Model
• Tier I-Universal Screening• Tier II-Progressing Monitoring• Tier III-Further assessment as part
of a problem solving process
Universal Screening
• Math assessments are generally done using one probe during universal screening
• Hintze et al, 2002– Study showed that one can expect
extremely high dependability with as little as one 2-minute multiple-skill math probe
Universal Screening
• Which probes to use?– Option 1: Design your own probes – Option 2: Choose a standardized set
of published probes
Companies that Provide Standardized
M-CBM Probes• AimsWeb
– http://www.aimsweb.com
• Easy CBM– http://www.easycbm.com
• Yearly Progress Pro– http://www.mhdigitallearning.com
AIMSweb• Math measures for Computation
– Mixed computation, grades 1-6– + facts, - facts, x facts, / facts, +/-mix,
mult./div. mix, all mix
• Math measures for Concepts and Applications– See table for areas covered
AimsWeb
Easy CBM
• Math and Reading Probes from grade 1-8
• Probes covering: Number and Operations, Algebra, Measurement, Geometry, and Data/Analysis
• Math probes can be taken as a paper and pencil test or taken online
Easy CBM
Sample
Easy CBM and AimsWeb
• Have established norms• Have Math probes for grades 6-8• Have alternative forms for
progress monitoring• Have the capability storing data
online for distribution and analysis
Overall Suggestions• Have a district level team select measures
based on critical criteria such as reliability, validity and efficiency
• Select screening measures based on the content they cover with an emphasis on critical instructional objectives for each grade level
• In grades 4-8, use screening measures in combination with state testing data
• Use the same screening tool across a district to enable analyzing results across schools
Clarke and Baker
Now What?
Curriculum Based Measure has been selected
1.Complete Universal Screening 3 times a year. BOY, MOY, EOY
2.Teachers analyze data looking to answer these questions.– How are all students performing?– Why are there deficits/strengths?– Are students growing?
“Prismation” of Data
Multiple Data Sources: Classroom Performance, CFA, CBM,
Behavior, Teacher Judgment.
No one data source trumps another. They work in conjunction with each other to tailor an action
plan for the student.
Student’s Targeted Action Plan, customized to meet
their individual needs.
Why?
• Determine how well your Foundational Core instructional programs are working for all students-- proficiency and growth
• Identify specific skill deficits/strengths of all students
• Used as a part of an early warning system
Universal Screening Allows Us To….
• Problem solve – The whole school– A grade level– A class– Subgroups
Team Initiated Problem Solving
• Grade Level Teams– Analyze grade level data in
conjunction with curriculum coaches– Define the problem– Answer the “why” questions– Design an action plan
• Core instruction and interventions
Identifying Areas of Need
• What are the students’ strengths? Why?
• What are their deficits? Why?• Do we need to address this in
core instruction?• Do you need to address this
with interventions?
Example
• 4th Grade Math CBM data analysis• What would you do?
Progress Monitoring
Appropriate Targeted Interventions
Questions?