Using CBM for AYP and Other Data Reporting - Student Progress

Step 1

Quantifying init

School assesses
CBM

Identify number o
CBM benchmarks

This number is th
proficiency status

tial proficiency status

every student using

of students who meet
s
he school’s initial
s

Step 2

Quantifying the d
initial proficienc

pr

Universal proficien
of 100% proficient

Subtract initial pro
of students in the s

discrepancy between
cy status and universal
roficiency

ncy = the 2013-2014 goal
t

oficiency from total number
school

Step 3

Identi

Divide discrepanc
remaining before
This is your AYP g
students who nee
benchmarks each
universal proficien

ifying AYP

cy by number of years
2013-2014
goal or the number of
ed to reach the CBM
h year in order to achieve
ncy by the deadline.

Using CBM D
Example

Centerview Elemen
in 2006-2007
218 students met e
The discrepancy be
and the current sta
Universal proficienc
14, or within 7 year
Centerview Elemen
students per year to
to meet the univers

Data for AYP:

ntary school had 306 students

end-of-year benchmarks
etween universal proficiency
atus is 306-218=88 students
cy must be reached by 2013-
rs. 88÷7=12.57
ntary needs for 13 additional
o meet end-of-year benchmark
sal proficiency goal.

Number of Students MeetingAYP Graph Ex
BenchmarkCenterview E

325
300
275
250
225
200
175
150

04-05 05-06 06-07

xample:
Elementary

X
(306)

07-08 08-09 09-10 10-11 11-12 12-13 13-14
School Year

Advantages o
AYP

Measures are simp
Measures are reliab
Training is quick
Entire student body
and frequently
Routine testing allo
during school year
Multi-level monitori
makes CBM more a
rather than a burde

of Using CBM for

ple and easy to administer
ble and valid

y can be measured efficiently

ows schools to track progress

ing (school, teacher, student)
a tool that enhances efficiency,
en

How to Use
School Acco

e CBM Data for
ountability

Using Assess
Instruction

School-wide asses

– Need efficient, reli
methods

– Linked to standard
– Sensitive to chang
– Repeatable
– Displayed in a form
– Allows for making

classrooms, group
and schools (and s
states)

Heartland AE

sment to Guide

ssment

iable, valid data collection

ds and benchmarks
ge over time

mat that is easily understood
decisions about individuals,
ps of students, grade levels,
sometimes districts and

EA 11

Using CBM PRF to
(Classroom Level,
Grade, Ms. Smiley

180
160
140
120
100

80
60
40
20

0
1 23 45 67

o Guide Instruction
, Park School, 2nd
y)

7 8 9 10 11 12 13 14 15 16

Using CBM PRF to
(Classroom Level-
2nd Grade, Ms. Hop

140
120
100
80
60
40
20

0
123456789

Guide Instruction
Park School and
pe)

9 10 11 12 13 14 15 16 17 18 19 20

Using CBM PRF to
(Grade Level, Park
Grade, All 4 Teach

180
160
140
120
100

80
60
40
20

0

Guide Instruction
k School, 2nd
hers)

Using CBM PRF to
(School Level, Park
Grades)

Percent Proficient 100
90
80 2
70
60
50
40
30
20
10
0

1

Guide Instruction
k School, All

3 456
Grade

Using CBM PRF to
(Disaggregated Gr
2nd Grade, Black)

180
160
140
120
100

80
60
40
20

0
1 23 45 67

o Guide Instruction
roup, Park School,

8 9 10 11 12 13 14 15 16

Using CBM PRF to
(Disaggregated Gr
2nd Grade, White)

140
120
100
80
60
40
20

0
12 345 67 89

Guide Instruction
roup, Park School,

9 10 11 12 13 14 15 16 17 18 19 20

Multiplication
Mikey (X) & Jo
100

Percent Correct XX X

XO OX X X O O O
O O

0
Time

Ken Howell

Facts For
oe (O)
O

Using Assess
Instruction (c

All assessment
Select measures
skills or behavio

– i.e., the measur
with the curricul
teach

sment to Guide

cont)

should be planful
s because they target
ors that are important

res should be aligned
lum we are trying to

One Way to be
Summative and
Evaluation

Shift from a s
what has bee
view of what
Move to a du
matrix when a
examine a lea

– one of the m

e Planful: Use
d Formative

static image of
en learned to a fluid
is being learned
ual discrepancy
attempting to
arning problem

most important shifts

Four dual discrepa

1. Both level of perform
are fine

Decision: keep doing wha
success

ancy conclusions

mance and rate of progress

at we were doing, celebrate

Four dual discrepa

2. Level of performance
progress is fine

Decision: some concern t
going to get farther be

ancy conclusions

e is low, but rate of

to catch student up, but is not
ehind

Four dual discrepan

3. Level of performance
progress is low

Decision: student may be
future unless we inter

ncy conclusions

e is fine, but rate of

e okay now, but won’t be in the
rvene

Four dual discrepa

4. Both level of perform
are low

Decision: panic!

ancy conclusions

mance and rate of progress

Number of Students MeetingUsing CBM G
End-of-Year BenchmarkAccountabilit
School Progre

300
250
200
150
100

50
0
Sept. Oct. Nov.

Graphs for School
ty: Within-Year
ess

X
(231)

Dec. Jan. Feb. Mar. Apr. May
07-08 School Year

Number of Students WhoUsing CBM G
Meet End-of-YearAccountabilit
BenchmarkGrade

1st Grade Pa

60
50
40
30
20
10

0
Sept. Oct. No

Graphs for School
ty: Progress by

assage Reading Fluency

X

ov. Dec. Jan. Feb. Mar. Apr. May
07-08 School Year

Number of Students WhoUsing CBM G
Meet End-of-Year Accountabilit
Benchmark Classroom

3rd Gr

30
25
20
15
10

5
0

Sept. Oct. Nov. D
07

Graphs for School
ty: Progress by

rade Computation
X

Class 1
Class 2

Dec. Jan. Feb. Mar. Apr. May
-08 School Year

Digits CorrectUsing CBM G
Accountabilit
Aggregated b

All Student

40
30
20
10

0
Sept. Oct. Nov.

Graphs for School
ty: Student Data
by Classroom

ts in Mr. Smith's Class
X

Dec. Jan. Feb. Mar. Apr. May
07-08 School Year