USING CURRICULUMBASED MEASUREMENT FOR PROGRAM EVALUATION IN SPECIAL EDUCATION

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USING CURRICULUM-BASED MEASUREMENT FOR PROGRAM
EVALUATION IN SPECIAL EDUCATION

• Dr. Joseph F. Kovaleski
• Indiana University of Pennsylvania
• Department of Educational and School Psychology
• Stouffer Hall, Room 246
• 1175 Maple Street
• Indiana, Pennsylvania 15705-1087
• 724-357-3785
• http//www.coe.iup.edu/kovaleski/index.html
• jkov_at_iup.edu

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Goal- A CLSD Special Education Assessment System
that

• Gives coherence to program K-12
• Assures compliance w/ regs and laws
• Assures transitions between schools
• Conforms w/ best practices
• Connects w/ preservice training and induction
• Provides common and optional elements
• Merges closely with the instructional process
• Is practical and efficient
• Is adaptable for student self-management (age
  appropriate)
• Eliminated unnecessary, time-consuming procedures
  (e.g., NRT)

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Summating CBM answers the following questions

• Has the overall program had an effect?
• Has the program worked in every school?
• Are certain teachers producing better outcomes
  than others?
• Do students in all schools have equivalent needs?

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Why use CBM in special education? when
teachers use CBM to write data-based goals,
monitor the effects of their instructional
programs, and adjust their interventions when the
data show little outcome, student achievement
improves. Mark Shinn (1995)
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CBM Reading Summary
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Research Findings on Progress Monitoring (Fuchs,
1986)

• Students with more ambitious goals achieve
  better.
• Increasing the frequency of measurement increases
  the reliability of measurement and increases the
  student achievement to a point. Maximal effects
  are seen when data are collected twice per week.
• Graphing of student performance data enhances
  decision making and increases student
  achievement.
• Teachers who use data utilization rules induce
  better achievement in students than those who do
  not use rules.

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CLSD Ongoing Performance Graph
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Cornwall-Lebanon School District Annual Reading
Growth Tracking Form

• Directions 1) Begin the year by placing the
  name of each purposefully placed or eligible
  (IEP) student for whom you are responsible in the
  Name column. 2)In the second column, indicate
  whether the student has an IEP or is purposefully
  placed. 3) Next, indicate the students grade
  level. 4)Next, indicate the grade level of the
  probes that are being used to assess quarterly
  progress. 5) Next, record the beginning words
  correct per minute (WCPM) obtained in the goal
  book at the beginning of the year. 6) Next,
  record the WCPM obtained in the goal book at the
  end of the first quarter. 7) Next, record the
  WCPM obtained in the goal book at the end of the
  second quarter. 8) Next, record the WCPM obtained
  in the goal book at the end of the third quarter.
  9) Next record the WCPM obtained in the goal book
  at the end of the fourth quarter. 10) If a
  student reaches a goal that was established at
  the beginning of the year, insert GA for Goal
  Attained in the appropriate quarter column.
  Indicate the new level of the probes that you are
  using for quarterly assessments in the last
  column (New Goal).

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Cornwall-Lebanon SD ElementaryOral Reading
Fluency Norms
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Goals Attained by Teacher2001-2002
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Special Education Outcomes2001-2002
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EYS Eligibility Assessment
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EYS Eligibility Assessment
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Link to CBM in Special Education Manual

• http//www.coe.iup.edu/kovaleski/Curriculum-Based
  20Measurement.htm