easy CBM Benchmarking and Progress Monitoring System Assessments

easy. CBM: Benchmarking and Progress Monitoring System

Assessments to Facilitate Instruction What does it take for a seamless integration of a benchmarking and progress monitoring system? üAssess the right things üScale the measures for sensitivity and reliability üMake it easy for schools to use üGet teacher buy in üAlign with important criterion measures

Assess the Right Things: Reading Measures Early Literacy • Phonemic Segmentation • LN, LS • WRF, PRF Gr. 2 Literal 6 items • Comprehension Inferential 6 items Evaluative Gr. 3 -8 7 items 6 items

Assess the Right Things: Math Measures NCTM Focal Point Standards 3 Focal Points per grade; each PM measure has 16 items aligned to a single Focal Point. Each Benchmark measure has 48 items (16 from each Focal Point).

School Use Benchmark data need to guide decision-making. In many districts using an RTI framework, all students get Tier 1 and 2; those scoring below a particular percentile on the benchmark and/or non-responders get Tier 3 instruction. Instructional Decisions: who, what, when, how, where, how often, with whom?

Teacher Buy-In • Teachers need to input intervention info & modify instruction based on findings. • Selection of appropriate measure for the individual student – Current skill level – Specific deficits – Sensitivity to growth – Aligned to intervention

Benchmark & PM Data

Passage Reading Fluency

Passage Reading Fluency

MCRC: Benchmark Only

Aligned to Other Criterion Measures Upcoming studies: criterion-validity studies examining relationship between benchmark measures and state tests in reading and math. Free site already open for use: http: //easycbm. com District site will be available for use starting in September, 2009. For more information: contact jalonzo@uoregon. edu