graphing and interpreting cbm scores an overview (sample presentation to present to students) 2008...

Graphing and Interpreting CBM Scores

An overview

(Sample presentation to present to students)

2008Student Progress Monitoring &Data-Based Instruction in Special

Education

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How to Graph Scores

Graphing student scores is vital. Graphs provide teachers with a

straightforward way to:– Review a student’s progress.

– Monitor the appropriateness of student goals.

– Judge the adequacy of student progress.

– Compare and contrast successful and unsuccessful instructional aspects of a student’s program.

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How to Graph Scores

Teachers can use computer graphing programs.

Teachers can create their own graphs.– A template can be created for student

graphs.

– The same template can be used for every student in the classroom.

– Vertical axis shows the range of student scores.

– Horizontal axis shows the number of weeks.

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How to Graph Scores

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Weeks of Instruction

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How to Graph Scores

Student scores are plotted on the graph, and a line is drawn between the scores.

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How to Graph Scores

How to create graphs in Microsoft Excel

1 2 3 4 5 6 7 8 9 10Ashley 5 6 8 9 13 15 17 15 13 18Ben 4 8 5 9 14 15 13 17 20 21Carter 7 4 8 9 5 6 10 12 8 7

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How to Graph Scores

How to create graphs in Microsoft Excel

CBM Graph

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How to Set Ambitious Goals

Once baseline data has been collected (best practice is to administer three probes and use the median score), the teacher decides on an end-of-year performance goal for each student.

Three options for making performance goals:– End-of-year benchmarking– Intra-individual framework– National norms

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End-of-year benchmarking:– For typically developing students, a table

of benchmarks can be used to find the CBM end-of-year performance goal.

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How to Set Ambitious Goals Reading

Grade Benchmark

Kindergarten 40 letter sounds per minute (CBM LSF)

First 60 words correct per minute (CBM WIF)50 words correct per minute (CBM PRF)

Second 75 words correct per minute (CBM PRF)

Third 100 words correct per minute(CBM PRF)

Fourth 20 correct replacements per 2.5 minutes (CBM Maze

Fifth 25 correct replacements per2.5 minutes (CBM Maze

Sixth 30 correct replacements per 2.5 minutes (CBM Maze)

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Grade Probe Maximum score

Benchmark

First Computation 30 20 digits

First Data not yet available

Second Computation 45 20 digits

Second Concepts and Applications

32 20 blanks

Third Computation 45 30 digits

Third Concepts and Applications

47 30 blanks

Fourth Computation 70 40 digits

Fourth Concepts and Applications

42 30 blanks

Fifth Computation 80 30 digits

Fifth Concepts and Applications

32 15 blanks

Sixth Computation 105 35 digits

Sixth Concepts and Applications

35 15 blanks

How to Set Ambitious Goals Math

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Intra-individual framework:– Weekly rate of improvement is calculated

using at least eight data points.– Baseline rate is multiplied by 1.5.– Product is multiplied by the number of

weeks until the end of the school year.– Product is added to the student’s

baseline rate to produce end-of-year performance goal.

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First eight scores: 3, 2, 5, 6, 5, 5, 7, 4. Difference between medians: 5 – 3 = 2. Divide by (# data points – 1): 2 ÷ (8-1) = 0.29. Multiply by typical growth rate: 0.29 × 1.5 =

0.435. Multiply by weeks left: 0.435 × 14 = 6.09. Product is added to the first median: 3 + 6.09

= 9.09. The end-of-year performance goal is 9.

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How to Set Ambitious Goals Reading

National norms:– For typically

developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

Grade PRF Maze

1 2.00 0.40

2 1.5 0.40

3 1.0 0.40

4 0.90 0.40

5 0.50 0.40

6 0.30 0.40

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How to Set Ambitious Goals Math

GradeComputation

: Digits

Concepts and

Applications: Blanks

1 0.35 N/A

2 0.30 0.40

3 0.30 0.60

4 0.70 0.70

5 0.70 0.70

6 0.40 0.70

National norms:– For typically

developing students, a table of median rates of weekly increase can be used to find the end-of-year performance goal.

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National norms:– Median is 14.– Fourth-grade

Computation norm: 0.70.

– Multiply by weeks left: 16 × 0.70 = 11.2.

– Add to median: 11.2 + 14 = 25.2.

– The end-of-year performance goal is 25.

GradeComputation

: Digits

Concepts and

Applications: Blanks

1 0.35 N/A

2 0.30 0.40

3 0.30 0.60

4 0.70 0.70

5 0.70 0.70

6 0.40 0.70

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National norms:– Once the end-of-year performance goal

has been created, the goal is marked on the student graph with an X.

– A goal line is drawn between the median of the student’s scores and the X.

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Drawing a goal-line:– A goal-line is the desired path of measured behavior to

reach the performance goal over time.

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The X is the end-of-the-year performance goal. A line is drawn from the median of the first three scores to the performance goal.

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After drawing the goal-line, teachers continually monitor student graphs.

After seven or eight CBM scores, teachers draw a trend-line to represent actual student progress.– A trend-line is a line drawn in the data path to

indicate the direction (trend) of the observed behavior.

– The goal-line and trend-line are compared. The trend-line is drawn using the Tukey

method.

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Tukey Method– Graphed scores are divided into three fairly equal

groups.– Two vertical lines are drawn between the groups.

In the first and third groups:– Find the median data point.– Mark with an X on the median instructional week.– Draw a line between the first group X and third

group X.– This line is the trend-line.

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Practice graph


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Practice graph

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CBM computer management programs are available.

Programs create graphs and aid teachers with performance goals and instructional decisions.

Various types are available for varying fees.

Programs are listed in CBM manuals.

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How to Apply Decision Rules to Graphed Scores to Know When to Revise Programs and Increase Goals

After trend-lines have been drawn, teachers use graphs to evaluate student progress and formulate instructional decisions.

Standard decision rules help with this process.

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If at least 3 weeks of instruction have occurred and at least six data points have been collected, examine the four most recent consecutive points:– If all four most recent scores fall above the goal-

line, then the end-of-year performance goal needs to be increased.

– If all four most recent scores fall below the goal-line, then the student's instructional program needs to be revised.

– If the four most recent scores fall both above and below the goal-line, then continue collecting data (until the four-point rule can be used or a trend-line can be drawn).

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Goal-line

Most recent 4 points


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Goal-line

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If the trend-line is steeper than the goal line, then the end-of-year performance goal needs to be increased.

If the trend-line is flatter than the goal line, then the student’s instructional program needs to be revised.

If the trend-line and goal-line are fairly equal, then no changes need to be made.

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Trend-line

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Other Ways to Use the Curriculum-Based Measurement Database

How to Use the Curriculum-Based Measurement Database to Accomplish Teacher and School Accountability and for Formulating Policy Directed at Improving Student Outcomes

How to Incorporate Decision Making Frameworks to Enhance General Educator Planning

How to Use Progress Monitoring to Identify Nonresponders Within a Response-to-Intervention Framework to Identify Disability

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How to Use Curriculum-Based Measurement Data to Accomplish Teacher and School Accountability for Formulating Policy Directed at Improving School Outcomes

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 mathematics.

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Using mathematics 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 mathematics CBM (continued): – The discrepancy is divided by the

number of years before the 2013–2014 deadline.

– This calculation provides the number of additional students who must meet benchmarks each year.


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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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Across-Year School Progress


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Within-Year School Progress


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Within-Year Special Education Progress


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How to Incorporate Decision-Making Frameworks 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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How to Use Progress Monitoring to Identify Non-Responders Within a Response-to-Intervention Framework to Identify Disability

Traditional assessment for identifying students with learning disabilities relies on intelligence and achievement tests.

Alternative framework is conceptualized as nonresponsiveness to otherwise effective instruction.

Dual-discrepancy:

– Student performs below level of classmates.

– Student’s learning rate is below that of his or her classmates.

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All students do not achieve the same degree of mathematics competence.

Just because mathematics growth is low, the student doesn’t 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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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 student’s learning requirements and the requirements in a conventional instructional program.

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Case Study: Alexis

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Alexis’s goal-line

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Case Study 1: Alexis

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Case Study: Sascha

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Case Study: Sascha

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Case Study: Harrisburg Elem.

Using CBM towards reading AYP– 378 students

– 125 met initial benchmarks

– Discrepancy between universal proficiency and initial proficiency is 253 students

– Discrepancy of 253 students is divided by number of years until 2013-2014

• 253 ÷ 11 = 23

– 23 students need to meet CBM benchmarks each year to demonstrate AYP

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Harrisburg Elementary: Across-Year School Progress

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Harrisburg Elementary: Within-Year School Progress

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Harrisburg Elementary: Mrs. Chin Teacher Graph

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Harrisburg Elementary: Mr. Elliott Teacher Graph

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Harrisburg Elementary: Special Education Graph

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Harrisburg Elementary: Hallie Martin Student Graph

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Harrisburg Elementary: Davindra Sindy Student Graph

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Case Study: Mrs. Wilson

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Case Study: Joshua

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Case Study: Joshua

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High-performing readers

Middle-performing readers

Low-performing readers

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Discussion

How would you incorporate graphing and interpreting CBM scores into your curriculum?

What assignments would you include in your syllabus?

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Homework for tonight

Design an assignment for the topic of progress monitoring and interpretation of scores.

What resources do you need from AIR for this assignment?

graphing and interpreting cbm scores an overview (sample presentation to present to students) 2008...

Documents

year performance goal

performance goals

student graphs

cbm end

school year

ambitious goals readinghow

ambitious goalsend

ambitious goalsfirst