Notes

Slide Show

Outline

1	Curriculum-Based Measurement:
2	Thanks to . . . RIPM Co-investigators Graduate students Other CBM researchers RIPM National Advisory Board School district personnel
3	CBM Progress Monitoring
4	Overview
5	“Big picture” issues
6	"Ages" Ages Most: Grades 2-6 Less: K-2 and 7-12 Student skill levels Most: General education, mild disabilities Less: Significant disabilities, sensory disabilities (DHH), language issues (ELL) Curriculum areas Most: Reading Less: Writing, mathematics, spelling, content areas (science, social studies)
7	Extend work in specific areas Ages Most: Grades 2-6 Focus: K-2 and 7-12 Student skill levels Most: General education, mild disabilities Focus: Significant disabilities, sensory disabilities (DHH), language issues (ELL) Curriculum areas Most: Reading Focus: Writing, mathematics, spelling, content areas (science, social studies)
8	"Ages" Ages Most: K-2 / 2-6 / 7-12 Less: K-12 Student skill levels Most: Lower / Average / Higher achieving Less: Across skill areas Curriculum areas Most: Reading / Writing / Math / Content areas Less: Across curriculum areas
9	Extend work across areas Ages Most: K-2 / 2-6 / 7-12 Focus: K-12 Student skill levels Most: Lower / Average / Higher achieving Focus: Across skill areas Curriculum areas Most: Reading / Writing / Math / Content areas Focus: Across curriculum areas
10	Extend work across areas Create a seamless and flexible system of progress monitoring across ages, skill levels, and curriculum areas
11	Traditional Progress Monitoring
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15	What measures?
16	Grade-level comparisons
17	Skill-level comparisons
18	Grade / Skill Level Similarities
19	“Big picture” issues Extend work in specific areas Extend work across areas
20	“Detail” Issues
21	CBM Progress Monitoring
22	What measures?
23	Comparisons of time, format, scoring: Writing example
24	Comparisons of time, format, scoring Alternate-form Reliability
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26	Common vs. Grade-level Materials
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30	What goals?
31	Tie Measures to State Standards Tables of Probable Success
32	How to monitor?
33	Performance vs. Progress Measurement Reading Aloud and Maze: Performance
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36	Variability in alternate-form probes
37	How to use data?
38	Student / parent involvement in decision making
39	Teacher decision making
40	“Detail” Issues What measures? What goals? How to monitor growth? How to use data?
41	Future of CBM
42	Future of CBM
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44	Reading Sample of Measures Reading aloud Larry Fryklund has marked many milestones in his 86 years of life. On Wednesday night, he marked another one: he graduated from high school. Dressed in his black cap and gown, he shook hands with commencement speaker, ex-Viking, and state Supreme Court Justice Alan Page. Then he took his diploma from Principal Linda Nelson.