Curriculum Based

Measurement(CBM)

Taking a Problem Solving Approach to Teaching

Designed by Debra Caywood-Rukas

6-02

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Facts All children do not learn the same.

Determining the optimal instructional level reduces frustration and behavior problems

40% of fourth grade children fell below grade level in 1998

74% of children receive special education services in general education classrooms with or without resource support

IDEA and Section 504 require schools to make classroom accommodations for children with learning and behavior support needs

Facts from U..S. Department of Education

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What are CBM’s? A systematic and efficient way to solve

learning and/or behavior problems Uses grade level curriculum criterion and

student portfolios to measure skills, not standardized tests

Utilizes data-based decision making Directly links assessment to interventions Data compares child to the child’s ability

(baseline) and school/grade/classroom norms

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Data Collecting and Problem Solving

Process Define the problem(s) in observable and

measurable terms Which problems have the highest priority? (2-3

max) What are the desired replacement behaviors? Potential hypotheses that explain why the student

might be engaging in the behaviors/not replacement behaviors

Questions that need to be answered in order to confirm hypotheses

Intervention ideas Evaluation procedure

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The Data Tells You if it’s Working

Assesses the effectiveness of the intervention Facilitates data-based decisions Documents intervention attempts Tracks baseline and progress and evaluates

interventions Student outcomes improves when

performance is assessed and data are recorded regularly

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How Does CBM Help Teachers? Uses your teaching expertise in determining

learning and behavior problems Can be integrated into the curriculum Data provides teacher accountability

showing skills levels and remediation attempts

Supports teacher, parent and student collaboration process

Supports diverse learners in compliance with IDEA 97 and Section 504

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For ALL Students; General and Special Education

Students Students can track their progress Student outcomes improve when

performance is assessed regularly Student and teacher work together to

create an optimal environment for learning Student takes responsibility; fairness of

goals creates partnership Receives support and resources without

delay Reduces academic/classroom frustrations

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Who will administer CBM’s?

Will it add to teacher workload? General/special education teachers,

administrators, parents, social workers, associates, psychologists and other trained personnel can administer CBM’s

Most CBM’s take 1 - 3 minutes to administer to a student

Can be given 3 times a year to monitor progress

Ultimately reduces your workload by providing support and properly directing your efforts

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Supports Diverse Learners; IDEA 97, Section 504 & Corey H. Requirements

Acknowledges different skill levels in classrooms and addresses the needs of inclusive general education settings

Addresses learning and behavior problems with a problem-solving, ecological and collaborative approach

Provides teachers with the tools and support they need in a timely fashion

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It’s a Collaborative Effort

StudentStudent

ParentsParentsTeacherTeacher

CommunityCommunity SchoolSchool

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Summary Provides teacher and student with support

without waiting for standardized testing Students are taught at the appropriate

instructional level thereby reducing frustration and associated behaviors

Extra work is minimal, usually 1-3 minute measurements 3 times a year

Provides teachers with data to account for their teaching efforts

Provides teachers with the resources and support needed to teach in an inclusive environment

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List of some Illinois School Districts & other states involved with CBM and/or

Problem Solving Models

LOCAL North Suburban Special

Education Coop (NSSED) Mount Prospect, District 57 Arlington Heights, District 23 Glenview, District 34 Northbrook, Districts 27, 28, 29,

30 West Northfield, 31 Glencoe, 35 Winnetka, 36, 37 Kenilworth, 38 Wilmette, 39 Lake Bluff, 65 Lake Forest, 67, 115 Bannockburn, 106

Deerfield, 109 North Shore 112 Highland Park/Deerfield 113 New Trier 201 Glenbrook, 225

NATIONAL Oregon Kansas Districts 17 and 611,

6000 students Iowa Washington Nebraska New York Florida California

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0102030405060708090

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Fall Winter Spring

ReadingMathBehavior

CBM Data Speak for CBM Data Speak for Itself!Itself!

Resulting in Data-based Resulting in Data-based DecisionsDecisions

Thank YouThank You

The End