Module 6 Assignment: Case Study Component B CBM and IEP
Review the RtI and CBMs presentation slides. Chart CBM results and IEP Component of long term goal and three short term objectives to improve academic performance.
For the case you used in the RtI Case Study assignment, complete the IEP sections that describe the Present levels of Performance (strengths and academic functioning) and write one academic goal with 3 objectives for the student.
Scoring:
- Present Levels of Performance: 1 point
- Goal is written in SMART Goal Format: 2 points
- Three Short Term objectives to help the student each goal are provided: 2 points
Here are the headings that you will write to:
- Present Levels of Performance:
- Student Strengths
- Academic Functioning
- Goals and Objectives:
- Long Term Goal
- Three Short Term Objectives
Read the detailed Module 6 CBM Assignment instructions and use the Grade 2 and Grade 8 CBM documents to complete your assignment.
Assessment Critique Assignment
Choose one Curriculum Based Measure (measures used most frequently in schools to determine how students are functioning in the general education curriculum) and one Diagnostic Assessment (those often used by school personnel in the IEP process) to review and critique. The purpose of these critiques is to provide additional information to your colleagues in understanding whether, when, and how to use and interpret common assessments and what information is most useful for a special education teacher in planning for your students. Feel free to ask school staff which assessments are most commonly used in your school setting.
The final product will be a user-friendly handout that addresses the following components.
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Introduction A. Test Title, Publisher, Publication Date B. Materials C. Cost D. Target Client Populations (e.g., age range, areas of concern) E. Recommended Uses/Purposes |
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Psychometric Properties A. Norms B. Reliability C. Validity D. Special Issues/Other Research |
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Test Administration A. Procedures for Administering Test(s) B. Recording Responses C. Scoring Responses |
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Test Interpretation A. Theoretical Foundation B. Types of Scores C. Score Meaning/Interpretation |
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Test Uses/Abuses/Evaluation A. Recommended Uses B. Uses to Avoid C. Your Evaluation of Strengths & Weaknesses D. Additional Resources (e.g., test reviews, articles, web sites) |
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Critique A one-page narrative critique is included that provides the following: A. Rationale for the recommendations uses and what to avoid B. Rationale for the strengths and weaknesses C. Practical Applications for IEP and Lesson Planning |
Be sure to include in-text citations and a complete reference list. Once complete, you will upload your handout to the discussion board and the assignments tab.
Utilize the National Center for Intensive Intervention website and Guide to Special Education Evaluation Tools can be used as guides.
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SPE 501: Educational and Diagnostic Assessment for Children and Adolescents
with Disabilities
Module 6: CBM Scoring, Graphing and Analysis
You have:
9 unscored CBM prompts from easycbm.com in Passage Reading Fluency
Norm tables that show scores and percentile ranks for fall, winter and spring testing
Blank sheet of graph paper
Here is what you need to do:
1. Determine the CWPM or correct works in one minute for all 9 prompts.
2. Determine the baseline score based on the first three prompt CWPM scores. Two methods of
determining a baseline are included in the RtI and CBMs PowerPoint.
3. Plot the baseline score on the graph (blank graph paper is included if you want to use it. You
may also use any other technology or tools to create the chart)
4. Create an aimline based on a target for improvement that moves the student closer to cut
scores for intervention at the end of the intervention period. The prompts you have are for
FALL testing. You want to set your end point for the next season’s testing, which in this case
would be winter. This is important because just as the student you are working is improving so
is the peer group. So if you are going to catch the student up, you need to look at comparison
with where peers will be performing at the end of the intervention period. Consider the cut off
score for your district’s consideration of Tier 2 and Tier 3 intervention groups.
5. Plot the remaining scores on the graph.
In a narrative you will address the following questions:
What did the baseline score tell you about the student’s reading fluency ability?
Use statistical language to compare the student’s performance to typically
developing peers. Why did you set the target where you did? What tier for
intervention do you think the student should receive? What type, duration and
frequency of interventions are you recommending? At the end of the 6-week
intervention period answer the two questions: 1) What is the evidence that the
student has made progress? 2) How does the student compare to typically
developing peers? (Use statistical language to compare the student’s
performance to typically developing peers) And last: What do you recommend
moving forward?
www.freeprintablepdf.eu
- Instructions for CBM assignment.pdf
- Grade 2 CBM assignment
- en-1-2-inch-graph-paper-a4-black
,
SPE 501: Educational and Diagnostic Assessment for Children and Adolescents
with Disabilities
Module 6: CBM Scoring, Graphing and Analysis
You have:
9 unscored CBM prompts from easycbm.com in Passage Reading Fluency
Norm tables that show scores and percentile ranks for fall, winter and spring testing
Blank sheet of graph paper
Here is what you need to do:
1. Determine the CWPM or correct works in one minute for all 9 prompts.
2. Determine the baseline score based on the first three prompt CWPM scores. Two methods of
determining a baseline are included in the RtI and CBMs PowerPoint.
3. Plot the baseline score on the graph (blank graph paper is included if you want to use it. You
may also use any other technology or tools to create the chart)
4. Create an aimline based on a target for improvement that moves the student closer to cut
scores for intervention at the end of the intervention period. The prompts you have are for
FALL testing. You want to set your end point for the next season’s testing, which in this case
would be winter. This is important because just as the student you are working is improving so
is the peer group. So if you are going to catch the student up, you need to look at comparison
with where peers will be performing at the end of the intervention period. Consider the cut off
score for your district’s consideration of Tier 2 and Tier 3 intervention groups.
5. Plot the remaining scores on the graph.
In a narrative you will address the following questions:
What did the baseline score tell you about the student’s reading fluency ability?
Use statistical language to compare the student’s performance to typically
developing peers. Why did you set the target where you did? What tier for
intervention do you think the student should receive? What type, duration and
frequency of interventions are you recommending? At the end of the 6-week
intervention period answer the two questions: 1) What is the evidence that the
student has made progress? 2) How does the student compare to typically
developing peers? (Use statistical language to compare the student’s
performance to typically developing peers) And last: What do you recommend
moving forward?
www.freeprintablepdf.eu
- Instructions for CBM assignment
- Grade 8 CBM assignment revised 2-9 pj
- en-1-2-inch-graph-paper-a4-black
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Curriculum Based Measurement Seeking success for all
1
One Perspective on History
Our education system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988)
The current
Education
System’s
Programmatic
Evolution
K-12 Education
Gifted
Title 1
SPED
Migrant
ELL
At Risk
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Unintended Effects
Conflicting programs
Conflicting funding streams
Redundancy
Lack of coordination across programs
Nonsensical rules about program availability for students
Extreme complexity in administration and implementation of the programs
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Responsiveness to Intervention
Definition: A problem solving model to monitor the progress of all students on academic targets
Uses: Identify struggling students and intervene with research based methods
Legal mandate: By the year 2010 all school districts in the State of Illinois will employ a Responsiveness to Intervention model to determine the severity of academic deficiency and the need for specially designed instruction.
Not a SPECIAL EDUCATION INTIATIVE. Although it will be used to assist in the identification of students with disabilities, the main use of RtI is to identify struggling students and intervene with research based methods
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Three-tiered system
Tier One: Universal Screening- Administer CBMs three times a year: Fall, Winter, Spring
Tier Two: Research- Based Intervention, generally in the general education classroom and Progress Monitoring using CBMs.
Tier Three: Intensive, Individual instruction with progress monitoring using CBMs
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5
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Why RtI?
Requires schools to monitor progress and identify students who are at risk
Guarantees intervention to all students who are struggling
Provides schools the tools for data driven educational decision making and goal setting for all students
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New Model Prediction and Prevention
Old Model – Wait to Fail
intervention instruction was tied to special education qualifications
Services tied to achieving an IQ-Achievement discrepancy
Many children failed to qualify until 3rd grade or later
New Model – Preventive and an RTI approach
Help is not tied to special education
Receive intervention instruction as soon as they red flag
Diagnostic testing only after the student’s lack of progress in intervention
Enables help to be given immediately – early
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Curriculum Based Measurements are….
Formative assessments that monitor progress of math, reading and writing skills
A repeated assessment that measures a specific skill the same way over a period of time
Valid, reliable and normed on large populations of students
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Things to remember about CBMs
Serve as signs of general achievement
Measure skills not knowledge
Are standardized tests
Are reliable, valid and normed on thousands of students across the country
Quick and easy to administer and score
Provide information for decision making
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Progress Monitoring
We want to answer two questions?
Is the child showing progress?
How does the child compare to his peers?
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Tools for Monitoring Progress
Chart where the child starts (baseline)
Chart where we want the child to be at the end of the intervention period (aimline)
Chart scores on the CBM
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BASELINE
Beginning point for monitoring progress
Administer three prompts
Two methods:
Let’s say that a student scores a 5, 8, 7 on the prompts
Average the three scores
Baseline = 5 + 8 + 7 = 20 20 ÷ 3 = 6.7 ( 7 rounded)
Take the score in the middle
Of the three scores 7 is the one in the middle
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Aimline
This is where we predict how much progress we want the student to make during the intervention period.
Compute:
Use the scoring tables to determine where we want the student by the end of the intervention period, OR
Multiply the Weeks of intervention × the amount of progress each week:
ex: 8 weeks X 2 point increase each week
Add to Baseline 7 + 16 = 23
Plot the end score and draw the line
Example: easycbm
3rd Grade Norms
Reading Comprehension
In fall, student’s
Baseline was a score
of 6 placing them at
The 18th percentile.
What does that mean?
If we want all 3rd graders to score at or above the 30th percentile, what score should we aim for by winter testing? (Week 8)
Fall Testing baseline score = 6
18th percentile
Spring test target 8
30th percentile
PM Progress Monitor
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Progress Monitoring
Once the aim line has been plotted, the student’s score is marked after each assessment.
The next slide illustrates the scores of a student after several measurements have been charted.
Question #1
Is the student making progress?
Question #2
How does the student compare to his same age peers?
Sample Classroom Data Chart
A word about this process
It is not about the testing
It is about the interventions you are doing to help kids improve
The testing is tool to help you validate that what you are doing is working
Important to continually review the interventions that you are using and change direction if kids are not making progress
CBM areas
These measure skill, not knowledge
General areas for measurement:
Reading
Reading recognition (letter and word)
Reading fluency (word and passage)
Comprehension
Math
Numbers and Operations
Geometry and Measurement
Algebra
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Aimsweb READING MAZE
TEACHER KEY
Alan was a very brave and adventurous boy. He enjoyed learning new things and (exploring) the land behind his house. One (morning) before he went exploring, he packed (his) backpack. He put many things inside. (He) packed a flashlight, a candle, matches, (a) compass, popcorn, a hard hat, and (his) lunch. Then he journeyed into the (woods) to his new secret spot.
STUDENT PROMPT:
Alan was a very brave and adventurous boy. He enjoyed learning new things and (adventure, backpack, exploring) the land behind his house. One (learned, morning, things) before he went exploring, he packed (him, his, it) backpack. He put many things inside. (One, He, It) packed a flashlight, a candle, matches, (a, an, or) compass, popcorn, a hard hat, and (went, his, he) lunch. Then he journeyed into the (hard, woods, candle) to his new secret spot
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Reading Maze Practice Test
Recommended for first time testing especially with younger children as they may not understand the task.
Use administration manual for script and directions
You model the first sentence
You do the second sentence together
You have students do the third sentence independently and you check for accuracy
The dog (apple, broke, ran) after the cat. The cat ran (fast, green, for) up the hill. The dog barked (in, at, is) the cat.
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READING MAZE
DIRECTIONS FOR ADMINISTERING
Whole group or individually administered
Students read the passage to themselves and choose the word that best fits into the sentence
3 minute time limit
Script is in your handout!
SCORING
Correct answer: matches the scoring template
Number of correct answers
Record: Correct Responses/Errors i.e. 24/2
See the handout or the website for more information!
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Aimsweb Mathematics
Grade levels 1-12
Single process
Addition
Subtraction
Multiplication
Division
Double Process:
Addition/Subtraction
Multiplication/Division
All Facts
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Mathematics
Directions for administration
Whole group or individually administered
2 minutes for grade 1-3
4 minutes for grades 4-8
Script is in your handout!
Scoring
CORRECT DIGITS (not correct answers)
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Mathematics Scoring
Scoring Key:
Student prompt:
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Math scoring
Correct Digits – Each correct digit that a student writes is marked with an underline and counted
Incomplete Problems – Sometimes students don’t finish a problem. Score for the number of correct digits that are
written
X-ed Out Problems – Sometimes students start a problem and then cross it out. Sometimes students go back and write answers for problems they have crossed out. Ignore the X and score what you see.
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Math Scoring
Legibility and Reversed or Rotated Numbers – Sometimes trying to figure out what number the student wrote can be challenging, especially with younger students or older students with mathematics achievement problems. To make scoring efficient and reliable, we recommend attention to three rules.
1. If it is difficult to determine what the number is at all, count it wrong.
2. If the reversed number is obvious, but correct, count it as a correct digit.
3. If the numbers 6 or 9 are potentially rotated and the digit is currently incorrect, count it as an incorrect digit.
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Oral Reading Fluency
Assessor Copy
Student Copy
Passage Reading Fluency Administration Directions
Scoring
Count total words read within the time
Subtract the number of errors
Words Read Correctly score
The numbers on the
side are a running
total of the number of words in the passage.
Subtract the errors.
This gives your Words Read Correctly Score.
Error Analysis
Error Analysis is looking at the types of mistakes the student is making in order to determine what needs to be taught and retaught!
What kinds of errors are these?
5 + 0 = 0
37 314
+23 +397
6 × 5 = 11 14 601
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Comments
Questions
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Chart1
| 0 | 0 |
| Baseline | Baseline |
| Wk1 | Wk1 |
| Wk2 | Wk2 |
| wk3 | wk3 |
| wk4 | wk4 |
| wk5 | wk5 |
| wk6 | wk6 |
| wk7 | wk7 |
| wk8 | wk8 |
| wk9 | wk9 |
| wk10 | wk10 |