Curriculum Based Evaluation Gary L Cates Ph D

Curriculum Based Evaluation Gary L. Cates, Ph. D.

Steps to CBE • Identify the problem – Observe accuracy and fluency in specific skills (Probes/Assignments) • Develop a plan to address the problem – Instructional Hierarchy (Acquisition, Fluency, maintenance, Generalization, Adaptation) • Implement the plan – Intervention Articulation Form • Evaluate the plan – Single Case Research Design • Adapt the plan as needed – React to students responding

Curriculum Based Evaluation in Reading Gary L. Cates, Ph. D.

Decoding • AKA Reading • Carnine: – Teachers need right materials – Teachers need right training • Adams – Code instruction with meaning better for ALL readers • Rate of Decoding is essential in understanding differences in effects of various reading methods.

Important Points • Perceptual Processes: They matter very little. • Early Reading Skills: Teach older kids that do not have early literacy skills these skills? • Reading Levels: within text, across curricula – What about Grade Equivalents? • The right question: What skill does the student need to learn?

Error/Miscue Analysis • Variable empirical support • Problem with Operational Definitions • Should be an appropriate error sample (i. e. must make enough errors – 80 -85%)

Pre-reading readiness • • Book Orientation Sentence, word, letter boundaries, Letter names Symbol recognition? Word recognition Word/sentence manipulation: Rain/Bow Segmenting, rhyming, blending,

Hypothesis: Won’t do • Provide reinforcer for reading accurately (50% increase? )

Hypothesis: Error not important to meaning • Tally errors and get percent of words that violate meaning (i. e. would give you a different sentence understanding). • Shouldn’t be out of specified range.

Hypothesis: Code Structure is the issue • Read a passage and note errors. • Errors related to pattern in words? • Be sure to base this on opportunity for error not just percentage of errors.

Hypothesis: Word Substitutions are? • Related to phonics? – Misses phonetically regular portions of words – Can’t read non-sense words • Not related to phonics? – Provide assisted self-monitoring – Maybe not a problem (Check if affects to meaning)

CBE: Comprehension

Let’s Change our Thinking • Comprehension is a complex process • Let’s talk about how a reader “reacts” to their reading. – Answering questions, retelling, paraphrasing, cloze, maze, t/f etc.

9 Causes of Comprehension Failure • These are 9 things that a good reader does that a poor reader doesn’t. • If you want a cool round number (the top “ 10” reasons) the 10 th is Insufficient reinforcement.

Strategies of Comprehension • Monitor for meaning and self-correct • Selective attention to text: Skimming, going over closely • Adjust for Text Difficulty: Change rate, rereading, highlighting • Connect with Prior Knowledge: • Clarify: Figure it out in some way to make it make sense (Ask for help? ; Google)

Enablers of Comprehension • Decoding: 140 wcpm (after 3 rd grade) • Vocabulary (Semantics) – 70% of the variability! – Definitions – Determining Word Meaning • Grammar (Syntax): Rare, but could be ESL • Prior Knowledge

Curriculum Based Evaluation in Math Gary L. Cates, Ph. D.

Mark • Mark is having difficulty with multiplication of fractions. An example of such a problem is: 5/6 x 3/9 = ? His answer to such a problem was 15/45 • Take some time to write down your thoughts about how to assess this problem fully and generate an intervention that may be helpful given a fictional hypothesis that you may formulate based on your assessment.

Mathematics Areas • Computation: Accurately and quickly responding with symbols of quantity • Concepts: Rules • Strategies: Need to be efficient • Facts: Numerical statements • Application: Using math – Sub-domains: Tool use, content knowledge, and Vocabulary • Problem-Solving: Using both computation and application.

Math Assessments • • • Irrelevant standards Irrelevant formats Lack empirically validated sequencing Inadequate samples of student behavior Provide little insight into why errors are made Not aligned with instructional objectives

Interviewing & Error Analysis • 2 ways of collecting information for the development of a hypothesis • Interviewing • Error Analysis: Need a lot of problems of the same type (Facts, operations, applications)

Setting Goals with BMC considered • Consider Basic Movement Cycle (BMC) – Think of it as a “handicap” • • Task Mastery Rate (TMR)= 50/minute Current BMC = 75/minute Expected BMC = 100/minute Formula: (TMR * Current BMC)/(EBMC) – (50*75)/100 = 37. 5 – With current BMC student should be able to make 37. 5 DCPM

Let’s try an Example • Complete a probe and make a few errors (with pattern or without). • Exchange probes with a colleague. • Analyze a colleague’s probe for errors • Develop a hypothesis • Develop and intervention • Describe how you would evaluate the intervention

Curriculum Based Evaluation in Written Expression Gary L. Cates, Ph. D.

The writer as an Author • Purpose: Intent – The reader must know writer’s intent • Process – Planning: • Pre-writing: Intent and Style • During: Ongoing changes of style – Reviewing: constant recursive steps – Revision: Improvement of clarity of intent – Transcribing: “Editing” (Writer as secretary)

Writer as Author Continued • Product – Fluency: TWW and CWS – Syntactic Maturity: Complexity of sentences – Vocabulary: Sophistication and non-repeating – Content: Holistic rating/attention to organization – Conventions: Errors in mechanics

Assessment Options • Permanent products • Story Starters (younger kids) – Picture prompts could result in description only • Essays (older kids)

Measurement Options • Qualitative Scale (1 to 5 rating) – Not a normative Scaling! – Criterion Scale • Holistic Scale (4 tiers of papers? ) – Teachers at each grade level divide best from worst and rate the others accordingly – How about for benchmarking? • Direct Measurement – NCW/L or W/LS – Important to adhere to “traits” you have chosen

Setting Goals • Develop Cut Scores (1. 5 or 2 x discrepancy from standard) • Set goal to close the gap between current performance and expectation

Instructional Ideas • Balanced Instruction: Pre-writing Planning • Teach The process: Planning, reviewing, revising, transcribing, peer collaboration • Teach fluency of expression: Read/write a lot. In different ways for different people • Balanced Mechanics: COPS • Note about spelling: Morphograph instruction and not word lists!