LCMT MODULE III

Fall, 2008

MODULE III: 

How does understanding the levels of assessment assist the LCMT with identification, development, implementation, and evaluation of strategies to help educators understand and use data to select targeted interventions and make appropriate educational decisions?

OBJECTIVES Learn levels of assessment & the associated

purposes at each level Gain knowledge and skills in administering, scoring,

interpreting, and utilizing assessment to better address student needs

Answer questions relating to the use of CBM assessment in your classroom What is CBM? Why should I do it? When do I administer it? How do I administer it?

Receive the Student Intervention Support System (SISS) – review it for Homework!

Curriculum-Based Measurement: Introduction

BASIC GOAL OF ASSESSMENT

The ultimate goal of assessment is to identify problems with instruction and to lead to instructional modifications. A good share of present-day assessment activities consist of little more than meddling…We must use assessment data to improve instruction…The only way to determine the effectiveness of instruction is to collect data.

Ysseldyke and Algozzine (1995)

QUESTION ONE What are the levels of assessment & the associated purposes at each level?

LEVELS OF ASSESSMENT – THE WHEN, WHY, WHO, & HOW…

For benchmarking?

For survey level assessment?

For diagnostic purposes?

For progress monitoring?

WHERE DO I “GET THE GOODS”? Benchmark materials?

Survey level assessment?

Diagnostic materials?

Progress monitoring materials?

QUESTION TWO How does curriculum-based assessment (CBA) differ from curriculum-based measurement (CBM)?

CBM IS PART OF CBA CBA includes data from a variety of

sources CBA provides information regarding a

student’s functioning based on various types of measuresClassroom assignmentsComputer-supported programs (ILS, AR

Reading)Observations Interviews

CBM is part of CBA

QUESTION THREE

What is CBM and why should I do it?

CBM IS . . . An alternative to other assessment

procedures commonly used – often replaces costly, time-consuming practices

A bargain – helps you improve student learning in less time with less cost

An analysis of specific skill on individual student

A simple set of procedures for frequent & repeated measurement of student performance

A process-it is not a specific test

CBM IS . . . A tool that provides relevance to

instruction by using the same materials used in the classroom –comparing student against common curriculum

A measure of student performance over time – working toward proficiency and/or fluency

An assessment that is administered frequently & repeatedly

Data that can be plotted/graphed to show rate of progress

Curriculum-Based Measurement: Introduction

CBM SUPPORTS DATA-BASED INSTRUCTION Has roots in…

applied behavior analysis, precision teaching, direct instruction, and criterion-referenced instruction

CBM is one method of data-based decision making

QUESTION FOUR

What Are the Characteristics of CBM?

CHARACTERISTICS OF CBM Alignment

Content is the sameStimulus materials look the same;

responses are the same Technically adequate – reliable and valid Uses criterion-referenced measures Standard procedures for administration

Standard tasks – three 1-minute readingsStandard materialsStandard administration & scoring

CHARACTERISTICS OF CBM Performance sampling – producing behavioral

or performance data (clearly defined student behaviors are counted in time interval)

Decision rules in place – performance criteria Repeated measurement over time –progress

monitoring Effective – train others & measurement is easy Data summarized efficiently – “user friendly”

WHAT DOES CBM “LOOK” LIKE? Looks very much like a teaching activity Focuses on alignment – should test what

you teach & make adjustments as needed

Composed of . . . Set of standard directionsA timing deviceSet of materials (passages, probes, sheets,

lists)Scoring rulesStandards for judging performanceRecord forms or charts

CBM- MEANINGFUL DIFFERENCES WHAT DOES IT LOOK LIKE IN MY CLASS?

Focus on the curriculum – but also designed to function in problem-solving paradigmWhat does this look like?

Using alterable variables – changed through instructionWhat does this look like?

Employing low-inference measuresWhat does this look like?

Employing criterion-referenced measures – the “what” & “how” to teachWhat does this look like?

CBM – POWERFUL TOOL Allows teachers to . . .

Set goals, Determine level of student’s prerequisite knowledge,

Align instruction with outcome, Track progress toward See when instruction is working and when it should be changed

CBM – A DECISION-MAKING TOOL Screening decisions – Who needs help

and who doesn’t? Progress-monitoring decisions – Should

student move on and or should there be a modification in the instruction?

Diagnostic decisions – What kind of help is needed?

Outcome decision – Should services be discontinued? Are the efforts effective?

QUESTION FIVE

How do I administer CBM?

Curriculum-Based Measurement: Introduction

CBM ADMINISTRATION

Select appropriate material for probe Place probe in front of and facing the student Keep copy for the examiner (on clipboard) Provide directions Start timer Have student perform task for allotted time

(1 minute for reading tasks) Score probe Display data on graph/chart Video Clips . . . . Examples

Curriculum-Based Measurement: Introduction

WE DO IT-GUIDED PRACTICE Partners work together Administer reading fluency probe Score probe – count number correct and

number of errors Record the score Switch roles & repeat Questions & answers – feedback

CBM TESTING SEQUENCE

Screening

Survey Assessment

Diagnostic Assessment

Progress Monitoring

One minute timed reading from

grade level text.

Given to determine

instructional level of student.

Ongoing assessment -

1- minute timed readings

over time.

Extensive oral reading

samples and analysis of

specific errors.

QUESTION SIX

How do I administer a survey level assessment?

SURVEY-LEVEL ASSESSMENT Purposes

To determine the appropriate instructional placement level for the student. The highest level of materials that the

student can be expected to benefit from instruction.

To provide baseline data, or a starting point for progress monitoring In order to monitor progress toward a

future goal, you need to know how the student is currently performing.

SURVEY LEVEL ASSESSMENT

1. Start with grade level passages/worksheets (probes)

2. Administer 3 separate probes (at same level of difficulty) using standard CBM procedures.

3. Calculate the median score (i.e. the middle).

4. Is the student’s score within instructional range? Yes - This is the student’s instructional level. No - If above level (too easy), administer 3

probes at next level of difficulty. No - If below level (too hard), administer 3

probes at previous level of difficulty.

SURVEY LEVEL ASSESSMENT – LET’S TRY IT!

Refer to Case Studies Provided . . . Sample One – Whole Class w/ model

“Sallie P” Sample Two –Partner

“Kirby”

Consider instructional levels for sample cases

READING CBM Two best reasons to conduct reading

CBM . . .1. it is easy and time efficient to administer

and score2. it provides educators with information

that can be used to inform instruction

All scores are based on number correct in set amount of time

Reflects student’s accuracy & fluency Data used for instruction decision-

making

READING CBM – TASKS BY GRADE

CBM samples/materials - in “the Crate”Kindergarten – Letter sound fluency (LSF)Grade 1 – Oral reading fluency (ORF)

and/or word identification fluency (WIF)Grade 2 – Oral reading fluency (ORF)Grade 3 – Oral reading fluency (ORF)Grade 4+ - Oral reading fluency (ORF)

& mazes

QUESTION SEVEN

How do I use the data in setting aim/goals?

SETTING THE AIM!!! Determine median score of three probes (middle

score) which is within the instructional range

Compute aim with following formula Growth rate (Ambitious) x number of weeks = Total Total + median score (baseline) = Aim/Goal

For 3rd grade student with median score of 76 1.5 x 10 weeks = 15 + 76 = 91 cwpm

Partner work – use “Jack Horner” & compute aim

READING CBM – NORMS & GROWTH Norms

Compare student’s score to the performance of others in her grade or at her instructional level

Data collected on thousands of students – numbers are very similar

Growth Rates Provide an indication of the average number

of words per week we would expect students to improve

Not necessarily new words - students reading same words at a faster rate each week

WHAT IF STUDENT DATA DOESN’T REFLECT ADEQUATE GROWTH? It is our obligation to fix the problem!

Build up prerequisite skills Increase length of daily lesson Alter way we respond when error is made

We do NOT lower expectations!

“Learning is a result of instruction, so when the rate of learning is inadequate, it doesn’t always mean there is something wrong with the student. It does mean the instruction needs to be changed to better meet the student’s needs.” (ABCs of CBM, p. 47)

QUESTION EIGHT

How do I visually represent the data?

PROGRESS MONITORING GRAPH What are the key elements???? Whole Group

Label the graph Graphing vocabulary Sample One – “Kirby”

Review & score with rubric – whole class Sample Two – “Betty Boop”

Score with Rubric - partner

QUESTION NINE How do data collection and the problem-solving model impact your roles and responsibilities in a multi-tiered model?

IMPLEMENTATION PLAN - HOMEWORK Next Steps

Conduct a survey level assessment (SLA) on at least one child – one child/ team member

Prepare accompanying graph on same student Hand graph Jaclyn’s “5 clicks” On Target

Select intervention to use with student and chart progress on graph

Review rubric to ensure data is completeBring SLA, graph, and student probes to

next session

QUESTION TEN How Do I Locate the Tutorial on the Student Intervention Support System (SISS) Disk?

OBJECTIVES - REVISITED

Learn levels of assessment & the associated purposes at each level

Gain knowledge and skills in administering, scoring, interpreting, and utilizing assessment to better address student needs (more to come)

Answer questions relating to the use of CBM assessment in your classroom

Receive the Student Intervention Support System (SISS) – review it for Homework!

Have a GREAT Holiday Season! Next Session – January 28, 2009