Curriculum-Based Measurements

How can it help me as a teacher? What does it mean to our students?

Susan GriffinSpecial Education Consultant

November 16, 2009

CBM defined

• Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.

• CBM can be helpful to parents and teachers because it provides current, week-by-week information on the progress their children are making.

CBM defined cont.

• CBM also monitors the success of the instruction the student is receiving –

• If a student’s performance is not meeting expectations, the teacher then has an opportunity to change the way they are teaching the student to try to find the type and amount of instruction the student needs to make sufficient progress toward meeting the academic goals.

How does CBM work?

• When CBM is used, each child is tested briefly each week. The tests generally last from 1 to 5 minutes. The teacher counts the number of correct and incorrect responses made in the time allotted to find the child’s score.

• For example, in reading, the student may be asked to read aloud for one minute. The scores are recorded on a graph and compared to the expected performance on the content for that year. The graph allows the teacher and parent to see quickly how the child’s performance compares to expectations.

How does CBM work? cont

After the scores are entered on the graphs, the teacher decides whether to continue instruction in the same way, or to change it. A change is called for if the child’s rate of learning progress is lower than is needed to meet the goal for the year.

How can teachers modify instruction?

• The teacher can change instruction in any of several ways.

• These are some examples: increase instructional time, change a teaching technique or way of

presenting the material, or change a grouping arrangement (for

example, individual instruction instead of small-group instruction).

Then what?

After the change, the parent and the teacher – can see

from the weekly scores on the graph whether the

change is helping the student. If it is not, then the

teacher can try another change in instruction, and its

success will be tracked through the weekly

measurements.

How else can CBM help you as a teacher?

• CBM can also help teachers and parents work more effectively on the student’s behalf. CBM graphs make the goals, and your child’s progress, clear to you and to the teacher. In this way, CBM can help parents and teachers communicate more constructively.

• You can use the CBM graph in conferences as it gives you specific information about student progress and the success of the instructional methods being used.

• You can also use the CBM graph in IEP meetings to go over specific information about the student’s current performance so that the team can develop measurable goals and objectives that will lead to more meaningful progress for the student.

Using CBM in day-to-day teaching

•THE KEY TO SUCCESS:

Intervention Alignment

All teachers, general ed and special ed can use CBM to

guide instruction

Intervention Alignment to Meet Student NeedsIs led by the Four Guiding

Questions….• Exactly what is it we want all

students to learn? • How will we know when each

student has acquired the knowledge and skills?

• What happens when a student does learn?

• What happens when a student doesn’t learn?

What is one avenue to

answer the four guiding

questions?

Professional Learning Communities

(PLCs)

PLCs

•Focus on school-wide data

•Focus on student achievement

•Depend on teacher collaboration

•Use common assessments

Responsiveness to Instruction

• Focus on data

• Monitor student achievement

• Depend on teacher collaboration

• Use common assessments

• Focus on the answers to the questions…• How will we know when each student has

acquired the knowledge and skills?• What happens when a student does and

doesn’t learn?

What is the common thread

between PLCs and instruction?• Data

• Student Achievement

• Teacher Collaboration

• Common Assessments

• So, you don’t have to officially be implementing all components of RTI to use CBM to align instruction to student need

Data Collection

• Using the data collected to identify the students who are: • At Benchmark• Above• Below

A Tiered Model: Levels of Intervention

Tiers indicate intensity of intervention; Not a place

Most Intensive/IEP

1%-7%

of learners

Intensive/SST

5%-15% of learners

Core

General Education

Strategic80% - 90%

Physical Cultural Social Em

otio

nal C

og

nitive

Classroom Environment

Foundational Literacy

Skills

Word Recognition

Vocabulary & Concept

Development

Fluency

Comprehension

Modeled Shared

Guided Collaborative Independent

80-90%

5-15%

1-7%

Base decision for school plan on data Examine school-wide data to determine if

80% - 90% are at benchmark Effective instruction is required to meet

the district goal Align resources effectively for student

success

Is our school meeting the Is our school meeting the needs of our students?needs of our students?

Examine grade-level data Develop team-based approach to differentiated

instruction Collaborate with other personnel in school (Title

I, ESL) Regularly review data for student progress Ongoing communication with parent regarding

student progress

Level I and Level II-Level I and Level II-The LinchpinThe Linchpin

How do we meet the needs How do we meet the needs of the 5%-15% students?of the 5%-15% students?

Team refers student to Student Support Team (SST) based on classroom data

SST will follow a problem solving model SST determines who will collect additional

data SST develops a more strategic instructional

plan Plan includes research based approach and

progress monitoring Team supports teacher and student in

implementing plan

Continues progress monitoring Adjusts plan as needed determined by data Monitors student growth Continues to support student at intensive level

of intervention as needed Refers only students who are not making

adequate progress or whose plan becomes so intensive that it requires entitlement

Ongoing communication with parent regarding student progress

How do we meet the needs How do we meet the needs of the 5% - 15% students?of the 5% - 15% students?

SST refers student to the IEP team

IEP team may determine:Intervention is not so intensive as to be deemed at the level of entitlement and recommends intervention continue at Level 3Lack of progress is the result of inappropriate intervention

How do we meet the needs How do we meet the needs of the 1% - 7% students?of the 1% - 7% students?

How do we meet the needs How do we meet the needs of the 1% -7% students?of the 1% -7% students?

IEP Team may consider:Intervention is appropriate but needs to continue longer

Entitlement is considered because achievement AND the rate of progress are significantly below peers AND intervention is so intensive as to be deemed at the level of entitlement

•Teacher serves student in the general education setting to the maximum extent possible following modifications and accommodations as stated in the IEP

•Ongoing communication with parent regarding student progress

•IEP Team continues to monitor the schedule of interventions for the student and ensures collaboration among all persons working with the student during the instructional day

How do we meet the needs How do we meet the needs of the 1% -7% students?of the 1% -7% students?

•IEP includes (at a minimum):

•Goals based on successful Level 3 interventions

•Plan for progress monitoring

•Exit criteria

How do we meet the needs How do we meet the needs of the 1% - 7% of students?of the 1% - 7% of students?

Conversations may Conversations may change….change….

Classroom teachers Classroom teachers Intervention teachersIntervention teachers Special Education teachersSpecial Education teachers School psychologistsSchool psychologists Speech Language PathologistsSpeech Language Pathologists Literacy coachesLiteracy coaches ESL teachersESL teachers Title I teachersTitle I teachers

The goal is to help schools ALIGN The goal is to help schools ALIGN the interventions and resources the interventions and resources they already have in order to meet they already have in order to meet the needs of EVERY childthe needs of EVERY child

We like to describe it We like to describe it as……. as…….

Providing the Providing the rightright resources to the resources to the rightright students at the students at the rightright time time

Using CBM can be your Using CBM can be your guide through the entire guide through the entire processprocess

Monitoring Student Progress in Monitoring Student Progress in Individualized Educational Individualized Educational Programs Using Curriculum-Based Programs Using Curriculum-Based Measurement Measurement

Monitoring Student Monitoring Student Progress in Individualized Progress in Individualized Educational Programs Educational Programs Using Curriculum-Based Using Curriculum-Based Measurement Measurement

After a multidisciplinary team After a multidisciplinary team determines that a student requires determines that a student requires special education services, the special education services, the Individualized Education Program Individualized Education Program (IEP) becomes the tool for (IEP) becomes the tool for developing and documenting the developing and documenting the student’s educational plan. student’s educational plan.

The IEP must include assessment The IEP must include assessment information pertaining to the information pertaining to the student’s individual needs, student’s individual needs, educational programming that educational programming that addresses those needs, and a addresses those needs, and a system for monitoring student system for monitoring student progress. progress.

Curriculum-based measurement Curriculum-based measurement (CBM) is a type of alternative (CBM) is a type of alternative assessment methodology that can assessment methodology that can be used both to fulfill The content be used both to fulfill The content of the CBM tests may be drawn of the CBM tests may be drawn from a specific curriculum or may from a specific curriculum or may represent generalized outcomes represent generalized outcomes for a student at that grade level. for a student at that grade level.

In either case, CBM content In either case, CBM content represents important, global represents important, global outcomes for the year and not just outcomes for the year and not just an individual objective or series of an individual objective or series of objectives representing current objectives representing current instructional lessons. instructional lessons.

How Is CBM Used for Describing How Is CBM Used for Describing Present Levels of Performance Present Levels of Performance on the IEP? on the IEP?

The IEP team can transform the student’s average initial scores on CBM tests into an IEP statement of present level of performance.

Present level of performance can Present level of performance can be written in the same fashion as a be written in the same fashion as a measurable, long-term goal that measurable, long-term goal that includes the learner behavior and includes the learner behavior and conditions or stimulus materials.conditions or stimulus materials.

When the IEP team knows how When the IEP team knows how children typically read or perform children typically read or perform mathematics calculations at mathematics calculations at particular ages or grades, the particular ages or grades, the present level of performance written present level of performance written with CBM data also suggests how with CBM data also suggests how substantially the disability affects substantially the disability affects student performance in that student performance in that academic area. academic area.

Present Level of Academic Present Level of Academic Achievement and Functional Achievement and Functional

Performance (PLAAFP)Performance (PLAAFP)

(1) A statement of the child’s present levels of (1) A statement of the child’s present levels of academic achievement and academic achievement and

functional functional performance, including— performance, including—

(i) How the child’s disability affects the (i) How the child’s disability affects the child’s child’s involvement and progress in the involvement and progress in the general general education curriculum; or education curriculum; or

(ii) For preschool children, as appropriate, (ii) For preschool children, as appropriate, how how the disability affects the child’s the disability affects the child’s participation participation in appropriate activities; in appropriate activities;

Academic AchievementAcademic Achievement

Academic achievement generally refers to Academic achievement generally refers to a child’s performance in academic areas a child’s performance in academic areas (e.g. reading, language arts, and math).(e.g. reading, language arts, and math).

Functional PerformanceFunctional Performance

Functional performance generally refers to skills Functional performance generally refers to skills or activities that may not be considered or activities that may not be considered academic or related to a child’s academic academic or related to a child’s academic achievement.achievement.

Functional is often used in the context of routine Functional is often used in the context of routine activities of everyday living and are varied activities of everyday living and are varied depending on the individual needs of the child.depending on the individual needs of the child.

Functional performance can impact academic Functional performance can impact academic achievementachievement

Present Levels of PerformancePresent Levels of Performance

Functional performance must be Functional performance must be addressed for all students within addressed for all students within the present level of performance, the present level of performance, and in the annual goals as and in the annual goals as appropriate.appropriate.

The PLAAFP Must be…The PLAAFP Must be… CurrentCurrent

RelevantRelevant

ObjectiveObjective

MeasurableMeasurable

UnderstandableUnderstandable

Major Components of PLAAFPMajor Components of PLAAFP

Data-based student specific information Data-based student specific information related to current academic achievement and related to current academic achievement and functional performance functional performance

Strengths of the studentStrengths of the student

Needs resulting from the disabilityNeeds resulting from the disability

Effects of the disability on involvement and Effects of the disability on involvement and progress in the general education curriculumprogress in the general education curriculum

Data-Based Student Specific Data-Based Student Specific InformationInformation

The PLAAFP should be written in objective The PLAAFP should be written in objective measurable terms.measurable terms.

Data from the child’s evaluation would be one Data from the child’s evaluation would be one source of such information. source of such information.

Test scores that are pertinent to the child’s Test scores that are pertinent to the child’s diagnosis might be included, if appropriate.diagnosis might be included, if appropriate.

Scores should be self-explanatory or an Scores should be self-explanatory or an explanation must be included.explanation must be included.

Sample IEP Statement of Sample IEP Statement of Current Level of Performance Current Level of Performance in Reading in Reading

““Portion of PFLAP only”Portion of PFLAP only” Given randomly selected passages Given randomly selected passages

at the third-grade level, J. R. at the third-grade level, J. R. currently reads aloud 65 words currently reads aloud 65 words correct per minute. correct per minute.

Sample IEP Statement of Sample IEP Statement of Performance in Performance in Mathematics Mathematics

““Portion of required PFLAP only”Portion of required PFLAP only” Given 25 problems representing Given 25 problems representing

the third- grade level, J. R. the third- grade level, J. R. currently writes 20 correct digits in currently writes 20 correct digits in 3 minutes. 3 minutes.

Developing MeasurableDeveloping Measurable Annual Goals Annual Goals

NC Policy requires that the Individualized EducationNC Policy requires that the Individualized Education

Program include:Program include:

(2)(i) A statement of measurable annual goals, (2)(i) A statement of measurable annual goals, including academic and functional goals designed including academic and functional goals designed to- to-

A.A. Meet the child’s needs that result from the child’s Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make disability to enable the child to be involved in and make progress in the general education curriculum; andprogress in the general education curriculum; and

NC Policy 1503-4.1NC Policy 1503-4.1

Annual GoalsAnnual Goals

(B) Meet each of the child’s other (B) Meet each of the child’s other educational needs that result from the educational needs that result from the child’s disability;child’s disability;

(ii) For children with disabilities who take (ii) For children with disabilities who take alternate assessments aligned to alternate assessments aligned to alternate achievement standards, a alternate achievement standards, a description of benchmarks or short-term description of benchmarks or short-term objectives.objectives.

Policy 1503-4.1Policy 1503-4.1

The measurable annual goal is a The measurable annual goal is a statement that links directly to statement that links directly to the areas of need identified in the areas of need identified in the present levels of academic the present levels of academic achievement and functional achievement and functional performance.performance.

ANNUAL GOAL

Measurable Annual GoalsMeasurable Annual Goals

The annual goals in the IEP are The annual goals in the IEP are statements that describe what a statements that describe what a child with a disability can child with a disability can reasonably be expected to reasonably be expected to accomplish within the duration accomplish within the duration of the IEP.of the IEP.

Measurable Annual GoalsMeasurable Annual GoalsFor each area needing specially designed instruction, For each area needing specially designed instruction, determine the desired level of achievement or outcome determine the desired level of achievement or outcome for each goal for a student by considering the following:for each goal for a student by considering the following:

Primary concerns stated in the present level of Primary concerns stated in the present level of academic academic

achievement/functional performance.achievement/functional performance.

Amount of time the student has left in school and the Amount of time the student has left in school and the age of the student. age of the student.

Skills needed to progress to the next level of Skills needed to progress to the next level of performance.performance.

Skills needed to achieve transition.Skills needed to achieve transition.

Behavior / skills that will improve with modifications.Behavior / skills that will improve with modifications.

Measurable Annual GoalsMeasurable Annual Goals

Strengths of the student.Strengths of the student.

Concerns of the parent for enhancing the Concerns of the parent for enhancing the education of her/his child.education of her/his child.

Scope and sequence of the skill, curricular or Scope and sequence of the skill, curricular or behavior areas addressed.behavior areas addressed.

Special factors.Special factors.

Student’s learning behaviors.Student’s learning behaviors.

Clustering behaviors or skills that are related.Clustering behaviors or skills that are related.

Measurable Annual GoalsMeasurable Annual GoalsMajor ComponentsMajor Components

Any important givens/conditions (when, with what, Any important givens/conditions (when, with what, where)…as applicable.where)…as applicable.

A skill/domain area (academic, behavioral, A skill/domain area (academic, behavioral, functional).functional).

An observable learner performance (what the An observable learner performance (what the learner will be doing, an action).learner will be doing, an action).

Measurable criteria which specify the level at which Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., the student’s performance will be acceptable (e.g., speed, accuracy, frequency)speed, accuracy, frequency)

Measurable Annual GoalsMeasurable Annual GoalsWhat exactly does “measurable” mean?What exactly does “measurable” mean?Unfortunately, IDEA doesn’t define it.Unfortunately, IDEA doesn’t define it.

Characteristics of Measurability:Characteristics of Measurability:

Reveals what to do to measure whether the Goal has been Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something.accomplished. To measure something is to do something.

Yields the same conclusion if measured by several people.Yields the same conclusion if measured by several people.

A measurable goal allows us to know how much progress has A measurable goal allows us to know how much progress has been made since the last measured performance.been made since the last measured performance.

A measurable goal can be measured as written, without A measurable goal can be measured as written, without additional information.additional information.

Measurable goals contain givens (if necessary), the learner Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be performance, and the criterion (level of performance to be reached).reached).

Sample IEP Long-Term Sample IEP Long-Term Goal in Reading Goal in Reading

Given randomly selected passages Given randomly selected passages at the third-grade level, J. R. will at the third-grade level, J. R. will read aloud 115 words correct per read aloud 115 words correct per minute by the end of the year (or minute by the end of the year (or in 35 weeks)in 35 weeks)

Sample Long-term Goal in Sample Long-term Goal in MathMath

Given 25 problems representing Given 25 problems representing the third- grade level, J. R. will the third- grade level, J. R. will write 40 correct digits in 3 minutes write 40 correct digits in 3 minutes by the end of the year (or in 35 by the end of the year (or in 35 weeks).weeks).

Instruction 25-35% Task &Classroom Environment 5-

15%

Student 50-60%

Influences on Learning: 3

Variables

•Prior Knowledge•Scaffolding•Flexible Grouping•Effective Planning Time•Rate of Learning •Collaborative Culture•Focus on Learning•Use of Data for Decision Making

We Control

Questions?Questions?