Curriculum-Based Measurement (CBM) Overvie overview/CBMOverviewslides… · • Mi h d ’ di hi...

Curriculum-Based Measurement (CBM) Overview

Purpose and Use of CBM in a Problem-Solving Framework

by Kristen McMaster, Ph.D.University of MinnesotaUniversity of Minnesota

Review of Problem Solvinge e o ob e So g

Identif• The use of student data is

i i l f l blIdentify problem

L k t

critical to successful problem solving and data-based instructional decision

Define problem

Look at effects of solutions

making.

Explore lt ti

Apply

• CBM provides a research-based approach to collecting reliable and valid data for

alternative solutionssolutions these steps.

CEHD College of Education + Human Development

Purpose of CBM

• CBM was designed to be a set of simple, efficient, standard procedures that:

A bj ti– Are objective

– Allow for comparison of students to peers and to grade-level benchmarks

– Allow for repeated measurement p

– Show student growth


Purpose of CBMp

• CBM was initially designed to show student performance and progress within a curriculum; thus:

– CBM probes comprise items that represent content to be learned across p p pan annual curriculum.

– CBM probes are of approximately the same level of difficulty so thatCBM probes are of approximately the same level of difficulty, so that progress within the curriculum can be monitored over time.


Purpose of CBMp

• CBM can be thought of as a ‘general outcome measurement’ approach to gauging a child’s overall performance in a given academic domain (Fuchs & Deno, 1991).

• Deno (1985) has compared this general outcome measurement approach to assessing a child’s academic vital signs.


Purpose of CBMp

• Much like measuring a child’s temperature, blood pressure, height, and weight, vital signs:

– Tell us if the child is ‘healthy’ or on track in a given academic area ORy g

– Tell us that the child is not on track, and needs further diagnosis and interventionintervention.

– Do NOT necessarily tell us what to do.


CBM ResearchC esea c

• Developed by Stan Deno and colleagues at the University of Minnesota (see Deno, 1985).

• They established the following CBM criteria:

– CBM must be technically sound: In other words, reliable, valid, and sensitive to growth.

– CBM must be practical to use in the classroom: In other words, easy to use and understand, brief to administer and

score, and repeatable to show growth over short time periods.


CBM ResearchC esea c

• Over 30 years of CBM research has been conducted in

– Reading– MathematicsMathematics– Spelling– Written expression

C– Content areas


How is CBM used within a problem-solving f k?framework?

• Sometimes, a problem is identified based on a teacher’s judgment or intuition.Identify

problem

• Increasingly, a problem is identified based on screening data.

Define problem


• Some schools and districts have established CBM benchmarks; a ;problem may be identified if a student is performing below the benchmark.

Explore alternative solutions

Apply solutions


• Once an academic problem phas been identified, the problem must be defined.

Identify problem

• Recall that a problem can be defined as “the difference

Define problem

Look at effects of solutions de ed as t e d e e ce

between what is observed and what is expected” (see Interview with Dr StanInterview with Dr. Stan Deno)


Apply solutions

Define the Probleme e t e ob e

• To determine “what is observed,” a student’s baseline performance in a given academic area is measured.

• To determine “what is expected ,” the student’s baseline is compared to p , psome educational standard, which may be based on: – the performance of grade-level peers, – normative expectations ornormative expectations, or– criterion-referenced benchmarks.


Define the Problem (cont.)e e t e ob e (co t )

• “What is observed” and “what is expected ” are then graphed in relation to each other.

• Consider the following example.


Case Study: Defining the Problem

• A third-grade teacher noticed that Jamie, a student in her class, is struggling with writing. So, the teacher has identified a possible problem.

• The teacher “defines the problem” by establishing Jamie’s baseline performance, using CBM in Writing (CBM-W), and comparing that to J i ’ 3rd dJamie’s 3rd grade peers.

Number of correct word sequences

Timeq

Jamie 9 3 min

Other students 18 3 min

• Then, the teacher graphs the discrepancy.


Case Study: Defining the Problem (cont.)

40

30

Sequ

ence

s

10

20

Cor

rect

Wor

d S

Expected performance

0

10 Observed performance

Dates of Probes



• Once an academic problem phas been defined using CBM data, CBM can also be used to explore apply

Identify problem

be used to explore, apply, and look at the effects of alternative solutions.

Define problem



Apply solutions

Explore, Apply, and Look at Effects of Solutionsp o e, pp y, a d oo at ects o So ut o s

• First, the teacher sets a reasonable and ambitious goal for the student to attain in a given time period (e.g., one academic year):

By the end of school year, given grade-level text, Jamie will write 35 correct word sequences (CWS) in 3 minutes."

Number of correct word sequences

Time

Jamie 35 3 min


Setting a Goal

40

End of year goal

20

30

Wor

d Se

quen

ces

10

20

Cor

rect

W

Observed performance

0

Dates of Probes

For more information about setting the goal, please

see the “Goal Setting and Data-Based Instructionalsee the Goal Setting and Data Based Instructional

Decision Making” module.


Explore, Apply, and Look at Effects of Solutions(cont )(cont.)

Then, the special education teacher would plan instruction based on the individual student’s need, using additional information.

The teacher will:

• Explore alternative solutions by testing interventions that s/he hypothesizes would address the individual student’s needs;would address the individual student s needs;

• Decide on the appropriate level of intensity;• Begin implementing instruction; and

M i h d ’ d i h i i• Monitor the student’s progress during each intervention.


Monitoring Progress during InterventionThe teacher is delivering direct instruction to improve Jaime’s writing. At first Jaime makes good progress, but then he has 4 weeks in which he performs below the goal line.

End of year goal

30

40

s

20

30

ect W

ord

Sequ

ence

10

Cor

r

0


Dates of Probes

Explore, Apply, and Look at Effects of Solutions

• The Sp. Ed. teacher would collect ongoing progress monitoring data and use decision rules to determine if/when an instructional change is needed:

– Student is on track → Continue current instruction.

Student is not on track Make a change– Student is not on track → Make a change.

– Student is exceeding goal → Raise the goal!

Example: Jamie’s teacher uses the rule that 3 to 4 data points below the goal line p gindicates the need for an instructional change.


For more information and to test your decision-making

skills, please see the “Goal Setting and Data-Based

Instructional Decision Making” module.g


Example: Decision RuleL t’ th t h i d li i di t i t ti t i J i ’ itiLet’s say the teacher is delivering direct instruction to improve Jaime’s writing. At first he makes good progress, but then he has 4 weeks in which he performs below the goal line.

End of year goal

40

End of year goal

20

30

Wor

d Se

quen

ces

10

20

Cor

rect

W

4 POINTS

0


4 POINTS BELOW THE GOAL LINE

Dates of Probes

Exploring, Applying, and Looking at Effects of Solutions

So, the teacher makes an instructional change by adding a peer mediated component.

40

End of year goal

20

30

Wor

d Se

quen

ces

End of year goal

Intervention 1(e.g., direct instruction)

10

20

Cor

rect

W

Intervention 2 (e.g., Peer Mediated

)

0


component)

Dates of Probes

Exploring, Applying, and Looking at Effects of Solutions

If progress is still insufficient the teacher makes another instructional changeIf progress is still insufficient, the teacher makes another instructional change.

By using ongoing progress data to make these decisions, the teacher finally identifies an intervention that appears to be effective for this student.40

End of year goal

identifies an intervention that appears to be effective for this student.

20

30

Wor

d Se

quen

ces

Intervention 1(e.g., direct instruction)

Intervention 3 (e g Peer

10

20

Cor

rect

Intervention 2 (e.g., Peer Mediated

component)

(e.g., Peer Mediation & Self‐Regulated

Strategy Development)

0


Dates of Probes

References and Resources

CBM OverviewsDeno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional

Children, 52, 219-232. D S L & F h L S (1987) D l i C i l B d M t S t fDeno, S. L., & Fuchs, L. S. (1987). Developing Curriculum-Based Measurement Systems for

Data-Based Special Education Problem Solving. Focus on Exceptional Children, 19(8), 1-16.Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally useful

measurement. Exceptional Children, 57, 488-501.

CBM ReviewsShinn, M. (2008). Best practices for using Curriculum Based Measurement in a problem solving

model In A Thomas & J Grimes (Eds ) Best practices in school psychology IV (pp 243-model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 243-262). Bethesda, MD: National Association of School Psychologists.

Special issue of Journal of Special Education, 41, Summer 2007

Additional Training Modules “Introduction to CBM for Progress Monitoring“ (National Center on RTI)“An Introduction to Monitoring Academic Achievement in the Classroom” (Peabody IRIS Center)


Now, see if you can answer the self-test questions., y q

After you complete the self-test, you will be able to review the results

The purpose of CBM is to:

A) Show student progress over time within a given academic area.

B) Diagnose a student’s academic problems.

C) Measure a child’s temperature.

D) Show whether a student has mastered skills taught in during a single i t ti l itinstructional unit.

Your answer:Submit your answerSubmit your answer

The correct answer is:

A problem is defined when:

A) The teacher senses that the student is struggling in academic areaThe teacher senses that the student is struggling in academic area.

B) The student’s baseline performance looks low.

C) There is a discrepancy between the student’s observed and expected performance.

D) The student doesn’t respond to an intervention.

Your answer:

The correct answer is:Submit your answerSubmit your answer

How does a teacher know when to change an intervention?te e t o

A) When 8 weeks have passed.

B) When the data fall below the goal line for a specified number of sessions.

C) Never; it is important to carry out an intervention for an entire school year.

D) When the student meets the goal.

Your answer:



If the student is progressing at a rate that exceeds the goal linet e goa e

A) The intervention can be terminated.

B) The goal should be raised.

C) The intervention should be changed.

D) No change is needed.

Your answer:



Self-test resultsSe test esu ts

Your Score {score}

Max Score {max-score}

Number of Quiz Attempts

{total-attempts}Attempts

fReview self-test results

Continue to the next slide

SummarySu a y

• CBM provides a research-based approach to collecting reliable p pp gand valid data for problem solving, once the problem has been identified.

• CBM was designed to be a set of simple, efficient, standardprocedures that provide general outcome indicators of student p ocedu es t at p ov de ge e a outco e d cato s o stude tperformance and progress over time.


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