12172013

Thanks for joining us for the webinar

Progress Monitoring for Mathematics

The handouts can be downloaded by visiting the PaTTAN website Training Calendar

wwwpattannet Click on todayrsquos date and the name of this webinar

Progress Monitoring for Mathematics

Dennis Cullen

Allen Muir

December 19 2013

1

PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

Pennsylvania Training and Technical Assistance Network

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

1

12172013

Objectives

bull Participants will be able to select and use appropriate progress monitoring tools to measure students progress toward mathematics goals written into IEPs

bull Participants will be able to use the progress monitoring tools to document students progress and use the data to make instructional adjustments if necessary

Beginning with the end in mindhellip

We strive to ensure that each student

bull Is proficient in core subjects

bull Graduates from high school ready for post-secondary

education amp career

bull Accesses equitable opportunities for education

regardless of background condition or circumstances

What is ldquoMathematics Proficiencyrdquo

NRC (2001) Adding It Up Washington DC National

Students knowledge of math facts algorithms and concepts in isolation does not ensure they understand them can call them up and can apply them appropriately in problem-solving situations

Boaler J (1999 March 31) Mathematics for the Moment or the Millennium EducationWeek 17(29) 30 34

httpwww2edcorgmccpdfiss_assmpdf

7Academies Press

2

12172013

PA Core Standards Mathematics

Standards for Mathematical Practice

ldquoThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students These practices rest on important lsquoprocesses and proficienciesrsquo

PA Core Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them

2 Reason abstractly and quantitatively 3 Construct viable arguments and critique the

reasoning of others 4 Model with mathematics 5 Use appropriate tools strategically 6 Attend to precision 7 Look for and make use of structure with longstanding

importance in mathematics educationrdquo (CCSS 2010)

8 Look for and express regularity in repeated reasoning

3

12172013

The Reality

bull Some Students struggle to learn mathematics

bull Some students require an IEP to support their learning

What is Progress Monitoring

bull Method of formative assessment tells us how well students are responding to instruction

bull Assists in making instructional decisions and building more effective programs for students

bull Guides data collection bull Provides summative evidence of progress

towards goals

Progress Monitoring Answers Questions

bull Is the student making progress at an acceptable rate

bull Is the student meeting short- and long-term IEP goals

bull Does the instruction or intervention need to be adjusted or changed

Progress Monitoring Links

bull Present Levels bull Measurable Annual Goals ndash Strengths and needs ndash Observable and ndash How disability affects measurable

involvement in general ndash Based on present levels education curriculum ndash Reflect student need

ndash Supplementary aids and ndash Standards aligned services

ndash Instructional and grade level information

4

15

12172013

17

Progress Monitoring A Seven-Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

httpwwwpattannetcategoryResourcesHandouts BrowseSingleid=526688bf8b0332f4188b4572

Effective Progress

Monitoring

Measures the behavior

outlined in the goal

Uses an equivalent

measure each time

Provides regular and

frequent data collection

Is easy to implement

Takes a short amount of time from instruction

Allows for analysis of

performance over time

Regulatory Requirements Contents of IEP

bull HOW the childrsquos progress toward meeting the standard aligned goal will be measured

bull WHEN periodic reports on progress will be provided to parents

bull The requirement in special education is that the student make progress in the general education curriculum

Progress Monitoring in a Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum is determined according to progress in mastery of subject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark ndash Formative ndash Diagnostic

20

Webinar SA IEPs November 15 2012 httpwwwpattannetVideosBrowseSinglec ode_name=standard_aligned_ieps_major_poi nts_and

5

19

12172013

Set Goals and Monitor Progress Approaches to Progress Monitoring

Research indicates that when we set appropriate goals and monitor progress that we are likely to get LARGE improvements in student outcomes

(Fuchs amp Fuchs 1987)

Mastery Measurement SAMPLE ELEMENTARY MATH Measurable Annual Goal

What is the difference

22

To implement mastery measurement

ndash Determine the sequence of skills in an instructional hierarchy

ndash Develop for each skill a criterion-referenced test

M03A‐T111 M03A‐T112 M03A‐T113 M03A‐T114

CC213B1 Apply place‐value understanding and properties of operations to perform multi‐digit arithmetic

PA Core Standard Mathematics connection

Given 10 problems representing third-grade level operations with multi-digit arithmetic Ernie will correctly compute 8 problems on three consecutive weekly assessments

24

6

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Addsubtract simple fractions like denominators Addsubtract whole numbers and mixed numbers

12172013

Sequence of Skills in Instruction Hierarchy

1 Multidigit addition with regrouping 2 Multidigit subtraction with regrouping 3 Multiplication facts factors to nine 4 Multiply two-digit numbers by a one-digit

number 5 Multiply two-digit numbers by a two-digit number 6 Division facts divisors to nine 7 Divide two-digit numbers by a one-digit number 8 Divide three-digit numbers by a one-digit number 9 Addsubtract simple fractions like denominators 10 Addsubtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition Sequence of Skills in Instruction Hierarchy

1 2 3 4

5 6 7 8 9 10

7

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

12172013

The Reality

bull Some Students struggle to learn mathematics

bull Some students require an IEP to support their learning

What is Progress Monitoring

bull Method of formative assessment tells us how well students are responding to instruction

bull Assists in making instructional decisions and building more effective programs for students

bull Guides data collection bull Provides summative evidence of progress

towards goals

Progress Monitoring Answers Questions

bull Is the student making progress at an acceptable rate

bull Is the student meeting short- and long-term IEP goals

bull Does the instruction or intervention need to be adjusted or changed

Progress Monitoring Links

bull Present Levels bull Measurable Annual Goals ndash Strengths and needs ndash Observable and ndash How disability affects measurable

involvement in general ndash Based on present levels education curriculum ndash Reflect student need

ndash Supplementary aids and ndash Standards aligned services

ndash Instructional and grade level information

4

15

12172013

17

Progress Monitoring A Seven-Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

httpwwwpattannetcategoryResourcesHandouts BrowseSingleid=526688bf8b0332f4188b4572

Effective Progress

Monitoring

Measures the behavior

outlined in the goal

Uses an equivalent

measure each time

Provides regular and

frequent data collection

Is easy to implement

Takes a short amount of time from instruction

Allows for analysis of

performance over time

Regulatory Requirements Contents of IEP

bull HOW the childrsquos progress toward meeting the standard aligned goal will be measured

bull WHEN periodic reports on progress will be provided to parents

bull The requirement in special education is that the student make progress in the general education curriculum

Progress Monitoring in a Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum is determined according to progress in mastery of subject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark ndash Formative ndash Diagnostic

20

Webinar SA IEPs November 15 2012 httpwwwpattannetVideosBrowseSinglec ode_name=standard_aligned_ieps_major_poi nts_and

5

19

12172013

Set Goals and Monitor Progress Approaches to Progress Monitoring

Research indicates that when we set appropriate goals and monitor progress that we are likely to get LARGE improvements in student outcomes

(Fuchs amp Fuchs 1987)

Mastery Measurement SAMPLE ELEMENTARY MATH Measurable Annual Goal

What is the difference

22

To implement mastery measurement

ndash Determine the sequence of skills in an instructional hierarchy

ndash Develop for each skill a criterion-referenced test

M03A‐T111 M03A‐T112 M03A‐T113 M03A‐T114

CC213B1 Apply place‐value understanding and properties of operations to perform multi‐digit arithmetic

PA Core Standard Mathematics connection

Given 10 problems representing third-grade level operations with multi-digit arithmetic Ernie will correctly compute 8 problems on three consecutive weekly assessments

24

6

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Addsubtract simple fractions like denominators Addsubtract whole numbers and mixed numbers

12172013

Sequence of Skills in Instruction Hierarchy

1 Multidigit addition with regrouping 2 Multidigit subtraction with regrouping 3 Multiplication facts factors to nine 4 Multiply two-digit numbers by a one-digit

number 5 Multiply two-digit numbers by a two-digit number 6 Division facts divisors to nine 7 Divide two-digit numbers by a one-digit number 8 Divide three-digit numbers by a one-digit number 9 Addsubtract simple fractions like denominators 10 Addsubtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition Sequence of Skills in Instruction Hierarchy

1 2 3 4

5 6 7 8 9 10

7

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

12172013

17

Progress Monitoring A Seven-Step Approach

Measurable Annual Goals and Objectives

Data Collection Decisions

Data Collection Tools

Representing the Data

Evaluation of Data

Instructional Adjustments

Communication of Progress

httpwwwpattannetcategoryResourcesHandouts BrowseSingleid=526688bf8b0332f4188b4572

Effective Progress

Monitoring

Measures the behavior

outlined in the goal

Uses an equivalent

measure each time

Provides regular and

frequent data collection

Is easy to implement

Takes a short amount of time from instruction

Allows for analysis of

performance over time

Regulatory Requirements Contents of IEP

bull HOW the childrsquos progress toward meeting the standard aligned goal will be measured

bull WHEN periodic reports on progress will be provided to parents

bull The requirement in special education is that the student make progress in the general education curriculum

Progress Monitoring in a Standards Aligned System

bull Purpose determine progress in the generaleducation curriculum

bull Progress in the general education curriculum is determined according to progress in mastery of subject matter content

bull Consider multiple sources of data ndash Summative ndash Benchmark ndash Formative ndash Diagnostic

20

Webinar SA IEPs November 15 2012 httpwwwpattannetVideosBrowseSinglec ode_name=standard_aligned_ieps_major_poi nts_and

5

19

12172013

Set Goals and Monitor Progress Approaches to Progress Monitoring

Research indicates that when we set appropriate goals and monitor progress that we are likely to get LARGE improvements in student outcomes

(Fuchs amp Fuchs 1987)

Mastery Measurement SAMPLE ELEMENTARY MATH Measurable Annual Goal

What is the difference

22

To implement mastery measurement

ndash Determine the sequence of skills in an instructional hierarchy

ndash Develop for each skill a criterion-referenced test

M03A‐T111 M03A‐T112 M03A‐T113 M03A‐T114

CC213B1 Apply place‐value understanding and properties of operations to perform multi‐digit arithmetic

PA Core Standard Mathematics connection

Given 10 problems representing third-grade level operations with multi-digit arithmetic Ernie will correctly compute 8 problems on three consecutive weekly assessments

24

6

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Addsubtract simple fractions like denominators Addsubtract whole numbers and mixed numbers

12172013

Sequence of Skills in Instruction Hierarchy

1 Multidigit addition with regrouping 2 Multidigit subtraction with regrouping 3 Multiplication facts factors to nine 4 Multiply two-digit numbers by a one-digit

number 5 Multiply two-digit numbers by a two-digit number 6 Division facts divisors to nine 7 Divide two-digit numbers by a one-digit number 8 Divide three-digit numbers by a one-digit number 9 Addsubtract simple fractions like denominators 10 Addsubtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition Sequence of Skills in Instruction Hierarchy

1 2 3 4

5 6 7 8 9 10

7

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

12172013

Set Goals and Monitor Progress Approaches to Progress Monitoring

Research indicates that when we set appropriate goals and monitor progress that we are likely to get LARGE improvements in student outcomes

(Fuchs amp Fuchs 1987)

Mastery Measurement SAMPLE ELEMENTARY MATH Measurable Annual Goal

What is the difference

22

To implement mastery measurement

ndash Determine the sequence of skills in an instructional hierarchy

ndash Develop for each skill a criterion-referenced test

M03A‐T111 M03A‐T112 M03A‐T113 M03A‐T114

CC213B1 Apply place‐value understanding and properties of operations to perform multi‐digit arithmetic

PA Core Standard Mathematics connection

Given 10 problems representing third-grade level operations with multi-digit arithmetic Ernie will correctly compute 8 problems on three consecutive weekly assessments

24

6

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Addsubtract simple fractions like denominators Addsubtract whole numbers and mixed numbers

12172013

Sequence of Skills in Instruction Hierarchy

1 Multidigit addition with regrouping 2 Multidigit subtraction with regrouping 3 Multiplication facts factors to nine 4 Multiply two-digit numbers by a one-digit

number 5 Multiply two-digit numbers by a two-digit number 6 Division facts divisors to nine 7 Divide two-digit numbers by a one-digit number 8 Divide three-digit numbers by a one-digit number 9 Addsubtract simple fractions like denominators 10 Addsubtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition Sequence of Skills in Instruction Hierarchy

1 2 3 4

5 6 7 8 9 10

7

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

Multidigit addition with regrouping Multidigit subtraction with regrouping Multiplication facts factors to nine Multiply two-digit numbers by a one-digit number Multiply two-digit numbers by a two-digit number Division facts divisors to nine Divide two-digit numbers by a one-digit number Divide three-digit numbers by a one-digit number Addsubtract simple fractions like denominators Addsubtract whole numbers and mixed numbers

12172013

Sequence of Skills in Instruction Hierarchy

1 Multidigit addition with regrouping 2 Multidigit subtraction with regrouping 3 Multiplication facts factors to nine 4 Multiply two-digit numbers by a one-digit

number 5 Multiply two-digit numbers by a two-digit number 6 Division facts divisors to nine 7 Divide two-digit numbers by a one-digit number 8 Divide three-digit numbers by a one-digit number 9 Addsubtract simple fractions like denominators 10 Addsubtract whole numbers and mixed numbers

Multidigit Addition Mastery Test

Mastery of Multidigit Addition Sequence of Skills in Instruction Hierarchy

1 2 3 4

5 6 7 8 9 10

7

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

Date

215

5429634

8455756

6782937

82

7321391

6422 3484 2415 4321

Subtracting

12172013

Multidigit Subtraction Mastery Test

Name

65 37

56 942 529 426 854 874

Mastery of Multidigit Addition and Subtraction

Mastery Measurement Challenges

bull Hierarchy of skills is logical not empirical bull Performance on single-skill assessments can be

misleading bull Assessment does not reflect maintenance or

generalization bull Assessment is designed by teachers or sold with

textbooks with unknown reliability and validity bull Number of objectives mastered does not relate well to

performance on high-stakes tests

General Outcomes Measures One Type Curriculum Based Measurement

8

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

Grade 6

Given 25 pr curriculum

assessmen

oblems representing the sixth grade Diane will write 37 correct

minutes on 2 out of 3 consecutive weekly ts

12172013

The Basics of CBM

bull Monitors progress throughout the school year bull Measures at regular intervals bull Uses data to determine goals bull Provides parallel and brief measures bull Displays data graphically

Uses of CBM for Teachers

bull Describe academic competence at a single point in time

bull Quantify the rate at which students develop academic competence over time

bull Build more effective programs to increase student achievement

Steps to Conducting CBM

Identify the Level of Material for Monitoring Progress Administer and Score Mathematics Curriculum-

Based Measurement Probes

Graph Scores

Set Ambitious Goals

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

Use the Curriculum-Based Measurement Database Qualitatively to Describe Studentsrsquo Strengths and Weaknesses

digits in 2

PA Core Standard Mathematics connection

CC216E2 Identify and choose appropriate processes to compute fluently with multi‐digit numbers

M06A‐N211

9

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

79x

4 1 64 4

1 3 07x

G H

M N O

Q R T

V W X Y

K

U

92

23

13

1 5 0 41 4 4 1

12 64 +

47

13

511

31 1+

1 0 73x

62x

86x

6 55

1 05

3 57 4x

3 06

8 19

3 22 3x

45x

3 06

Progress in Digits CorrectAcross the School Year

37

12172013

5 2 8 5 26 4 7 0 8+5 2 8 5 2 6 4 7 0 8+

B C D E

I J

L

S

A

F

P

)

=

Sheet 2

Password AIR

Computation 4

Name Date

=

=-

=

2 49 ) 7 24 )

)

)

9 0x

)

)

8 2 8 5 4 3 0 4

+ 9 0

)

This slide is adapted from slide 46 of RTI implementer series module 2 Progress monitoring (National Center on Response to Intervention 2012)

Sampling Performance on Year-Long Curriculum for Each Curriculum-Based Measurement

bull Avoids the need to specify a skills hierarchy

bull Avoids single-skill tests

bull Automatically assesses maintenancegeneralization

bull Permits standardized procedures for sampling the curriculum with known reliability and validity

40 This sample mathematics applications assessment was taken from Introduction to Using CBM for Progress Monitoring (Stecker Saacuteenz amp Lemons 2007)

10

39

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

High School

iweekly Algebra 1 curriculum based increase her ability to

make generalizations through patterns and represent them in multiple ways as

by an increase in her score from 13 correct 22 correct for three out of five consecutive

obes

a

12172013

41

Dianersquos Graph and Skills Profile Common Mathematics Measures

Domain Measures Grades

Early numeracy bull Oral Counting bull Next Number bull Number Identification bull Quantity Discrimination bull Missing Number

Kndash1

Computation bull Math Computation bull Number Facts

1ndash8

Concepts and applications

bull Math Concepts and Applications bull Concepts bull ConceptsApplications

2ndash8

Lembke E S amp FoegenA (2005)

42

Sample Measurable Annual Goal

Given a b measurement Marianne will describe and and functions measured answers to weekly pr

PA Core Standard Mathematics connection

CC22HSC2 Graph and analyze functions and use their properties to make connections between between the different representations A12111 A1211 2 A12113 A12121 A12122 A12211

Algebra B sic Skills

Project AAIMS

11

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

Algebra 1 Curriculum-Based Measurement

Erniersquos trend-lines

12172013

12

14

16

18

20

22

24

Num

ber

Cor

rect

47

Marianne Case Study CBM Math Computation Fluency Norms

Correct Digits per Two Minutes

Grade Realistic Growth Rate Ambitious Growth Rate

1 3 5

2 3 5

3 3 5

4 70 115

5 75 120

6 45 1

Taken from Fuchs L S Fuchs D Hamlett C L Walz L amp Germann G (1993) Formative evaluation of academic progress How much growth can we expect School Psychology Review 22 27-48

12

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

12172013

Resources

httpwwwstudentprogressorg httpwwwprogressmonitoringorg

httpwwwrti4successorgprogressMonitoringTools

Which measures do I use

1 Purpose (what and why) 2 Instructional expectations 3 Determination of student needs and

response to instruction

50

Progress Monitoring Tools Contact Information wwwpattannet

Progress monitoring tools aremdash Dennis Cullen brief assessments dcullenpattannet reliable valid and evidence based repeated measures that capture student learning Allen Muir measures of age-appropriate outcomes

amuirpattannet Commonwealth of Pennsylvania Different progress monitoring tools may be used to

Tom Corbett Governor assess different outcome measures

Pennsylvania Department of Education Carolyn C Dumaresq Ed D

Acting Secretary

John JTommasini Director

Bureau of Special Education

13

51

12172013

References

Boaler J (1999 March 31) Mathematics for the Moment or the Millennium Education Week 17(29) 30 34 httpwww2edcorgmccpdfiss_assmpdf

Fuchs L S amp Deno S L (1991) Paradigmatic distinctions between instructionally relevant measurement models Exceptional Children 57 488ndash500

Lembke E S amp Foegen A (2005) Creating measures of early numeracy Presentation at the annual Pacific Coach Research Conference San Diego CA

National Association of School Psychologists Annual Convention (2010) Progress Monitoring in Secondary Mathematics New Developments in Algebra [PowerPoint presentation] Anne Foegan PhD Iowa University

National Center on Intensive Intervention (2013) Data-based individualization A framework for intensive intervention Washington DC Office of Special Education US Department of Education Retrieved from httpwwwintensiveinterventionorgresourcedata-based-individualization-framework-intensive-intervention

53

References

National Center on Response to Intervention (2012) RTI implementer series module 2 Progress monitoring [PowerPoint presentation] Washington DC Author Retrieved from httpwwwrti4successorgresourcetyperti-implementer-series-module-2-progress-monitoring

National Center on Student Progress Monitoring [nd] Introduction to using curriculum-based measurement for progress monitoring in math [PowerPoint presentation] Washington DC Author Retrieved from httpwwwstudentprogressorglibraryWebinarsaspPMMath

Summer Institute on Progress Monitoring (2007) Introduction to Using Curriculum-Based Measurement for Progress Monitoring in Math [PowerPoint presentation] Pam Fernstrom and Sarah Powell

54

14