CBM$and$Progress$Monitoring$ - Vanderbilt University

CBM

and Progress Monitoring

Progress Monitoring

" ... scien3fically based prac3ce that teachers can use to evaluate the effec3veness of their instruc3on for individual students or their en3re class."

(National Center on Student Progress Monitoring)

Why monitor progress?

Federal mandates require monitoring of academic progress for all students (NCLB)

IDEA 2004 requires assessment programming and evalua3on of progress toward

annual goals

The most important reason . . .

To monitor student learning outcomes

What is Curriculum Based Measurement (CBM)?

? Standardized and systema3c forma3ve assessment

? Empirically validated method of progress monitoring

? Over 20 years of research on effec3veness of CBM ? Reliable and valid (Deno, 1985; Shinn, 1989) ? Improved student academic outcomes (Fuchs, Deno, Mirkin, 1984)

CBM has been linked to . .

? More effec3ve instruc3on ? Higher student achievement ? Increased student responsibility for learning

? Rela3onship between CBM and high stakes

tes3ng

? Be^er communica3on between parents and

teachers

?

Fuchs, Fuchs, & Hamle^, 1993, Good, Simmons, & Kameeuni, 2001)

Adapted from

The IRIS Center for Training Enhancements h^p:// iris.peabody.vanderbilt.edu

This is an example of CBM for reading (PRF) for Mariel. The vertical line on the graph is the score from the measurement material or the probe - which we will look at in a minute. The score is words read correctly per minute. The horizontal line on the graph indicates that this student is evaluated each week. Each blue diamond is Mariel`s score and the blue line represents her rate of improvement each week. The red line is the desired growth rate.

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