Part 5: Other Uses of CBM

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Part 5 Other Uses of CBM
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Other Ways to Use the Curriculum-Based
Measurement Database

• Using CBM Data to Describe Student Strengths and
  Weaknesses (Miscue Analysis)
• Using CBM to Meet to Demonstrate AYP
• Using CBM Data to Enhance General Educator
  Planning
• Using CBM to Identify Nonresponders Within a
  Response-to-Intervention Framework

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Using CBM Data to Describe Student Strengths and
Weaknesses

• Quick Miscue Analysis

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Using CBM Data to Describe Student Strengths and
Weaknesses

• Using CBM PRF, student miscues may be analyzed to
  describe possible student strengths and
  weaknesses
• Student reads a CBM PRF passage and teacher
  writes down student errors
• First 10 errors are analyzed using a Quick Miscue
  Analysis Table

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Using CBM Data to Describe Student Strengths and
Weaknesses
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Using CBM Data to Describe Student Strengths and
Weaknesses
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Using CBM Data to Describe Student Strengths and
Weaknesses
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Using CBM Data to Describe Student Strengths and
Weaknesses
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Using CBM Data to Describe Student Strengths and
Weaknesses
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Using CBM Data to Describe Student Strengths and
Weaknesses
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CBM for AYP
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Using CBM to Demonstrate AYP

• No Child Left Behind requires all schools to show
  Adequate Yearly Progress (AYP) toward a
  proficiency goal.
• Schools must determine measure(s) for AYP
  evaluation and the criterion for deeming an
  individual student proficient.
• CBM can be used to fulfill the AYP evaluation in
  reading and mathematics.

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Using CBM to Demonstrate AYP

• Using Reading CBM
• Schools can assess students to identify the
  number of initial students who meet benchmarks
  (initial proficiency).
• The discrepancy between initial proficiency and
  universal proficiency is calculated.

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Using CBM to Demonstrate AYP

• Using Reading CBM (continued)
• The discrepancy is divided by the number of years
  before the 20132014 deadline.
• This calculation provides the number of
  additional students who must meet benchmarks each
  year.

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Using CBM to Demonstrate AYP

• Advantages of using CBM for AYP
• Measures are simple and easy to administer.
• Training is quick and reliable.
• Entire student body can be measured efficiently
  and frequently.
• Routine testing allows schools to track progress
  during school year.

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Using CBM to Demonstrate AYP
Across-Years School Progress
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Using CBM to Demonstrate AYP
Within-Year School Progress
(281)
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Using CBM to Demonstrate AYP
Within-Year Teacher Progress
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Using CBM to Demonstrate AYP
Within-Year Special Education Progress
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Using CBM to Demonstrate AYP
Within-Year Student Progress
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CBM for Enhancing General Education Instruction
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Using CBM Data to Enhance General Educator
Planning

• CBM reports prepared by computer can provide the
  teacher with information about the class
• Student CBM raw scores
• Graphs of the low-, middle-, and high-performing
  students
• CBM score averages
• List of students who may need additional
  intervention

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Using CBM Data to Enhance General Educator
Planning
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Using CBM Data to Enhance General Educator
Planning
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Using CBM Data to Enhance General Educator
Planning
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CBM within the Context of RTI
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Using CBM Within a Response-to-Intervention
Framework

• Traditional assessment for identifying students
  with learning disabilities relies on intelligence
  and achievement tests.
• Alternative framework is conceptualized as
  nonresponsiveness to otherwise effective
  instruction.

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Using CBM Within a Response-to-Intervention
Framework

• All students do not achieve the same degree of
  mathematics competence.
• Just because growth is low, the student doesnt
  automatically receive special education services.
• If the learning rate is similar to that of the
  other students, then the student is profiting
  from the regular education environment.

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Using CBM Within a Response-to-Intervention
Framework

• If a low-performing student is not demonstrating
  growth where other students are thriving, then
  special intervention should be considered.
• Alternative instructional methods must be tested
  to address the mismatch between the students
  learning requirements and the requirements in a
  conventional instructional program.

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One Method of Operationalizing RTI Dual
Discrepancy

• Unresponsiveness can be operationalized as dual
  discrepancy (Fuchs, Fuchs, Speece, 2002)
• Student has significantly low achievement.
• Student performs substantially below level
  compared to peers.
• Student is not making satisfactory progress
• Demonstrates a learning rate substantially below
  peers.

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Where Does CBM Fit in the Dual-discrepancy RTI
Model?

• CBM benchmarks are used for screening.
• CBM rate of growth is used to confirm or
  disconfirm student risk status in Tier 1.
• CBM rate of growth and level are used to define
  RTI in Tier 2.
• CBM rate of growth and level are used to set IEP
  goals, formulate individualized programs, and
  determine RTI in Tier 3.

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Three Tiers of RTI
TIER 1 Primary Prevention - General education
setting - Research-based instruction - Screening
to identify students suspected to be at risk - PM
to (dis)confirm risk status
AT RISK
TIER 2 Secondary Prevention - Validated or
researched-based tutoring - PM to assess
responsiveness
RESPONSIVE
UNRESPONSIVE
TIER 3 Tertiary Prevention - Special education -
PM to set IEP goals - PM to formulate
individualized programs - PM to assess
responsiveness
RESPONSIVE
UNRESPONSIVE
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Tier 1 Primary Prevention

• All students screened to determine which students
  are suspected to be at risk.
• Students suspected to be at risk remain in
  primary prevention, with PM
• Disconfirms risk responsive students remain in
  Tier 1
• Confirms risk Unresponsive students move to Tier
  2.
• Responsiveness Cut-point on CBM screen plus CBM
  rate of growth over 5 to 6 weeks (Compton et al.,
  2006 in Mellard Johnson, 2008, p. 29)

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Tier 1 Decisions with CBM (Mellard Johnson,
2008)

• Class level average class performance and rate
  of growth used to determine necessary
  instructional and curricular changes.
• Individual student level Schools can use
  predetermined CBM cut scores (level) and rates of
  progress (slope) to identify students needing
  Tier 2.

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Tier 1Primary PreventionConfirming Risk Status
With PM for Computation
4th Grade Slope cut-off .50 Students slope
1.29 Decision No need for Tier 2
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Tier 1Primary PreventionConfirming Risk Status
With PM for Computation
4th Grade Slope cut-off .50 Students slope
.00 Decision Provide Tier 2
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Tier 2 Secondary Prevention

• Research-based, small group instruction
• Continued PM with CBM
• At the end of Tier 2, CBM indicates students
  were
• Responsive return to Tier 1 with continued PM
• Unresponsive Students move to Tier 3
• Responsiveness CBM rate of growth and level

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Tier 2 Decisions (Mellard Johnson,
2008, p. 4)

• 1. If the students performance matches his
  grade-level peers, he returns to Tier 1.
• 2. If the students performance is below that of
  his grade-level peers, but he is making adequate
  progress toward goals, the student may remain in
  Tier 2.
• 3. If the students performance is below that of
  his grade-level peers and he is NOT making
  adequate progress toward goals, the student may
  need Tier 3 intervention.

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Tier 2Secondary PreventionDetermining Response
With PM
Slope cut-off for 3rd .75

• Answer
• Student responding to Tier 2
• S. still below level and could provide more Tier
  2, but does not need Tier 3.

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Tier 2Secondary PreventionDetermining Response
With PM for Concepts and Applications
Slope cut-off .70

• Answer
• Student may need Tier 3

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Tier 3 Tertiary Prevention

• Special education services
• With weekly CBM PM
• CBM is used to
• Set Individualized education program (IEP) goals.
  
• Design individualized instructional programs.
• Monitor student response.
• When PM indicates the student achieves benchmark
  performance, student exits special education
  (i.e., returns to primary or secondary
  prevention), with ongoing PM.