easyCBM: Benchmarking and Progress Monitoring System

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easyCBMBenchmarking and Progress Monitoring
System
Jack B. Monpas-Huber, Ph.D. Director of
Assessment Student Information
Shereen Henry Math Instructional Specialist
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Overview of the Train the Trainer Model

• SEPTEMBER 15 FALL BENCHMARK WINDOW OPENS
• September 14 Train the Trainers
• We train you what you need to launch easyCBM at
  your school
• We prefer two school training experiences
• ASAP You train teachers how to log in,
  administer tests
• Mid-October You train teachers how to interpret
  reports, make sense of data.
• September 21, 4-5 pm Follow-up Session (Shereen
  and Jack)
• For people who need more support (during
  benchmark window) on purpose of easyCBM, logging
  in, administering tests
• OCTOBER 14 FALL BENCHMARK WINDOW CLOSES
  PROGRESS MONITORING BEGINS
• Late October Follow-up Session (Shereen and
  Jack)
• Now that we have datawhat do we do?
  Interpreting easyCBM reports and effective
  progress monitoring

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Organization of todays training

• Overview of the Train the Trainer Model
• Why are we doing this? Rationale, purpose, and
  brief overview of easyCBM
• Application How easyCBM supports our PLC / RtI
  work in Shoreline
• How to use the easyCBM system
• Guided exploration using the demo site
• Question answers

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WASL Math and Reading Achievement in Shoreline,
1997-2009
SOURCE OSPI Report Card (http//reportcard.ospi.k
12.wa.us)
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Achievement Gap in ShorelineGrade 4 WASL Math
Achievement by Race, 1998-2009
SOURCE OSPI Report Card (http//reportcard.ospi.k
12.wa.us)
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Achievement Gap in ShorelineGrade 10 WASL Math
Achievement by Race, 1999-2009
SOURCE OSPI Report Card (http//reportcard.ospi.k
12.wa.us)
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AYP Results Distribution of No Cells 2008
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AYP Results Distribution of No Cells 2009
1As of early August 2009. Includes results of
WASL and WASL Basic assessments. Source is OSPI
Report Card (http//reportcard.ospi.k12.wa.us).
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SHORELINE PUBLIC SCHOOLS SAT Mathematics
Achievement by Race Class of 2008
SOURCE College Board. (2008). District Profile
Report.
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SHORELINE PUBLIC SCHOOLS SAT Mathematics
Achievement by Race Class of 2009
SOURCE College Board. (2009). District Profile
Report.
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Need for Systemic Math Assessment in Shoreline

• Need more common formative assessment in
  mathematics because
• Math is an area of concern (according to
  large-scale evidence)
• Achievement gap is acute in mathematics
• Math is an area of intense scrutiny and community
  engagement
• Math is foundational is critical to intervene
  early
• New graduation requirements (Algebra II) warrant
  stronger focus in math at lower grades

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Basic Description of easyCBM
Online districtwide formative assessment
system Includes reading and mathematics measures
for grades K - 8 Benchmark testing and progress
monitoring (RtI framework) Is fixed form, NOT
computer adaptive (like DOMA was) Measures NCTM
Focal Points Developed by education researchers
at the University of Oregon (who also develop
DIBELS)
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Formative assessment purposes1
Design
Purpose
Yes
Screening
Early identification of students strengths or
weaknesses for classification, placement, or
intervention
Not this year
Diagnosis
Identify the causes of students learning
problems -- usually with intent to guide or
modify instruction or design differentiated
instruction
Interim benchmark measurement
Provide a measure of students progress toward
achieving proficient performance on a
standards-based summative test or measure growth
on a measurement scale toward a final summative
assessment event
We'll see
Yes
Progress monitoring
A special type of interim assessment that is
characterized by frequent, repeated assessment
1Stevens, J. S. (2009). Washington State
Diagnostic Assessment Guide. Office of the
Superintendent of Public Instruction.
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Benchmark testing, 1/6
Purpose To screen all students in order to
identify those are below grade level and need
intervention Three benchmark windows (determined
by district) Fall Winter Spring Why three
windows? This first year is baseline year when we
are collecting our own norm data on how much
Shoreline kids grow in math. It is a linear
growth model which requires three solid data
points.
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Benchmark testing, 2/6

• Three benchmark windows
• Fall -- September 15 to October 14
• Winter -- January 11 to 29
• Spring -- May 31 to June 18
• For a successful pilot, we need
• All K-8 students participate in all three
  benchmark windows
• All students take benchmark test at grade level

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Benchmark testing, 3/6
What will the benchmark testing tell
us? Benchmark testing identifies students for
intervention and progress monitoring based on
their percentile achievement
easyCBM is NOT criterion-referenced No cut
score No percent meeting standard
easyCBM is norm-referenced Results reported in
percentiles Student scores color-coded by
percentile Norm group is Oregon students (4 large
districts last year)
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Benchmark testing, 4/6
What percentiles will we use? 10th percentile and
below - RED 20th percentile and below -
YELLOW 50th percentile and below - WHITE
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Benchmark testing, 5/6
How many Shoreline students will be identified
for intervention? Depends on how Shoreline
students compare to Oregon norm group Will vary
by building and classroom
Assume 640 kids/grade level 10 64 kids 20
128 kids
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Benchmark testing, 6/6
THINKING AHEAD TO NEXT YEAR What can I learn
from my students prior year easyCBM
results? How does easyCBM sort our students
relative to other math measures? Correlations
with Measure of Student Progress (MSP) Report
card grades What norms did we set for ourselves?
How much do Shoreline kids grow in math based on
the three sets of benchmark results? What
interventions worked most effectively? To what
extent can we link our percentile thresholds to
MSP level performance?
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Progress monitoring

• Purpose
• To monitor progress, or growth, of lower
  achieving students toward grade level goals,
  ideally in response to intervention/s
• A series of short, parallel assessments to be
  administered semi-frequently (2-3 weeks apart) to
  document growth until student has reached 50th
  percentile
• Can progress monitor at different grade levels by
  skill

Grade 7 Algebra - Shereen Henry
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Organization of todays training

• Overview of the Train the Trainer Model
• Why are we doing this? Rationale, purpose, and
  brief overview of easyCBM
• Application How easyCBM supports our PLC / RtI
  work in Shoreline
• How to use the easyCBM system
• Guided exploration using the demo site
• Question answers