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Curriculum-Based Measurement & Special Educators: Assessing Student Foundation Academic Skills Jim Wright www.interventioncentral.org. Curriculum-Based Measurement: An Introduction. Writing IEP Goals for CBM. CBM Reading, Math Computation, & Writing. Charting & Evaluating Data Using CBM. - PowerPoint PPT Presentation
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Response to Intervention
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Curriculum-Based Measurement & Special Educators: Assessing Student Foundation Academic Skills
Jim Wrightwww.interventioncentral.org
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Curriculum-Based Measurement (CBM) for Special Educators: Workshop Agenda
Curriculum-Based Measurement: An Introduction
Writing IEP Goals for CBM
CBM Reading, Math Computation, & Writing
Charting & Evaluating Data Using CBM
CBM Web Resources
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Curriculum-Based Measurement: An Introduction
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Curriculum-Based Measurement: Advantages as a Set of Tools to Monitor RTI/Academic Cases
• Aligns with curriculum-goals and materials• Is reliable and valid (has ‘technical adequacy’) • Is criterion-referenced: sets specific performance levels for specific
tasks• Uses standard procedures to prepare materials, administer, and
score• Samples student performance to give objective, observable ‘low-
inference’ information about student performance • Has decision rules to help educators to interpret student data and
make appropriate instructional decisions• Is efficient to implement in schools (e.g., training can be done quickly;
the measures are brief and feasible for classrooms, etc.)• Provides data that can be converted into visual displays for ease of
communicationSource: Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford.
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• Reading fluency• Reading comprehension• Math computation• Writing• Spelling• Phonemic awareness skills• Early math skills
Among other areas, CBM Techniques have been developed to assess:
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CBM Student Reading Samples: What Difference Does Fluency Make?
• 3rd Grade: 19 Words Per Minute
• 3rd Grade: 70 Words Per Minute
• 3rd Grade: 98 Words Per Minute
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Measuring General vs. Specific Academic Outcomes
General Outcome Measures…• Track the student’s increasing proficiency on
general curriculum goals such as reading fluency. Example: CBM-Oral Reading Fluency (Hintz et al., 2006).
• Are most useful for longer-term measurement (e.g., to set and track IEP goals over the timespan of a school year).
Sources: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Hintz, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.
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Measuring General vs. Specific Academic Outcomes
Specific Sub-Skill Mastery Measures…• Track short-term student academic progress
with clear criteria for mastery (Burns & Gibbons, 2008). Example: Letter Identification.
• Are helpful in assessing whether the student has acquired short-term skills whose acquisition may require weeks rather than months.
Sources: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Hintz, J. M., Christ, T. J., & Methe, S. A. (2006). Curriculum-based assessment. Psychology in the Schools, 43, 45-56.
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Problem: IEPs Often Use ‘Mastery Measurement’• The student is expected to master a series of ‘short-term’
objectives• The methods used to track student progress change as the
student masters various objectives• These informal ‘mastery tests’ have technical limitations:
1. They fail to provide information about students’ maintenance of mastered skills
2. They are not in equivalent ‘units’--so different measures cannot be compared directly with one another
3. There is little or no information about the reliability and validity of these ‘informal’ measures
4. They are unable to show GENERAL student progress toward a long-term goal in mastering academic skills
Source: Stecker, P. M., & Hosp, M. (2005). Applications of Progress-Monitoring to IEP and Program Development. Presentation at the 2005 CEC Annual Conference & Expo, Baltimore, MD.
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Solution: CBM Measures Can Serve as Valid, Reliable ‘Long-Term’ Academic Measurement Tools
• Various types of Curriculum-Based Measurement can:– Track student progress toward a fixed year-end goal for
improvement– Have been demonstrated to be a valid and reliable measure of
student fluency in targeted basic academic skills– are timed and uses standard directions and scoring criteria—so
each probe administered is an equivalent ‘unit’ and can be compared with past and future student probes. Results can also be charted for visual feedback
– Allows the IEP to be less cluttered with assessment methods, thus making the document more manageable
Source: Stecker, P. M., & Hosp, M. (2005). Applications of Progress-Monitoring to IEP and Program Development. Presentation at the 2005 CEC Annual Conference & Expo, Baltimore, MD.
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‘Elbow Group’ Activity: How Might CBM Measures Be Useful in Your Practice as a Special Educator?
In your ‘elbow groups’:• Discuss the general concept
of CBMs and how they might have a use in monitoring students with whom you work.
• In particular, how can such measures be useful to assess IEP goals?
• Be prepared to share your discussion points with the larger group.
• Aligns with curriculum-goals and materials• Is reliable and valid (has ‘technical adequacy’) • Is criterion-referenced: sets specific
performance levels for specific tasks• Uses standard procedures to prepare materials,
administer, and score• Samples student performance to give objective,
observable ‘low-inference’ information about student performance
• Has decision rules to help educators to interpret student data and make appropriate instructional decisions
• Is efficient to implement in schools (e.g., training can be done quickly; the measures are brief and feasible for classrooms, etc.)
• Provides data that can be converted into visual displays for ease of communication
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Curriculum-Based Measurement: Oral Reading Fluency
Jim Wrightwww.interventioncentral.org
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In your packet, for CBM reading/literacy…
Here are key resource and activity materials:• Oral Reading Fluency (ORF): Directions: pp. 2-7• Research-Based Norms: ORF: p. 17• CBM Literacy Measures: Listing: pp. 19-21• ORF Record Form: pp. 41-42
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Reading: 5 Big Ideas• Phonemic Awareness• Alphabetics• Fluency with Text/General Outcome Measure• Vocabulary• Comprehension
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Five Big Ideas in Reading• “Phonemic Awareness: The ability to hear and
manipulate sounds in words. • Alphabetic Principle: The ability to associate sounds
with letters and use these sounds to form words. • Fluency with Text: The effortless, automatic ability
to read words in connected text. • Vocabulary: The ability to understand (receptive) and
use (expressive) words to acquire and convey meaning. • Comprehension: The complex cognitive process
involving the intentional interaction between reader and text to convey meaning.”
SOURCE: University of Oregon: http://reading.uoregon.edu/big_ideas/trial_bi_index.php
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http://www.nichd.nih.gov/publications/nrppubskey.cfm
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NRP Conclusions Regarding Importance of Oral Reading Fluency:
“An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are experiencing difficulties.”-p. 3-3
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CBM Reading Probes: Preparation
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CBM Reading : Preparation
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CBM Reading Assessment: Preparation• Decide on ‘measurement pool’ (e.g., basal
reading series, literature selections sorted according to readability)
• Prepare examiner and student copies of passages
• Select passages randomly from larger library when administering to student
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CBM Reading Measurement Pool: Silver Burdett & Ginn (1989)
Book 1: All Through the Town.Grade 1Book 2: Out Came the Sun…..Grade 1Book 3: Morning Bells….……..Grade 1Book 4: Make A Wish…………Grade 1Book 5: A New Day……………Grade 1Book 6: Garden Gates………..Grade 2Book 7: Going Places…………Grade 2Book 8: Castles of Sand………Grade 3Book 9: On the Horizon……….Grade 3Book 10: Silver Secrets……….Grade 4Book 11: Dream Chasers……..Grade 5Book 12: Wind by the Sea…….Grade 6Wind by the Sea…….Grade 6
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CBM Reading Probes: Example
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CBM Reading Probes: Administration
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CBM Reading : Administration
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CBM Reading Probes: Administration
• 3 passages selected at random from probe collection
• Stopwatch• Pencil, pen, or marker• Quiet, non-distracting location
Materials needed:
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CBM Reading Assessment: Administration
• Sit at table next to or across from student• Read off standardized directions• Start stopwatch after (a) student reads first
word, or (b) examiner provides first word
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CBM Reading Assessment: Administration
• Supply correct word if student hesitates for longer than 3 seconds
• Mark errors on examiner passage• Mark student stopping point in passage (“]”)
at end of 60 seconds• Tell student to stop reading
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CBM Reading Probes: Scoring
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CBM Reading : Scoring
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CBM Reading Assessment: Scoring
Words are counted as correct if . . .
• the student repeats a correctly read word
• the student self-corrects within 3 seconds
• variant pronunciation of a word is due to dialectical differences or speech articulation issues
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CBM Reading Assessment: Scoring
Words are counted as incorrect if they are. . .
• mispronunciations
• substitutions (e.g., home for house)
• omissions
• hesitations of greater than 3 seconds
• word transpositions
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CBM Reading Assessment: Scoring
Words read aloud are ignored if. . .
• the student inserts them into the text
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CBM Reading Assessment: Computing Correctly Read Words
• subtracting number of errors (E) from
• total read words (TRW) during timed minute --words read up to end bracket in passage
Number of correctly read words (CRW) is calculated by:
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CBM Reading Assessment: Computing Correctly Read Words
• TRW=74TRW=74• Errors=5Errors=5• CRW=69CRW=69
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CBM Reading Assessment: Omitted Text Adjustment:
1. Count up the number of words omitted in a segment of a passage
2. Subtract all but one of those omitted words from the total word count (TRW)
3. Repeat for additional omitted passages
4. Count each omission as single error when calculating correctly read words (CRW)
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CBM Reading Assessment: Scoring Example/Omitted Text
• TRW=74TRW=74• Omitted Omitted
Words=10Words=10• New TRW=64New TRW=64• Errors=6Errors=6• CRW=58CRW=58
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CBM Reading Assessment: Selecting Median Values
Franklin Jones Mrs. Larrossa
3-2 SB&G: Bk 9
9/23 49 Lvl 4-1 Probe 14 45 92%
9/23 64 Lvl 4-1 Probe 23 61 95%
9/23 42 Lvl 4-1 Probe 32 40 95%
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CBM: Math Computation
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In your packet, for CBM Math…
Here are key resource and activity materials:• CBM Math Computation: Directions: pp. 7-11• Research Norms: Math Computation: p. 17• Early Math Fluency: Listing: p. 24• Math Computation & Concepts/Applications:
Listing: p. 30-31
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CBM Math Computation Probes: Preparation
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CBM Math Computation Sample Goals• Addition: Add two one-digit numbers: sums to 18• Addition: Add 3-digit to 3-digit with regrouping
from ones column only
• Subtraction: Subtract 1-digit from 2-digit with no Subtract 1-digit from 2-digit with no regroupingregrouping
• Subtraction: Subtract 2-digit from 3-digit with Subtract 2-digit from 3-digit with regrouping from ones and tens columnsregrouping from ones and tens columns
• Multiplication: Multiply 2-digit by 2-digit-no Multiply 2-digit by 2-digit-no regrouping regrouping
• Multiplication: Multiply 2-digit by 2-digit with Multiply 2-digit by 2-digit with regrouping regrouping
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CBM Math Computation Assessment: Preparation
• Select either single-skill or multiple-skill math probe format.
• Create student math computation worksheet (including enough problems to keep most students busy for 2 minutes)
• Create answer key
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CBM Math Computation Assessment: Preparation
• Advantage of single-skill probes:– Can yield a more ‘pure’ measure of student’s
computational fluency on a particular problem type
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CBM Math Computation Assessment: Preparation
• Advantage of multiple-skill probes:– Allow examiner to gauge student’s adaptability
between problem types (e.g., distinguishing operation signs for addition, multiplication problems)
– Useful for including previously learned computation problems to ensure that students retain knowledge.
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CBM Math Computation Probes: Administration
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CBM Math Computation Probes: Scoring
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CBM Math Computation Assessment: Scoring
Unlike more traditional methods for scoring math computation problems, CBM gives the student credit for each correct digit in the answer. This approach to scoring is more sensitive to short-term student gains and acknowledges the child’s partial competencies in math.
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Math Computation: Scoring Examples
2 CDs3 CDs
12 CDs
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Math Computation: Scoring
Placeholders Are CountedNumbers Above Line Are Not Counted
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Question: How can a school use CBM Math Computation probes if students are encouraged to use one of several methods to solve a computation problem—and have no fixed algorithm?
Answer: Students should know their ‘math facts’ automatically. Therefore, students can be given math computation probes to assess the speed and fluency of basic math facts—even if their curriculum encourages a variety of methods for solving math computation problems.
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The application to create CBM Early Math Fluency probes online
http://www.interventioncentral.org/php/numberfly/numberfly.php
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Examples of Early Math Fluency (Number Sense) CBM Probes
Quantity Discrimination
Missing Number
Number Identification
Sources: Clarke, B., & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234–248.
Chard, D. J., Clarke, B., Baker, S., Otterstedt, J., Braun, D., & Katz, R. (2005). Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment For Effective Intervention, 30(2), 3-14
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Curriculum-Based Measurement: Writing
Jim Wright
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In your packet, for CBM Writing…
Here are key resource and activity materials:• CBM Writing: Directions: pp. 12-16• Research Norms: Writing: Total Words Written:
p. 17
56
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CBM Writing: Preparation
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CBM Writing Assessment: Preparation
• Select a story starter• Create a CBM writing
probe: a lined sheet with the story starter at the top
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CBM Writing Assessment: Preparation
• Create or collect story starters that students will find motivating to write about. (And toss out starters that don’t inspire much enthusiasm!)
• Avoid story starters that allow students simply to generate long lists: e.g., “What I want for my birthday is…”
Story Starter Tips:
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CBM Writing Probes: Administration
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CBM Writing Probes: Scoring
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CBM Writing Assessment: Scoring
I woud drink water from the ocean and I woud eat the fruit off of the trees. Then I woud bilit a house out of trees, and I woud gather firewood to stay warm. I woud try and fix my boat in my spare time.
Total Words:
Total Words = 45Total Words = 45
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CBM Writing Assessment: Scoring
Total Words: Useful for tracking a student’s fluency in writing (irrespective of spelling, punctuation, etc.)
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I woud drink water from the ocean and I woud eat the fruit off of the trees. Then I woud bilit a house out of trees, and I woud gather firewood to stay warm. I woud try and fix my boat in my spare time.
CBM Writing Assessment: ScoringCorrectly Spelled Words:
Correctly Spelled Words = 39Correctly Spelled Words = 39
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CBM Writing Assessment: Scoring
Correctly Spelled Words: Permits teachers to (a) monitor student spelling skills in context of writing assignments, and (b) track student vocabulary usage.
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CBM Writing Assessment: Scoring
Correct Writing Sequences: Most global CBM measure. Looks at quality of writing in context.
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CBM Writing Assessment: Scoring
I woud drink water from the ocean and I woud eat the fruit off of the trees. Then I woud bilit a house out of trees, and I woud gather firewood to stay warm. I woud try and fix my boat in my spare time.
Correct Writing Sequences:
Correct Writing Sequences = 37Correct Writing Sequences = 37
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Team Activity: How Can Teachers Use CBM-Writing in Their Classrooms?At your table:
• Discuss the CBM-Writing assessment methods presented in this workshop.
• What are the strengths of CBM-Writing as a classroom assessment tool?
• What other methods might teachers use to supplement CBM-Writing to gather more complete information about students’ writing skills?
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Creating Progress-Monitoring Charts for CBM Data
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In your packet, for CBM Charting…
Here are key resource and activity materials:• CBM Charting Example: pp. 43-47• CBM ORF Charting Form: p. 48
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Charting Example: Jared M.
Background. Your Teacher Support Team has completed a CBM survey-level screening in reading for Jared M., a 4th grader. According to his teacher, Jared reads at the beginning 2nd-grade level. An initial RTI Team meeting is held on Monday, January 20 th. At that meeting, an intervention is designed … Your team schedules a follow-up RTI Team meeting for Monday, March 10th, about six instructional weeks from the date of the initial meeting.
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Charting Example: Jared M.
• 1. Survey-Level Assessment. On Jared’s attached CBM Student Record Form, review the Survey-Level assessment results. For each level of CBM probe administered, circle the median Correctly Read Words (CRWs), Errors (E), and Percentage of Correctly Read Words (%CRWs). Consult Table 1 on the Record Form to identify the student’s Mastery, Instructional, and Frustration levels of reading.
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Step 1: Survey-Level Assessment
Example: JaredM
ASTERYINSTRUCT.
INSTRUCT.FRUSTR.
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Charting Example: Jared M.
• 2. Set up the graph. At the top of your monitoring graph, put in these date-spans for each of the instructional weeks during which Jared will be monitored:
Baseline: 1/13-1/17
Week 4: 2/10-2/14 Week 8: 3/17-3/21 Week 12: 4/14-4/18
Week 1: 1/20-1/24 Week 5: 2/24-2/28 Week 9: 3/24-3/28
Week 2: 1/27-1/31 Week 6: 3/3-3/7 Week 10: 3/31-4/4
Week 3: 2/3-2/7 Week 7: 3/10-3/14 Week 11: 4/7-4/11
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Jared: Recording Start and End Dates for Each Week
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Baseline
Intervention: Week 1
Intervention: Week 2
Jared: Recording Start and End Dates for Each Week
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Jared: Recording Start and End Dates for Each Week
1 131 17
1 201 24
1 271 31
2 32 7
2 102 14
2 242 28
3 33 7
3 103 14
3 173 21
3 243 28
3 314 4
4 74 11
4 144 18
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Charting Example: Jared M.• 3. Determine & chart the
student’s baseline reading rate. On the Record Form, review Jared’s Baseline assessment information.
• Notice that the ‘Book/Reading Level’ is not filled in for the Baseline observations. Find the highest instructional reading level that the student attained on the Survey-Level assessment. Write that book level in the appropriate blank in the Baseline observations.
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Charting Example: Jared M.
3. 3. Determine & chart the student’s baseline reading rate (Cont.)
• Circle the median CRW and E for each of the Baseline observations.
• On the progress-monitoring graph, chart the median CRWs and Es for all 3 observations.
• Circle this middle Baseline datapoint on your chart.
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Jared: Chart Baseline Data & Select ‘Baseline Rdng Rate’
1 131 17
1 201 24
1 271 31
2 32 7
2 102 14
2 242 28
3 33 7
3 103 14
3 173 21
3 243 28
3 314 4
4 74 11
4 144 18
70
67
72Baseline Reading Rate=70
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Charting Example: Jared M.• 4. Set a performance goal. To compute Jared’s
performance goal in reading:– Use Table 2 on the Record Form to identify the rate of
progress that Jared should make each week in goal-level (3rd-Grade) reading material.
– You will recall that your RTI Team has decided to monitor Jared’s reading for six weeks before holding a follow-up meeting. To compute how much Jared’s reading rate should increase in that time, multiply his expected weekly progress by the number of weeks that he will be monitored.
– Add Jared’s expected reading progress to his baseline reading rate. This combined figure is Jared’s reading goal.
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Step 2: Compute a Student Reading Goal
Example: Jared
3rd Gr-Book 2
70
1 20 07
3 7 07
6
1.5
9
79
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Charting Example: Jared M.5. Plot the ‘Aim-Line’. To graph a 6-week ‘aim-line’: • Draw a vertical dividing line (‘start-line’) at the point where the
intervention will begin (start of Week 1). • Draw a second dividing line on the graph (‘end-line’) that
marks the conclusion of six weeks of monitoring (end of Week 6).
• On the start-line, mark an ‘X’ at the point that is equal to the value of your circled baseline datapoint.
• Mark Jared’s reading goal with an ‘X’ at the appropriate spot on the end-line.
• Now draw a straight line between the start-line and end-line ‘X’s. This is your chart’s aim-line.
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7970
Jared: Plot the CBM ‘Aim-Line’
1 131 17
1 201 24
1 271 31
2 32 7
2 102 14
2 242 28
3 33 7
3 103 14
3 173 21
3 243 28
3 314 4
4 74 11
4 144 18
XX
Aim-Line
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Charting Example: Jared M.
6. Plot Jared’s progress-monitoring data. Review Jared’s CBM data for the first six weeks of progress-monitoring.
• Circle the median CRWs and Es. • Plot these values on the chart. What conclusions do
you draw from the chart? • Based on these data, should the RTI Team
recommend changing Jared’s intervention? Keep it in place with no changes? Why?
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Example: Jared
Step 4: Progress-Monitoring
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Instructional
Jared: Intervention Phase 1: Weeks 1-6
1 131 17
1 201 24
1 271 31
2 32 7
2 102 14
2 242 28
3 33 7
3 103 14
3 173 21
3 243 28
3 314 4
4 74 11
4 144 18
XX
Mastery
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Writing IEP Goals for CBM
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In your packet, for CBM IEP goals…
Here are key resource and activity materials:• Format for Writing CBM IEP Goals: p. 31
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CBM: Elements of IEP Goals
An IEP goal written for curriculum-based measurement has three components:
1. Conditions under which the data is collected2. Student behavior to be directly observed &
measured3. Criterion for judging the student’s performance
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Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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Writing CBM Goals in Student IEPs (Wright, 1992)
Source: Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved on September 4, 2008, from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
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IEP Goals for CBA/CBM: READING
Reading In [number of weeks until Annual Review], when given a randomly selected passage from [level and name of reading series] for 1 minute
Student will read aloud
At [number] correctly read words with no more than [number] decoding errors.
Conditions BehaviorPerformance Criterion
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IEP Goals for CBA/CBM: Written Expression
Written Expression
In [number of weeks until Annual Review], when given a story starter or topic sentence and 3 minutes in which to write
Student will write
A total of:[number] of words or[number] of correctly spelled words or [number] of correct word/writing sequences
Conditions BehaviorPerformance Criterion
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IEP Goals for CBA/CBM: Spelling
Spelling In [number of weeks until Annual Review], when dictated randomly selected words from [level and name of spelling series or description of spelling word list] for 2 minutes
Student will write
[Number of correct letter sequences]
Conditions BehaviorPerformance Criterion
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The Special Educator & Data Collection: Expectations
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Bringing Special Education IEPs into Alignment with RTI: Expectations
At future Annual Review meetings, many districts across the nation have decided to apply the same standards when evaluating the quality of the special education programs of IEP students as those used under RTI to judge the quality of general education.
In particular, special educators will be asked to provide a description of how the student program on the IEP is delivered in a manner consistent with RTI principles.
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Bringing Special Education IEPs into Alignment with RTI: Expectations (Cont.)
At the Annual Review, the special education teacher will be expected to demonstrate how he or she:
1. Defined the student academic or behavioral challenge in clear, specific, measurable terms.
2. Selected an evidence-based intervention practice or program to address the identified student concern.
3. Selected one or more methods to assess the student’s progress during the intervention; calculated the student’s baseline performance level; set a goal for improvement.
4. Collected progress-monitoring data on the student at least weekly to judge whether the intervention was effective.
5. Collected information on the integrity, or quality, with which the intervention was implemented.
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Bringing Special Education IEPs into Alignment with RTI: Expectations (Cont.)
At the Annual Review, the special education teacher will be expected to demonstrate how he or she:
1. Defined the student academic or behavioral challenge in clear, specific, measurable terms.
2. Selected an evidence-based intervention practice or program to address the identified student concern.
3. Selected one or more methods to assess the student’s progress during the intervention; calculated the student’s baseline performance level; set a goal for improvement.
4. Collected progress-monitoring data on the student at least weekly to judge whether the intervention was effective.
5. Collected information on the integrity, or quality, with which the intervention was implemented.
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At your tables:• Review the expectations for
using RTI principles to create quality academic or behavioral programs for students with IEPs-with particular attention to items 3 & 4.
• What supports will you need as a special educator to attain these goals in your own practice?
• Be prepared to report out.