national center on response to intervention using cbm in a response to intervention framework other...

National Center on Response to

Intervention

Using CBM in a Response to Intervention Framework

Other Ways to use Curriculum Based Measurement Data


Intervention

Module Series

This module is intended to be used in conjunction with a series of modules.– Introduction to CBM– CBM in the Content Areas

ReadingMathWritten Expression

– Other Ways to Use CBM Data– Using CBM to Implement RTI


Intervention

Note About This PresentationAlthough we use progress monitoring measures in this

presentation to illustrate methods, we are not recommending or endorsing any specific product.


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You Will Learn: 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


Intervention

How to Use CBM Data to Accomplish Teacher and School Accountability

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 the content areas.


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Using 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 (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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How to Incorporate Decision-Making Frameworks for 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

readers– CBM score averages– List of students who may need additional intervention


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How to Incorporate Decision-Making Frameworks for Planning


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How to Use Progress Monitoring Within a RTI 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 academic competence.

Just because reading or math 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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Basics of RTI– Primary prevention (Tier 1)

Effective instruction in general education settingStudents suspected of being at-risk are identified

using norm-referenced or CBM testAt-risk students assessed using progress

monitoringAt-risk students unresponsive to research-based

treatment move to small-group tutoring (Tier 2)


Intervention


Basics of RTI– Secondary prevention (Tier 2)

Responsiveness-to-treatment determined based on amount of progress realized during Tier 2

Students responsive to Tier 2 return to general education setting

Students unresponsive to Tier 2 considered for tertiary prevention (Tier 3)

– Tertiary prevention (Tier 3)Special education services


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CBM is a promising tool for identifying treatment responsiveness– CBM models student growth– CBM evaluates treatment effects– CBM informs instructional programming


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Case Studies Case Study #1: Darby Valley Elementary Case Study #2: Mrs. Smith


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Using CBM toward reading AYP:

– The school has a total of 378 students in the 2003-04 school year.

– Initial benchmarks were met by 125 students.

– Discrepancy between universal proficiency and initial proficiency is 253 students.

– Discrepancy of 253 students is divided by the number of years until 2013–2014: 253 ÷ 11 = 23.

– Twenty-three students need to meet CBM benchmarks each year to demonstrate AYP.

Case Study 1: Darby Valley Elementary


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End of School Year

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Special Education



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Cynthia Davis (Student)



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Dexter Wilson (Student)



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Case Study 2: Mrs. Smith


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Curriculum-Based Measurement Materials

AIMSweb/Edformation Yearly ProgressProTM/McGraw-Hill Math Computation and Concepts/Applications

CBM/Vanderbilt Research Institute on Progress Monitoring, University

of Minnesota (OSEP Funded) Vanderbilt University


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Curriculum-Based Measurement Resources

See Appendix B of the manual for a list of resources


Intervention

Module Series

This module is intended to be used in conjunction with a series of modules.– Introduction to CBM– CBM in the Content Areas

ReadingMathWritten Expression

– Other Ways to Use CBM Data– Using CBM to Implement RTI


Intervention

This document was originally developed by the National Center on Student Progress Monitoring under Cooperative Agreement (#H326W0003) and updated by the National Center on Response to Intervention under Cooperative Agreement (#H326E07004) between the American Institutes for Research and the U.S. Department of Education, Office of Special Education Programs. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This publication is copyright free. Readers are encouraged to copy and share it, but please credit the National Center on Response to Intervention.

National Center on Response to Intervention

www.rti4success.org

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