# Presentation: 698031

## Strategies for Making Adequate Yearly Progress

- USING CURRICULUM-BASED MEASUREMENT FOR PROGRESS MONITORING
- Lynn S. Fuchs
- Lynn.fuchs@vanderbilt.edu

**Archived Information**

## Insights into First-Grade Thinking:New Twists on Old Proverbs

- Better to be safe than ...

## First-Grade Thinking:New Twists on Old Proverbs

- Better to be safe ... than punch a 5th grader.

## First-Grade Thinking:New Twists on Old Proverbs

- It’s always darkest before ...

## First-Grade Thinking:New Twists on Old Proverbs

- It’s always darkest before ... Daylight Savings Time.

## First-Grade Thinking:New Twists on Old Proverbs

- A miss is as good as a ...

## First-Grade Thinking:New Twists on Old Proverbs

- A miss is as good as a ... Mr.

## First-Grade Thinking:New Twists on Old Proverbs

- You can’t teach an old dog new ...

## First-Grade Thinking:New Twists on Old Proverbs

- You can’t teach an old dog new ... math.

## USING CURRICULUM-BASED MEASUREMENT forProgress Monitoring

## With Progress Monitoring

**Teachers assess students’ academic performance on a regular basis**
**To determine whether children are profiting appropriately from the typical instructional program**
**To build more effective programs for children who do not benefit appropriately from typical instruction**

## A Scientific Base Supports One Form of Progress Monitoring:Curriculum-Based Measurement (CBM)

## Endorsed by Reading First Assessment Committee:Screening, Progress Monitoring, Outcome Assessment

## What is CBM?

**describing academic competence in reading, spelling, or mathematics**
**tracking academic development**
**improving student achievement**

**A form of classroom assessment for...**

## Curriculum-Based Measurement (CBM) . . .

**used in schools across the country**
**demonstrates strong reliability and validity**
**used with all children to determine whether they are profiting from typical instruction**
**used with failing children to enhance instructional programs**

## Research Indicates:

**CBM produces accurate, meaningful information about students’ academic levels and growth;**
**CBM is sensitive to student improvement;**
**When teachers use CBM to inform their instructional decisions, students achieve better.**

## Most Forms of Classroom Assessment Are MasteryMeasurement

**CBM is **_**NOT**_
**Mastery Measurement**

## Mastery Measurement describes mastery of a series of short-term instructional objectives 

**To implement mastery measurement, the teacher**
**determines a sensible instructional sequence for the school year**
**designs criterion-referenced testing procedures to match each step in that instructional sequence**

## Fourth Grade Math Computation Curriculum

- 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

- 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

## Multidigit Addition Mastery Test

**Multidigit Addition Mastery Test**

**Notes:**
Examples of addition problems on a Multidigit Addition Mastery Test

## Mastery of Multidigit Addition

**Mastery of Multidigit Addition**

**Notes:**
This chart reflects the concept of Mastery Measurement and indicates how long it might take for Mastery of Multidigit Addition. Determining factors are based on the number of weeks it takes to solve 8 problems in five minutes.

## Fourth Grade Math Computation Curriculum

- 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

## Multidigit Subtraction Mastery Test

**Multidigit Subtraction Mastery Test**

## Mastery of Multidigit Addition and Subtraction

**Mastery of Multidigit Addition and Subtraction**

**Notes:**
This chart reflects the concept of Mastery Measurement and indicates how long it might take for Mastery of Multidigit Addition and Subtraction. Determining factors are based on the number of weeks it takes to solve 8 problems in five minutes.

## Problems Associated with Mastery Measurement:

**Hierarchy of skills is logical, not empirical.**
**Assessment does not reflect maintenance or generalization.**
**Number of objectives mastered does not relate well to performance on criterion measures.**
**Measurement shifts make it difficult to estimate learning patterns.**
**Measurement methods are designed by teachers, with unknown reliability and validity.**
**Measurement framework is highly associated with a set of instructional methods.**

## Curriculum-Based Measurement (CBM) was designed to address these problems.

**CBM makes no assumptions about instructional hierarchy for determining measurement (i.e., CBM fits with any instructional approach).**
**CBM incorporates automatic tests of retention and generalization**.

## How to Do CBM:

**Identify the skills in the year-long curriculum**
**Determine the weight of skills in the curriculum**
**Create 30 alternate test forms**
**each test samples the entire year’s curriculum**
**each test contains the same types of problems**
**Give tests weekly (twice weekly for special ed)**
**Graph and analyze data**
**Modify instruction as appropriate**

## How to Do CBM(with computer assistance):

**How to Do CBM****(with computer assistance):**

- Identify the skills in the year-long curriculum
- Determine the weight of skills in the curriculum
- Create 30 alternate test forms
- each test samples the entire year’s curriculum
- each test contains the same types of problems
**Give tests weekly (twice weekly for special ed)**
- Graph and analyze data
**Modify instruction as appropriate**

## MATHEMATICSCBM

## Fourth Grade Math Computation Curriculum

- 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

## Random  numerals within problems (considering specifications of problem types)

**Random  numerals within problems (considering specifications of problem types)**
**Random placement of problem types on page**

## Random  numerals within problems (considering specifications of problem types)

**Random  numerals within problems (considering specifications of problem types)**
**Random placement of problem types on page**

## Donald’s Progress in Digits Correct

**Donald’s Progress in Digits Correct**
**Across the School Year**

**Notes:**
This chart reflects Donald’s progress in digits correct across the school year from September through April. Results indicate a steady increase in the number of digits correct.

## 4507

- 2146

_**2**_4_**61**_

- 2146

_**2361**_

- 2146

_**2**_44_**1**_

**4**
**correct digits**

**3**
**correct digits**

**2**
**correct digits**

## One page of a three-page CBM math concepts and applications task (24 total problems)

**One page of a three-page CBM math concepts and applications task (24 total problems)**

## Donald’s Graph and Skills Profile by Problem Type

**Donald’s **_**Graph**_** and **_**Skills Profile**_** by Problem Type**
**(darker boxes show greater level of mastery of problem type)**

**Notes:**
This charts are examples of Donald’s Graph and Skills Profile by Problem Type as indicated by the curriculum based measurement process. The first graph indicates progress in digits correct during a school year, the second figure indicates levels of mastery by problem type.

## READINGCBM

## Grade 1 Reading Curriculum

**Grade 1 Reading Curriculum**

**Phonics**
**Sound-letter correspondence**
**cvc patterns**
**cvce patterns**
**cvvc patterns**
**Sight Vocabulary**
**Comprehension**
**identification of who/what/when/where**
**identification of main idea**
**Sequence of events**
**Fluency**

## Reading CBM

**Number of words read aloud correctly in 1 minute on end-of-year passages**
**Number of words selected correctly in 2.5 minutes on end-of-year maze passages**

## CBM passage for Correct Words Per Minute 

- 	Jason Fry ran home from school.  He had to pack his
- clothes.  He was going to the beach.  He packed a swimsuit and
- shorts.  He packed tennis shoes and his toys.  The Fry family was
- going to the beach in Florida.
- 	The next morning Jason woke up early.  He helped Mom
- and Dad pack the car, and his sister, Lonnie, helped too.  Mom and
- Dad sat in the front seat.  They had maps of the beach.  Jason sat in
- the middle seat with his dog, Ruffie.  Lonnie sat in the back and
- played with her toys.
- 	They had to drive for a long time.  Jason looked out the
- window.  He saw farms with animals.  Many farms had cows and
- pigs but some farms had horses.  He saw a boy riding a horse.
- Jason wanted to ride a horse, too.  He saw rows of corn growing in
- the fields.  Then Jason saw rows of trees.  They were orange trees.
- He sniffed their yummy smell.  Lonnie said she could not wait to
- taste one.  Dad stopped at a fruit market by the side of the road.
- He bought them each an orange.

**CBM passage for Correct Words Per Minute**

## Computer Maze

**Computer Maze**

## Computer Maze

**Computer Maze**

## Donald’s Progress on Words Selected Correctly  for CBM Maze Task

**Donald’s Progress on Words Selected Correctly  for CBM Maze Task**

**Notes:**
This graph charts Donald’s progress on words selected correctly for the CBM maze task based on words correct during the time period from October through May. 

## Pre-Reading CBM

**Kindergarten: Phonemic-Segmentation Fluency**
**Kindergarten: Letter-Sound Fluency**
**Early First Grade: Nonsense-Word Fluency**
**Early First Grade: Word-Identification Fluency**

## Kindergarten Phonemic-Segmentation Fluency

- Teacher: ***I’m going to say a word. After I say it, tell me all the sounds in the word****.*
- 		_Example _
- Teacher: ***Sam***
- Child: ***/s/ /a/ /m/*** (3 correct)
- 		or
- Child: ***/s/ /am/*** (2 correct)
- Time: 1 minute

- 		**call**
**	****	****show**
**	****	****skin**
**	****	****thick**
**	****	****brook**
**	****	****do**
**	****	****young**
**	****	****...**

## KindergartenLetter-Sound Fluency

- Teacher: ***Say the sound that goes with each letter.***
- Time: 1 minute

**	**_**p      U      z      u      y**_
**	**_**i       t       R      e      w**_
**	**_**O     a       s       d      f**_** **
**	**_**v      g       j       S      h**_
**	**_**k      m      n      b     V**_
**	**_**Y     E       i      c       x**_
**	****...**

## Early First GradeNonsense-Word Fluency

- Teacher: ***Look at this word. It’s a make-believe word: /s/ /i/ /m/ ‘sim.’ I can say the sounds of the letters,   /s/ /i/ /m/, or I can read the whole word, ‘sim.’ For each word, say the sounds or read the whole word.***
- Time: 1 minute

- 		**wab**
**	****	****lon **
**	****	****deg **
**	****	****pev**
**	****	****yil **
**	****	****baf**
**	****	****huz**
**	****	****...**

## Early First Grade Word-Identification Fluency

- Teacher: ***Read these words****.*
- Time: 1 minute.

- 		**two**
**	****	****for**
**	****	****come**
**	****	****because**
**	****	****last**
**	****	****from**
** ****	****	****...**

## High-School Content Area CBM

- Vocabulary matches
- Contact Chris Espin at the University of Minnesota
- espin001@umn.edu

## Three Purposes of CBM:

**Screening**
**Progress Monitoring**
**Instructional Diagnosis**

## CBM Screening

**All students tested early in the year**
**Two alternate forms administered in same sitting**
**Students who score below a criterion are candidates for additional testing or for more intensive service**

## CBM Screening

**Examples:**
**Beginning of Grade 1: students who say less than 15 sounds in 1 minute.**
**Beginning of Grade 2: students who read less than 40 words from text in 1 minute**.

## Progress Monitoring and Instructional Decision Making in General Education

**Identify students whose progress is less than adequate**
**Use information to enhance instruction for all students**

## In general education, the focus is on the class report to enhance instruction for all students and to identify which students are in need of more help.

## Class Skills Profile-- by problem type for each student 

_**Class Skills Profile**_**-- by problem type for each student**

**Notes:**
This chart is an example of Class Skills Profile by problem type for each student. The chart shows a list of names and a scale used to measure each student’s response to different types of problems.

## Ranked Scores-- Average of Last Two CBM Scores and the

_**Ranked Scores**_**-- Average of Last Two CBM Scores and the**
_**Slope**_**-- Average Weekly Increase**

## Possible Peer Tutoring Assignments based on students’ recent CBM scores and Skills Profile

**Possible **_**Peer Tutoring Assignments**_** based on students’ recent CBM scores and Skills Profile**

## Overall Class Scores

_**Overall Class Scores**_
**and ID of students whose progress is poor compared to peers**

## Class Summary in Reading

_**Class Summary in Reading**_
**Class Graph**
**Students in Bottom 25%**
**Most Improved Across Last Few Weeks**
**Students Who Could Benefit from Instruction in Comprehension, Fluency, and Decoding**

## Class Skills Profile in Reading targeting need for comprehension, fluency, and decoding instruction

_**Class Skills Profile in Reading**_** targeting need for comprehension, fluency, and decoding instruction**

## Students meeting or not meeting end-of-year benchmark

**Students meeting or not meeting end-of-year benchmark**

## Graphs are printed to provide student feedback every 2 weeks. 

**Graphs are printed to provide student feedback every 2 weeks.**

**Notes:**
This chart reflects the type of information that would appear on a graph to provide student feedback. 

## Reading feedback for individual student: Graph and Decoding Skills Profile

**Reading feedback for individual student: **_**Graph and Decoding Skills Profile**_

## For students whose progress is unacceptably poor, CBM is used for individual decision making.

**For students whose progress is unacceptably poor, CBM is used for individual decision making.**

## Trend of student data is less steep than goal line: Make a teaching change.

**Trend of student data is less steep than goal line: Make a teaching change.**

## Trend of student data is steeper than goal line: Raise the goal.

**Trend of student data is steeper than goal line: Raise the goal.**

## In Summary, CBM Is Used:

**to identify at-risk students who may need additional services**
**to help general education teachers plan more effective instruction within their classrooms**
**to help special education teachers design more effective instructional programs for students who do not respond to the general education program**
**to document student progress for accountability purposes**
**to communicate with parents or other professionals about students’ progress**

## Special thanks are extended to Carol Hamlett of Vanderbilt for her assistance with this presentation. 

- Carol may be contacted for further information about the CBM computer programs at:
-   	_c__[arollhamlett](mailto:carol.hamlett@vanderbilt.edu)__[@](mailto:carol.hamlett@vanderbilt.edu)__[aol](mailto:carol.hamlett@vanderbilt.edu)__[.com](mailto:carol.hamlett@vanderbilt.edu)_
- or at 615-343-4782