easyCBM:Benchmarking and Progress Monitoring

System

Jack B. Monpas-Huber, Ph.D.Director of Assessment & Student Information

Shereen HenryMath Instructional

Specialist

GROUP MATH READING TOTAL % OF 28ALL 1 1 2 7.1%AFRICAN AMERICAN 2 2 7.1%HISPANIC/LATINO 2 2 7.1%LOW INCOME 4 1 5 17.9%SPED 7 8 15 53.6%WHITE 1 1 2 7.1%TOTAL 17 11 28 100.0%% OF 28 60.7% 39.3% 100.0%

AYP Results: Distribution of “No” Cells2008

Subgroup Math Reading TotalLimited English 1 1Low income 6 6Special education 6 1 7Limited English 7.1% 7.1%Low income 42.9% 42.9%Special education 42.9% 7.1% 50.0%

13 1 1492.9% 7.1% 100.0%

ContentCounts of "No" Cells

1As of early August 2009. Includes results of WASL and WASL Basic assessments. Source is OSPI Report Card (http://reportcard.ospi.k12.wa.us).

AYP Results: Distribution of “No” Cells2009

Achievement Gap in ShorelineGrade 4 WASL Math Achievement by Race, 1998-

2008

Achievement Gap in ShorelineGrade 4 WASL Math Achievement by Race, 1998-

2008

SHORELINE PUBLIC SCHOOLS% of students meeting or exceeding standard

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Asian/Pacific IslanderAmerican IndianHispanicAfrican AmericanWhite

SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)

Achievement Gap in ShorelineGrade 10 WASL Math Achievement by Race,

1999-2008

Achievement Gap in ShorelineGrade 10 WASL Math Achievement by Race,

1999-2008

SHORELINE PUBLIC SCHOOLS% of students meeting or exceeding standard

0

20

40

60

80

100

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Asian/Pacific IslanderAmerican IndianHispanicAfrican AmericanWhite

SOURCE: OSPI Report Card (http://reportcard.ospi.k12.wa.us)

SHORELINE PUBLIC SCHOOLSSAT Mathematics Achievement by Race

(Class of 2008)

563

564

563

561

582

540

493

439

452

200 300 400 500 600 700 800

No Response (N=18)

Other (N=22)

White (N=277)

Total (N=469)

Asian, Asian American, or Pacific Islander (N=119)

American Indian/Alaskan Native (N=5)

Other Hispanic, Latino, or Latin American (N=6)

Black or African American (N=15)

Mexican or Mexican American (N=6)

Mean SAT Scale Score

SOURCE: College Board. (2008). District Profile Report.

Need for Systemic Math Assessment in Shoreline

Response to Intervention requires assessment instruments to:

• Screen/identify struggling students for interventions

• Monitor progress in response to interventions• Evaluate effectiveness of interventionsNeed more assessment in mathematics because:• Math is an area of weakness (according to large-scale evidence)• Achievement gap more acute in mathematics• Math is an area of intense scrutiny and community engagement• Math is foundational; is critical to intervene early• New graduation requirements (Algebra II) warrant stronger focus

in math at lower grades

Basic Description of easyCBM

Online districtwide formative assessment system

Includes reading and mathematics measures for grades K - 8

Benchmark testing and progress monitoring (RtI framework)

Is fixed form, NOT computer adaptive (like DOMA was)

Measures NCTM Focal Points

Developed by education researchers at the University of Oregon (who also develop DIBELS)

Cost is $1 per student, paid for by Assessment

Formative assessment purposes1

Design Purpose

Screening

Diagnosis

Interim benchmark measurement

Progress monitoring

Early identification of student’s strengths or weaknesses for classification, placement, or intervention

1Stevens, J. S. (2009). Washington State Diagnostic Assessment Guide. Office of the Superintendent of Public Instruction.

Identify the causes of students’ learning problems -- usually with intent to guide or modify instruction or design differentiated instructionProvide a measure of students’ progress toward achieving proficient performance on a standards-based summative test or measure growth on a measurement scale toward a final summative assessment eventA special type of interim assessment that is characterized by frequent, repeated assessment

easyCBM Benchmark testing

PurposeTo identify/screen students who are below grade

level and need intervention

Three benchmark windows (determined by district)Fall -- September 15 to October 14Winter -- January 11 to 29Spring -- May 31 to June 18

Why three windows?This first year is baseline year when we are

collecting our own norm data on how much Shoreline kids grow in math. It is a linear growth model which requires three solid data points.

District Expectations• All K-8 students participate in all three

benchmark windows• All students take benchmark test at grade level

easyCBM Progress monitoring

PurposeTo monitor progress toward grade level goals in response to intervention/s

About 2-3 weeks after the intervention has been applied.

For most situations, do only one skill at a time. Start with the most foundational skill and build from there. May progress monitor at any grade level below.

Move onto the next skill when a student has reached the 50th percentile.

State the intervention used in your report.

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

Interventions

Based on benchmark results, teachers can:• Group students by skill• Apply supplemental instruction• Assign skill practice

PLC can determine how and when interventions take place for identified students

Interventions are NOT for whole class

In many districts using an RTI framework, all students get Tier 1 and 2; those scoring below a particular percentile on the benchmark and/or non-responders get Tier 3 instruction.

Who gets progress monitoring / interventions?

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

Fall benchmark

Winter benchmark

Percentilegroups

easyCBM is not criterion-referenced

(no “meet standard” cut score)

easyCBM is norm-referenced

Results reported in percentile ranks

Percentile ranks define intervention groups

We set these ourselves as a district

What easyCBM measures, 1/2

NCTM Focal Points• What is expected for students to learn at grade

level by the end of the year• Were used in development of new Washington math

standards• Preliminary alignment analysis suggests more

overlap at some grade levels and content strands (i.e., geometry) than others

easyCBM and Shoreline curriculum materials• easyCBM is not aligned to Shoreline curriculum

materials; more important is alignment to state standards.

• Fall and winter easyCBM benchmark assessments will assess content that many students have not been taught. This will introduce some error into the scores.

• Spring benchmark assessment therefore becomes critical because students should have seen all grade level content.

What easyCBM measures, 2/2

Three Focal Points per grade

For benchmark assessments, all three are assessed

For progress monitoring, can test all three or focus on a single domain area

Each test has 16 items

Items are ordered by increasing difficulty except that Item 16 and Item 5 are switched

Home Page

When the teacher logs in…

This is for the one-on-one progress

monitoring reading measures

Teachers can create intervention groups from the lists of kids available to

them

Teachers can create intervention groups from the lists of kids available to

them

The Students Tab

The Measures Tab

The Measures Tab

This is where you assign a test to a group or single student

Jack will determine our district cutoff percentages, which will determine the colors in the chart below.

Passage Reading Fluency

These arrows show the benchmark tests

Some fluctuation is to be expected.

Teachers enter intervention data

Plan for Implementation

September 14: Training for building easyCBM trainers

Agenda: Purpose of the assessments (benchmark and

progress monitoring) Expectations for use and participation What teachers need to know to use the system How to log in and manage personal profile

information How to manage students How to create groups How to assign assessments How to interpret reports How to enter intervention information

Suggestion for schoolsTwo short building trainings: (1) how to log in and

administer, (2) how to interpret the data

Follow-up training classes (after September 14)Jack and Shereen, 1-2 hours after school

Next steps / What we need from you

1. Is your building committed to participating? What problems do you foresee with the expectations for pilot participation?

2. Who will be your building easyCBM person?

3. What do you need from us to make this a success?

Also: All testing accommodations for IEP / 504 need to be in place before the first benchmark and consistent for each benchmark