Using CBM for AYP and Other Data Reporting - Student Progress

Usin
an

Mic

ng CBM for AYP
nd Other Data

Reporting

chelle Hosp, Ph.D.

University of Utah

Overview

Review of Curricu
Measurement (CB
Defining Adequate
(AYP) using CBM
Using CBM Data f
Accountability

– By Student, Teach
Disaggregated Gr

– Writing IEP Goals

ulum-Based
BM)
e Yearly Progress
M Benchmarks
for School

her, Grade, School,
roups
s and Objectives

Acknowledg

John Hosp
Heartland AEA 1
Ken Howell

gments

11

CBM Materi
For:

Reading
Math
Spelling
Writing

ials Available

The Basics

CBM monitors stu
throughout the sch
Students are given
intervals

– Weekly, bi-weekly

Teachers use stud
short- and long-ter
end-of-year goals
Estimate rates of s

s of CBM

udent progress
hool year
n CBM probes at regular

y, monthly

dent data to quantify
rm goals that will meet

student improvement

The Basics

CBM tests are brie
All tests are differe
skills and the sam
CBM scores are g
use to make decis
programs and teac
student
Identify students w
demonstrating ade

s of CBM- Cont

ef and easy to administer
ent, but assess the same
me difficulty level
graphed for teachers to
sions about instructional
ching methods for each

who are not
equate progress

The Basics

CBM Data can a
decision about:

– AYP
– Classrooms
– Grades
– Schools
– Disaggregated G

s of CBM- Cont

also be used for making

Groups

What We Lo

Students whose s
– Indicates they a

readers, speller
Students whose s
– Indicates they a

instructional pro
change in their

ook For in CBM

scores are going up
are becoming better
rs, writers, in math
scores are flat
are not profiting from
ogram and require a
instructional program

Words Read CorrectlySarah’s Progr
Read Correct

Sarah Smith

180
160
140
120
100

80
60
40
20

Sep Oct Nov Dec

0

ress on Words
tly

Reading 2

Jan Feb Mar Apr May

Words Read CorrectlyJessica’s
Words Re

Jessica Jones

180
160
140
120
100

80
60
40
20

0

Sep Oct Nov Dec

s Progress on
ead Correctly

Reading 2

Jan Feb Mar Apr May

Most Form
Assessme

Mea

CBM is
Mastery

CBM IS (u
Outco

ms of Classroom
ent Are Mastery
asurement

NOT (typically)
y Measurement

usually) a General
ome Measure

Salient Feat
General Out
Measureme

General domains

– Keeps global cur
intact and uses l

Makes no assum
instructional hier
determining mea
fits with any instr

– No measuremen

tures of
tcome
ent

s, not subskills

rriculum outcomes
long-term goals

mptions about
rarchy for
asurement (i.e., CBM
ructional approach)

nt shifts

Salient Feat
General Out
Measureme

Incorporates autom
and generalization

– Measurement of L
Performance

Test Construction

– Standardized proc
performance on th

– Reliability & validit

tures of
tcome
ent (cont)

matic tests of retention
n

Long-Term Curricular Goal

cedures used to assess
he long-term goal
ty can be determined

Downsides t
General Out
Measureme

Often lacks infor
subskills

– If interested in id
to teach, GOM n

– Need to use a m
diagnostic meas

Fidelity of implem
important

to
tcome
ent

rmation on specific

dentifying specific skills
not appropriate
mastery measure or
sure

mentation is

Graphing Sc WIF: Correctly Read Words Per Minute
Applying De

100
90
Instru
80 chang
70
60
50
40
30
20
10
0
123 45

cores and
ecision Rules

uctional goal-line
ge goal-line

X
X

Most recent
4 poinmtsost recent

4 points

6 7 8 9 10 11 12 13 14

Weeks of Instruction

CBM Exampl

Samantha’s
Computation test:

– Samantha’s digits
correct score is
49.

le: Computation

Digits Correct in 7 MinutesGraphing Sco
Decision Rule

30
25 Trend-li
20
15

10 X

5
0

1 2 3 45 6
We

ores and Applying
es

ine

X

Goal-line

6 7 8 9 10 11 12 13 14
eeks of Instruction

CBM and A
Yearly Prog

Adequate
gress (AYP)

CBM and

The No Child Le
schools to show
Progress (AYP)
Schools must de
AYP evaluation a
deeming an indiv
CBM can be use
evaluation in rea

AYP

eft Behind Act requires all
Adequate Yearly
towards proficiency goal

etermine measure(s) for
and the criterion for
vidual student “proficient”
ed to fulfill the AYP
ading and math

CBM Benc

How to define “a
CBM benchmark

– Research-derive
minimum scores
level proficiency

– Progress monito
these data: See
Chart at www.st

chmarks

adequate” progress?
ks.

ed end-of-year
s that indicate grade-
y
oring tools include
e the NCSPM Tools
tudentprogress.org





Reading CB
Benchmark

K: 40 correct letter so
1: 60 words correct fro
1: 50 words correct fro
2: 75 words correct fro
3: 100 words correct f
4: 20 replacements to
5: 25 replacements to
6: 30 replacements to

Note: these numbers m
research

BM
ks

ounds per min (LSF)
om list per min (WIF)
om text per min (PRF)
om text per min (PRF)
from text per min (PRF)

o text per 2.5 min (MAZE)
o text per 2.5 min (MAZE)
o text per 2.5 min (MAZE)

may change pending further

Math CBM
Benchmark

Grade Probe

Kindergarten Computation
First
First Computation
Second Concepts and Applic
Second Computation
Third Concepts and Applic
Third Computation
Fourth Concepts and Applic
Fourth Computation
Fifth Concepts and Applic
Fifth Computation
Sixth Concepts and Applic
Sixth

ks

Maximum score Benchmark

Data not yet available 20 digits

30 20 digits
20 blanks
Data not yet available 30 digits
30 blanks
45 40 digits
30 blanks
cations 32 30 digits
15 blanks
45 35 digits
15 blanks
cations 47

70

cations 42

80

cations 32

105

cations 35

CBM & AY

Schools can assess
of initial students who
proficiency)
The discrepancy betw
universal proficiency
The discrepancy is d
years before the 201
Provides the number
must meet benchma

YP

students to identify number
o meet benchmarks (initial

ween initial proficiency and
y is calculated
divided by the number of
13-2014 deadline
r of additional students who
arks each year

Three steps f
to the AYP Re

Step 1: Quantifyi
status

Step 2: Quantifyi
between initial pr
universal proficie

Step 3: Identifyin

for Applying CBM
equirement

ing initial proficiency

ing the discrepancy
roficiency status and
ency

ng AYP