ABCs of CBM: A Practical Guide to Curriculum-Based Measurement

What Is CBM and Why Should I Do It?     1What Will I Learn from This Book?     2What Is CBM?     2Why Were the Other Attributes, Like the Timing and Charting, Developed?     3How Is CBM Different from Other Forms of Measurement?     5Curriculum     5Alterable Variables     6Low-Inference Measures     6Criterion-Referenced Measures     7What Are the Main Advantages of CBM?     8What Kind of Decisions Can I Make with CBM Data?     9How Does CBM Relate to RTI?     9So CBM Does Just About Everything?     10Are There Different Types of CBM?     10General Outcome Measures     10Skills-Based Measures     11Mastery Measures     12I Have Never Seen CBM Being Used. If It's So Great, Why Isn't It More Popular?     14Is CBM Used in Special Education or General Education?     16Who Gives CBM Measures?     16If I Want to Use CBM, Does This Mean I'll Need to Make Tests Out of the Instructional Materials I'm Using?     17Where Do I Get CBM Materials?     18CBM for Assessment and Problem Solving     19What Do I Need to Know about Educational DecisionMaking?     20What Is a Criterion-Referenced Test?     22Are CBMs Standardized Tests?     24How Reliable and Valid Is CBM?     24Where Do They Get the Performance Standards Used in CBM?     25How Can CBM Be Used for Screening/Benchmarking?     26Screening Summary     27How Can CBM Be Used for Progress Monitoring?     27Progress Monitoring Summary     28So Where Do We Go from Here?     29How to Conduct Reading CBM     31Overview of Why to Conduct Reading CBM     31ORF CBM     32Materials Needed to Conduct ORF CBM     32Directions and Scoring Procedures for ORF CBM     35Maze CBM     40Materials Needed to Conduct Maze CBM     40Directions and Scoring Procedures for Maze CBM     42How Often Should ORF and Maze CBM Be Given?     44How Much Time Does It Take to Administer and Score Reading CBM?     46Expected Growth Rates and Norms for ORF and Maze CBM     46How Much Progress Can We Expect in Reading?     46Proficiency Levels or Benchmarks for Reading CBM     48Norms for Reading CBM     48Survey-Level Assessment with ORF CBM     51How to Use the Information to Write Reading IEP Goals and Objectives     51Frequently Asked Questions about Reading CBM     53How to Conduct Early Reading CBM     55Overview of Why to Conduct Early Reading CBM     55Overview of Dibels Measures     56Initial Sound Fluency and Phoneme Segmentation Fluency     56Nonsense Word Fluency     57Letter Naming Fluency     57LSF CBM     57Materials Needed to Conduct LSF CBM     57Directions and Scoring Procedures for LSF CBM     59WIF CBM     63Materials Needed to Conduct WIF CBM     63Directions and Scoring Procedure for WIF CBM     64How Often Should LSF and WIF CBM Be Given?     67How Much Time Does It Take to Administer and Score Early Reading CBM?     68Expected Growth Rates and Norms for LSF and WIF CBM     68Proficiency Levels or Benchmarks for Early Reading CBM     68Norms for Early Reading CBM     68How to Use the Information to Write Early Reading IEP Goals and Objectives     69Frequently Asked Questions about Early Reading CBM     70How to Conduct Spelling CBM   Tessie Rose      72Overview of Why to Conduct Spelling CBM     72Materials Needed to Conduct Spelling CBM     72Spelling CBM Lists     73Directions and Scoring Procedures for Spelling CBM     75Directions for Spelling CBM     75Scoring Spelling CBM     76How Often Should Spelling CBM Be Given?     78How Much Time Does It Take to Administer and Score Spelling CBM?     78Expected Growth Rates and Norms for Spelling CBM     79How Much Progress Can We Expect in Spelling?     79Norms for Spelling CBM     80How to Use the Information to Write Spelling IEP Goals and Objectives     80Frequently Asked Questions about Spelling CBM     80How to Conduct Writing CBM   Tessie Rose     84Overview of Why to Conduct Writing CBM     84Materials Needed to Conduct Writing CBM     85Writing CBM Story Starters     85Directions and Scoring Procedures for Writing CBM     88Directions for Writing CBM     88Scoring Writing CBM     88How Often Should Writing CBM Be Given?     93How Much Time Does It Take to Administer and Score Writing CBM?     93Expected Growth Bates and Norms for Writing CBM     93How to Use the Information to Write Writing IEP Goals and Objectives     94Frequently Asked Questions about Writing CBM     94How to Conduct Math CBM     97Overview of Why to Conduct Math CBM     97Materials Needed to Conduct Math CBM     98Math CBM Sheets     98Directions and Scoring Procedures for Math CBM     104Directions for Math CBM     104Scoring Math CBM     104How Often Should Math CBM Be Given?     108How Much Time Does It Take to Administer and Score Math CBM?     108Expected Growth Rates and Norms for Math CBM     109How Much Progress Can We Expect in Math?     109Proficiency Levels or Benchmarks for Math CBM     109Norms for Math CBM     109Survey-Level Assessment with Math CBM     110How to Use the Information to Write Math IEP Goals and Objectives     111Special Considerations That Apply to Math CBM     112Accuracy of Teacher/Examiner Copy     112Setting Up Math CBM Sheets to Provide Potential Diagnostic Information     112Early Numeracy     113Concepts and Applications     115Estimation      115Frequently Asked Questions About Math CBM     116Charting and Graphing Data to Help Make Decisions     118Procedures and Materials Needed to Chart CBM Data     118How to Set and Graph Goals     120End-of-Year Benchmarks     120Norms     121Intraindividual Framework     122Graphing Goals     123How Often Should Data Be Collected?     123Decision Rules to Help Educators Use the Data to Inform Instruction     124Considerations for Graphing and Charting the Data in the Content Areas     126The Use of CBM in Response to Intervention     126Computerized Graphing and Data Management Systems     127Material-Specific Programs     128Material-Flexible Programs     129Spreadsheet and Data Management Programs     130Frequently Asked Questions about Charting and Graphing CBM Data     130Planning to Use CBM-and Keeping It Going     132Developing a Plan for Using CBM     132Ten Steps to Using CBM before, during, and after Initial Implementation     133Hints on How to Get CBM Going     138Hints on How to Keep CBM Going     138Frequently Asked Questions about Planning and Using CBM     139Summary of Validity and Reliability Studies for CBM     141Reproducible Quick Guides and Forms for Conducting CBM     143References     163Index     167

\ From the Publisher"Up to date, comprehensive, and practical. Contains useful forms and norms."--Terry Bontrager, PhD, Department of Counseling and School Psychology, University Of Massachusetts Boston\ "This book is exactly what teachers need to get started using CBM or to refine and extend their current use. I would highly recommend this book to anyone who is interested in CBM. I have flagged several pages so that I can readily locate the information for future use."--Sharon Vaughn, PhD, Department of Special Education, University of Texas at Austin "This book is exactly what teachers need to get started using CBM or to refine and extend their current use. I would highly recommend this book to anyone who is interested in CBM. I have flagged several pages so that I can readily locate the information for future use."--Sharon Vaughn, PhD, University of Texas at Austin "The ABCs of CBM is an excellent treatment of the nature and purposes of CBM, and provides resources for applying the approach across several academic skills areas. Progress monitoring and formative evaluation are increasingly important in general, remedial, and special education. I plan to adopt this book as a text for courses in assessment and academic intervention taught to undergraduate and graduate students."--Dan Reschly, PhD, Peabody College of Vanderbilt University "This text provides a useful introduction to the nuts and bolts of CBM administration, interpretation, and application. It is a useful primer to support introductory coursework on CBM. The material is also relevant for field-based administrators, teachers, paraprofessionals, and school psychologists who are interested in a direct and nontechnical presentation of CBM."--Theodore J. Christ, PhD, School Psychology Program, University of Minnesota\ \ \ \ \ \ NASP Communiqu�"As a CBM trainer for almost 16 years, I can now throw out my handout packet entitled What's CBM and Why You and Your Students Need It and replace it with this powerful little (172 pages) gem for my graduate assessment class and for the Illinois school district personnel who call my office weekly asking about CBM."--NASP Communiqué\ \ \ Children's Literature\ - Meredith Kiger\ Designed for use in addressing the academic achievement of at-risk children, CBM developed out of the curriculum philosophies for learning disabled children. Popular in the last decade in teaching at-risk students to read, the philosophy is extended here to include writing, spelling, and math. This book, obviously, is the workbook for those in training to use CBM in the classroom. The book defines CBM, compares it to other forms of skill measurement, outlines the advantages, and explains how to use it. Its advantage, according to the authors, is that it can be used with existing curriculum or is "aligned" with the curriculum, as the jargon goes. Its methods provide teachers with a continuous data collection system that keeps track of each student's skill levels. Students are evaluated on how well they are doing individually, not compared to the whole group. The book gives examples of how to use spelling, reading, writing and math curriculum in a way that provides continuous data using your curriculum goals. A chapter about charting and graphing resulting data is included, as well as a discussion on what to do with the data. An appendix on reliability and validity, sample guides and forms, and an index are also included. CBM would be difficult to implement without some in-service training on its use.\ \