Post on 19-Jan-2016
Curriculum Based Measurement
Module 4 – I Have Writing Fluency CBM Data – Now
What?
Curriculum Based Measures
Emphasize repeated measurement over time
Provide rate of progress Provide level of performance Are efficient to administer Are effective to summarize Help with instructional planning
What kind of decisions can you make with CBM data? Screening Decisions: who needs additional
help and who doesn’t?
Progress Monitoring Decisions: when do you move on to new goals or modify instruction?
Outcome Decisions: document overall effectiveness of efforts across all students (health of the core); determine when additional support is needed or no longer needed.
What kind of decisions can you make with CBM data?
Diagnostic Decisions: what kind of help does a student need? (refer to chart – “Using Problem Solving to Address Writing Problems”)
So…Let’s practice using some sample data. What questions does this data generate? What other data sources may be needed
in order to make informed decisions for individual students? For instruction?
When do we look at this data? How often? Why is it important to look at multiple
sources of writing data together?
Questions?