Curriculum Based
Measurement
Grant Wood AEA 10
Austin Beer and Heather Marolf,
School Psychologists
August 11th, 2010
DIBELS Content Taken from the
DIBELS Assessment Manual
Why are CBMs important?
• Fundamental to the work we do.
o Individual student level
o System Level
o Classroom/Teacher Level
CBM TRAINING AGENDA
• Overview of CBM and Norms
• Use of Norms in the Problem Solving process
• Administration and Scoring
o
o
o
Reading: DIBELS NEXT/Jamestown
Math
Written Language
• Resources
Iowa Core Curriculum and
Instructional Decision Making
“IDM”
Screening
•
• Supplemental
• Intensive
Goals for Today
• Increase knowledge about the GW agency
norming project and the appropriate use of the
normative data.
• Increase knowledge of how CBM fits with
Problem Solving and Prevention.
• Develop skills for administering and scoring CBM
probes.
• Become more familiar with resources that are
available for collecting CBM data.
• ENJOY our new learning.
Overview
Please refer to “Overview” section of
the CBM norming project manual for
more detailed information
Curriculum Based Measurement
(CBM)
• A set of standard simple, shortduration fluency measures of
reading, written expression,
and math
• Dynamic Indicators of Basic
Skills
• General Outcome Measure
Measurement of the “vital
signs” of student
achievement
o “Academic Thermometers”
o
CBM - CBA - CBE
Curriculum Based
Assessment
Curriculum Based
Measurement
CBM
Curriculum Based
Evaluation
CBE
Screening & Formative
Diagnostic
General Curriculum
Based Assessment
(Classroom-based)
Curriculum Based Assessment
(“Umbrella” term)
• CBM (Shinn, Fuchs,
DIBELS)
o
o
o
Screening & Formative
? “Which students are
likely to have a skill
deficit?”
? “What is the student’s
progress given this
instruction?”
• CBE (Howell)
Diagnostic
? “What does this
student know/not know?”
o ? “What instructional
strategy addresses this
student’s skill deficit?”
o
o
CBA…also includes classroom
assessments such as formative
assessment
Grant Wood AEA Norming
Project 2004-05
• 200 students per grade level
• Randomly selected
• 30 of 33 public school districts
participated, all private and parochial
schools
GWAEA Norming Project:
Academic Areas Assessed
• Reading
Early literacy skills (DIBELS) (K,1st, Fall-2nd)




Initial sound fluency (ISF)
Letter Naming Fluency (LNF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
Oral Reading Fluency (ORF))
 1st (Spring) - 6th : DIBELS
 7th -11th- : Jamestown Readers
Academic Areas Assessed, cont.
• Written Expression (1st -11th)
o
o
Total Words Written (TWW)
Correct Word Sequences (CWS)
•
•
•
•
Math
Concepts: (K-1st) (Rote Counting, Number ID)
Computation: (1st-8th) (Fuchs and Fuchs, Blackline
Masters)
Applications: (2nd -6th) (Fuchs and Fuchs, Blackline
Masters)
Applications: (7th – 11th ) Retired NAEP questions.
(see p.2 & 3 of norms booklet)
Using the CBM norms
• Screening
o
Identification of students who are at-risk for academic deficits
• Formative/Progress Monitoring
o
o
Measuring student growth over time
Measuring student progress during supplemental or intensive
instruction
• CBM has limited diagnostic use…CBE is used as
diagnostic assessment.
o DIBELS NEXT allows for more
diagnostic/formative assessment
CBM and Eligibility
• Appropriate Use
Evidence of resistance
to intervention/lack of
educational progress
o Evidence of significant
discrepancy from
peers
o ALWAYS used as part
of the convergence of
data (ICEL/RIOT, etc.)
o
• Inappropriate Use
o
o
A “cut score” that
automatically determines
eligibility
In isolation, out of the
context of the
broader problem
solving process
Orientation to Norm
Tables
Norm Tables:
Fall, Winter, Spring
Complete listing of all scores and
percentile ranks printed in a condensed
format.
• Comparing Scores and Percentiles:
o
o
o
Locate raw scores in norms tables
Locate percentile in norms tables
Locate average range of grade level peers (25th
percentile – 75th percentile)
Grade Level Box Plot Graphs
Box plot graphs illustrating student performance for
each subtest.
90th
10th
Percentile
Percentile
75th
Percentile
50th
Percentile
25th
percentile
10th
Percentile
Median Growth Rate per Week
Chart
Table with median growth rate per week
Fall → Winter = 12 weeks
Winter →Spring = 14 weeks
Screening
Who needs additional instruction?
CBM used as screening
assessment…
• Determine instructional effectiveness
• Identify the students who are at risk for
basic academic deficits
• Prioritize which students may require
additional, in-depth diagnostic assessment
• “Double check” teacher referral (Problem
Validation)
Accessing District Screening
Data
• All districts have screening data…we should help
them use it
o
o
o
o
DIBELS, other reading fluency
Reading Inventories
ITBS/ITED, MAP (NWEA)
District-developed assessments in math or written
language
• Continue to examine district data in conjunction
with new AEA CBM norms
Comparing district data with
Agency CBM norms
• ? My district already administers reading
fluency probes…can I use AEA norms to
help me interpret that data?
• Can be done…However…
• Make sure districts are using standardized
administration that matches AEA CBM
o
o
Time limits, directions, probes
DIBELS likely most consistent
Screening:
District/Building Level
• If…
LEA wants to implement supplemental
instruction across grade levels or
classrooms…but doesn’t know which kids
should be included
o Building is adding instruction to core (for
example, reading fluency) and wants to
examine the effects of this additional
instruction
o
Screening:
Classroom/Small Group Level
• If…
A teacher needs to identify which students
need additional instruction in a classroom
o A teacher is concerned about a small group of
students and wants to prioritize additional
resources
o A teacher wants to determine if their core
instruction is adequate (at least 80% percent
of class is proficient)
o
Screening:
Individual Level
• If…
o a teacher is concerned about a particular
student
o a student has significantly low scores on
district-wide assessment (ITBS/ITED, etc.) and
you want to collect additional data
o you want to re-screen a student who has
received supplemental or intensive instruction
in the past
o you want to quickly screen new students who
move into the building
Screening:
Activity
• If…
o
Discuss at your table how you have used CBMs as
part of screening, and how you used the data
Let's Look at our CBM
Resources
Reading
• DIBELS (K-6)
o
o
o
o
o
o
First Sound Fluency
Letter Naming Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
Oral Reading Fluency
DAZE
• Jamestown Timed Readings (7-11)
o
Oral Reading Fluency
• Released in 2010
Reading
DIBELS Assessment Flow Chart
•
DIBELS Benchmark Timeline
•
Components of a DIBEL's Probe
•
•
•
•
•
•
•
Timed
Directions
Score
Scoring Rules
Reminders
Wait Rule
Discontinue Rule
• Pen or Pencil
• Clipboard
• Stop watch or Timer
Additional Components of a
DIBEL's Probe
•
•
•
•
•
•
Quiet Testing environment
Encouragement
Modeling and Practice
Repeating directions
Articulation and Dialect
Do not audio tape
DIBEL's Performance Criteria
• Benchmarks
o Available in August 2010
o Predictive
DIBEL's Time Requirements
First Sound Fluency(FSF)
• Phonological Awareness
• Kindergarten: Fall & Winter
• The assessor will say a series of words
one at a time to the student and ask the
student to say the first sound in the word.
students receive 2 points for saying the initial
phoneme of a word or group of sounds.
o Students receive 1 point for saying the initial
consonant blend, consonant plus vowel, or consonant
blend plus vowel.
o Score is total points in 1 minute
o
FSF: Materials
• You will need:
FSF Scoring Booklet (Benchmark or Progress
Monitoring)
o Pencil/Pen
o Clipboard
o Stop Watch
o
FSF: Directions
• Example:
o
o
o
Listen to me say this word, “man.” The first sound that you
hear in the word “man”
is /mmm/. Listen. /mmm/. “Man.” What is the first sound
you hear in the word “man”?
Student gives correct response: Good. /mmm/ is the first
sound in “man.”
Student gives any other response:/mmm/ is the first sound
you hear in the word “man.” Listen. /mmm/.
“Man.” Say it with me./mmm/. Let’s try it again.
What is the first sound you hear in the word“man”?
FSF: Administration
• After administering the 3 practice samples
say, "Now I am going to say more
words. You tell me the first sound you
hear in the word.
• Proceed with standardized directions (see
examiner copy) and timing.
FSF: Timing (VERY Important)
• After reading the directions begin your
stopwatch and time the student for 1
minute. At the end of 1 minute stop
presenting words to the student.
FSF: Scoring
FSF: Scoring Example
FSF: Prompt & Discontinue Rule
• Wait Rule: Wait 3 seconds for the student
to respond.
• Reminders: Can be given as often as
needed
• Discontinue: Score of 0 on first 5
questions, discontinue and give a score of
0 on the cover page.
• Names Letter vs. saying a
sound
 Say, "Remember to tell me the first sound
FSF: Additional Scoring Rules
• Child responds with initial blend vs. initial
sound
o
Score as 1
• Child responds with another sound in
word or says whole word vs. initial sound
o
Score as 0
• Be careful of vowels (short must be short,
long must be long)
FSF: Additional Scoring Rules
(Continued)
• Schwa sounds (/u/) added to first sound
o
- not counted as an error
• Articulation difficulty
o
o
Student is not penalized
In the case of SEVERE articulation difficulties
(student is unintelligible), note and move on.
• Review Pronunciation Guide
FSF Scoring: General Rule
When in doubt: Record student’s
response verbatim and review
specific rules later.
FSF Practice Activity
• Modeling
• Scoring Practice
• Discussion
• Review Together
FSF Practice Activity
Practice with a partner You
will have 2 minutes each.
Letter Naming Fluency
• Does not correspond to one of the “Big 5”
ideas, but provides a measure of risk
• Kindergarten: Fall, Winter, Spring
• First Grade: Fall
• Students are presented with a page of
upper- and lower-case letters arranged in
random order and are asked to name as
many letters as they can.
LNF: Directions
• I am going to show you some letters. I
want you to point to each letter and say its
name. (Put the page of letters in front of
the student.) Start here (point to the first
letter at the top of the page.) Go this way
(sweep your finger across the first two rows
of letters) and say each letter name. Put
your finger under the first letter
(point). Ready, begin.
LNF: Administration & Timing
• Start stopwatch after you say begin.
• Prompt: If student provides the letter sound
rather than the letter name, say “Say the
letter name, not its sound." (other prompts
listed on pg 5 in the K scorer's booklet)
• Stop stopwatch at 1 minute and say “Stop”.
LNF: Scoring
• Score is total # of correct letters in one
minute.
• Discontinue Rule: If the student does not
get any correct letter names within the first
row (10 letters), discontinue and record a
score of 0.
• 3 second rule: If student hesitates for 3
seconds, mark a slash through the letter
and say the correct letter name.
LNF: Additional Scoring Rules
• Self-correct within 3 seconds
o
Score as 1
• Self- correct after 3 seconds
o
Score for that letter remains 0
• Omissions (except for entire row)
o
Score as 0
• Similar shaped font exception (L and i)
o
Score as 1
LNF: Additional Scoring Rules
(Continued)
• Articulation and Dialect
o
Do not penalize
• Omission of entire row
o
Do not count row in scoring
Letter Naming Fluency
• Practice Activity with Partner
Phoneme Segmentation Fluency
•
•
•
•
Phonological Awareness
Kindergarten: Winter & Spring
First Grade: Fall
Examiner orally presents words of 3 or 4
phonemes. The student verbally produces
the individual phonemes for the word.
• Materials: scoring booklet, stopwatch,
pen/pencil, clipboard.
PSF: Directions
• "We are going to say the sounds in words. Listen to me
say all the sounds in the word "fan." /f/ /a/ /n/. Listen to
another word, (pause) "jump." /j/ /u/ /m/ /p/. Your turn. Say
all the sounds in "soap."
o Correct Response: "Very good saying all the sounds in
"soap." At this point, begin testing.
• Any Other Response: "I said "soap" so you say /s/ /oa/ /p/.
Your turn. Say all the sounds in "soap."
o Correct response - say "good" and begin testing.
o Incorrect response - say "okay" and begin testing.
PSF: Administration & Timing
• Begin testing, say: "I am going to say more
words. I'll say the word and you say all the
sounds in the word."
• After saying first word, start your stopwatch.
• 3 second rule: If the student does not say a
sound segment after 3 seconds, give next word
and score the “unsaid” segments as 0.
• As soon as the student finishes saying the
sound, or 3 seconds have elapsed, say the next
word promptly and clearly.
• At the end of 1 minute, stop presenting words
and scoring further responses.
PSF: Scoring
• Discontinue Rule
o
If a student has not given any sound segments correctly in the
first 5 words, discontinue the task and record a score of zero.
• General Scoring Rule
o
Students receive 1 point for every different, correct, part of the
word.
• Recording Responses
o
o
Use underline for correct and slash for incorrect
If unsure, record student's response verbatim and review rules
following assessment.
• Reminders - each allowed 1 time only
o
o
If student spells the word - "Say the sounds in the word"
if repeats the word say - "Remember to say all the sounds in
the word."
PSF: Recording Errors
• Slash through incorrect sound segments
• Circle words student simple repeats
• Leave omitted sounds blank.
• Write "sc" over self corrections occuring
within 3 seconds.
PSF:Response Patterns
Phoneme Segmentation
Fluency
• Practice Activity with Partner
Nonsense Word Fluency
•
•
•
•
Alphabetic Principle (phonetic skills)
Kindergarten: Winter & Spring
First Grade: Fall, Winter & Spring
Second Grade: Fall
• Student is presented a sheet of paper with
randomly ordered VC and CVC nonsense words
and asked to produce verbally the individual
letter sound of each letter or read the whole
word.
NWF: Directions
• We are going to read some make-believe
words. Listen. the word is "sog." (Run your
finger under the word as you say it.) The
sounds are /s/ /o/ /g/ (point to each
letter). Your turn. Read this make-believe
word (point to the word "mip"). If you can't
read the whole word, tell me any sounds you
know.
NWF: Directions (Continued)
• Correct Response (Whole word): Very good reading the word
"mip"
• Correct Response (Letter sounds): Very good /m/ /i/ /p/ (point
to each letter) or "mip" (run your finger under the word as you
say it.)
• Incorrect response: Listen. /m/ /i/ /p/ or "mip". (Run your finger
under the letters as you say the sounds.) Your turn. Read this
make-believe word. (Point to the word "mip") If you can't read
the whole word, tell me any sounds you know.
NWF: Administration
• Begin testing. I would like you to read
more make-believe words. Do your best
reading. If you can't read the whole word,
tell me any sounds you know. (Place the
student copy in front of the student.) Put
your finger under the first word. Ready,
begin.
NWF: Timing & Discontinue
Rule
• Start stopwatch after saying “Begin.”
• Stop stopwatch at 1 minute and say, “Stop”
• If the student does not get any sounds
correct in first row, discontinue and record
a score of 0.
NWF: 3 Second Rule
• Sound by Sound:
o
o
Score the letter sound incorrect, provide the correct letter
sound.
Word by Word: Score the word incorrect, provide the correct
word.
• If providing the correct letter-sound or word
does not prompt the student to continue,
say "Keep going."
NWF: Scoring
• Correct Letter Sounds (CLS): The student
recieves credit for 1 CLS for each correct
letter sound read in isolation or read as part
of a make-believe word.
• Whole Word Read (WWR): The student
receives credit for 1 WWR for each whole
word read correctly without first being
sounded out.
NWF: Additional Scoring Rules
• Partially correct words
o
1 point for each correct sound
• Repeated sounds
o
Repeated sounds counted only once (2 points
max for a VC word, 3 points max for a CVC
word)
• Incorrect sound order (sound by sound)
o
IF student points to the correct sound as they
say that sound, 1 point
NWF: Additional Scoring Rules
(Continued)
• Sound order (word by word)
o
Blended letter sounds must be correct sound
and in the correct place to receive credit
• Insertions
o
Ignore
• Articulation
o
Do not penalize
NWF: Additional Scoring Rules
(Continued)
• Self-correct
o
Within 3 seconds, count as correct
• Skip a row
o
Do not count that row in scoring
NWF: Response Patterns:
•
•
•
•
•
•
•
•
•
Says correct sounds out of order (sound by sound)
Makes random errors
Says correct sounds, does not recode
Says correct sounds, recodes out of order
Says correct sounds, recodes with incorrect sounds(s)
Says correct sounds and correctly recodes
Doesn't tract correctly
Tries to turn nonsense words into real words
Makes consistent errors on specific letter sounds(s)
Nonsense Word Fluency
• Practice Activity with Partner
Oral Reading Fluency
• Advanced phonics, word attack, fluent reading of connected
text
• DIBELS: Middle of 1st grade - 6th grade
• Jamestown Readers: 7-11
• 3 one minute probes, record median score
• Materials: scoring booklet, student materials, clipboard,
pen/pencil, stopwatch
• Words per minute - fluency and accuracy.
ORAL READING FLUENCY
Administration & Scoring Directions:
• "I would like you to read a story to me. Please do
your best reading. If you do not know a word, I
will read the word for you. Keep reading until I
say stop." ( 1 minute per probe)
• DO NOT READ THE TITLE
• Give 3 passages. Score passages immediately
after administration. Tally any errors made by the
student while reading.
ORF information
Correct words: Total words read - total errors (use the median
score
Additional information
Accuracy
median words correct
median words correct + median errors
X 100
Important Reminders
• 3 second wait rule
• If a student stops reading and it's not a hesitation, say "keep
going."
• If a student loses his/her place, point to the correct spot.
• Students are NOT penalized for differences in
pronunciations due to dialect, articulation delays or
impairments, or for pronunciations due to speaking a first
language other than English.
Pronunciation Differences
Local language norm:
Example: The man washed the car. (CWR=5)
read as…
The man “worshed” the car. (CWR=5)
Speech sound production:
Example: The rabbit sniffed the carrots. (CWR=5)
read as…
The “wabbit” sniffed the “carwets”. (CWR=5)
Scoring Considerations:
• Discontinue if the student does not read any
words correctly in the first line of the first
passage. Record “0” on the scoring sheet.
• If the student reads fewer than 10 words correct
on the first passage, record the score on the
scoring sheet and do not administer passages 2
and 3.
• If student finishes passage in less than 1 minute,
stop and record that score.
Approved Accommodations
1. Enlarged print
2. Use of colored overlays, filters, lighting.
3. Use of assistive technology or assistive
lighting devices
4. Use of marker or ruler to focus attention
Scoring Rules
and
Examples
Scoring Rule 1: Leave blank any words the student reads correctly.
Inserted words are not counted. To be counted as correct, words must be
read as whole words and pronounced correctly for the context of the
sentence.
Scoring Rule 2 - marking errors
ORF Response Patterns
• Reads with appropriate phrasing, intonation/expression, and
observed punctuation.
• Self-corrects/monitors meaning
• Shows automaticity on re-read words
• Uses effective decoding strategies
• Errors preserve passage meaning
• Errors violate passage meaning
• Frequently omits words or letters
• Frequently adds words or letters
• Frequent errors on sight words (e.g., I, was, and, the, etc.)
• Frequent errors on phonetically regular words (cat, milk, etc)
• Frequent errors on phonetically irregular words
• Skips lines
• Other
Time to Practice
Practice Sheets
- brief passage
- student response
-scoring practice
DAZE
• What is Reading Comprehension?
• New DIBELs Assessment
• Measures Reading Comprehension
• 3rd grade through 6th grade
• Score is the total correct words in 3 minutes minus half the
number of incorrect words.
• The only group adminsitered DIBELS NEXT measure
• Materials: Student Worksheets, Pen/Pencil, Daze
Benchmark Assessment Administration Directions and
Scoring Keys, and Clipboard and stopwatch.
Daze
Administration Directions:
• Before handing out the worksheets, say, "I am going to give you a
worksheet. When you get your
worksheet, please write your name at the top and put your pencil
down."
• When all of the students are ready, say, "You are going to read a story
with some missing words.
For each missing word there will be a box with three words. Circle
the word that makes the most sense in the story. Look at Practice
1.
Listen. After playing in the dirt, Sam went (pause) home, summer,
was (pause) to wash her hands.
• You should circle the word “home” because “home” makes the
most sense in the story. Listen.
After playing in the dirt, Sam went home to wash her hands.
Now it is your turn. Read Practice 2 silently. When you come to a
box, read all the words in the box and circle the word that makes
the most sense in the story. When you are done, put your pencil
Daze
Administration:
• As soon as all students have their pencils down, say, "Listen. On her
way home, she (pause) chair, sleep, saw (pause) an ice cream
truck.
• You should have circled “saw” because “saw” makes the
most sense in the story. Listen. On her way home, she saw an ice
cream truck.
When I say “begin,” turn the page over and start reading the story
silently. When you come to a box, read all the words in the box and
circle the word that makes the most sense in the story.
Ready? Begin." Start your stopwatch after you say “begin.”
•
• Monitor students to ensure they are reading and circling the words. Use
the reminders as needed.
• At the end of 3 minutes, stop your stopwatch and say, "Stop. Put your
pencil down." Collect all of the Daze worksheet packets.
Daze Scoring:
• Calculate and record scores
o
correct and incorrect
• Daze Adjust Score, adjusts for guessing
o Daze Adjusted Score Formula
 Correct Responses - Incorrect Responses ÷ 2
 Then round to the nearest whole number
 Do not record negative numbers
DAZE Important Reminders
• If student read out loud say, "Remember to read the story
silently."
•
• If a student is not working say, "Remember to circle the
word in each box that makes the most sense int he
story." Use this prompt as often as needed.
Scoring Rules
Scoring Rules
Scoring Rules
Math
• Math Rote Counting (K-1)
• Math Number Identification
(K-1)
• Math Calculation (1-8)
• Math Application (2-11)
Math Rote Counting
Materials
• Stop watch
• Directions
Administration
• Individually administered
Math Rote Counting
Scoring
• Record the last correct number said in one
minute.
• If the student makes a mistake in counting
sequence, stop the test at that time and record
the last correct number stated in the sequence.
Example: 1, 2, 3, 4, 5, 7, 8. The score would be 5.
Math Number Identification
Materials
• Stopwatch
• Number sheet for student.
• Number sheet for examiner.
• Directions
Math Number Identification
Administration
• Individually administered
• Read through directions
Math Number Identification
Scoring
• As you are administering the probe, tally
the incorrect responses.
• At the end of one minute how many
numbers have been presented.
• Subtract the number of mistakes from
total presented.
Math Computation: 1-8
Materials
• Stopwatch
• Probe
• pencil
Administration
• Can be group administered.
• Times: Use chart
• Directions: need to look ahead for type of
problem.
Math Computation: 1-8
Scoring
• Compare the student response with the
scoring template.
• Only score the numbers in the students
answer (NOT WORK).
• If the answer is correct, record the total
correct digits (CD).
Math Computation: 1-8
• If the answer is incorrect…
Compare each number and count any
numbers correct. USE ARROWS!
o When scoring addition, subtraction, and
multiplication compare template answer to
students response from right to left.
o
Math Computation: 1-8
Example
18
+36 Answer: 54 (2 CD)
54 Student response: 24 (1 CD)
Student response: 45 (0 CD)
Math Computation: 1-8
• When scoring division compare students
response to the template from left to right.
Math Computation: 1-8
Example
23 Answer: 23 (2 CD)
8 184 Students Response: 21 (1 CD)
16 Students Response: 230 (2 CD)
24 Students response: 123 (0 CD)
24
0
Math Computation: 1-8
• Division problems with remainders:
Score division from left to right but score the
remainder from right to left (because the
student would likely subtract to calculate the
remainder).
Math Computation: 1-8
Example
Answer: 403 R 52 (5 CD)
Student response: 41 R 402 (2 CD)
Student response: 133 R 5 (1 CD)
Math Computation: 1-8
Decimals
• Start at the decimal point and work
outward in both directions.
• Decimal points are not counted in correct
digits.
Math Computation: 1-8
Example
Answer: 2.15 (3 CD)
Student response: 2.1 (2 CD)
Student response: 215 (0 CD)
Math Computation: 1-8
Fractions:
• Score right to left for each portion of the
answer. Evaluate digits correct in the
whole number part, numerator, and
denominator, then add digits together.
Math Computation: 1-8
Example
Answer: 12 3/16 (5 CD)
Student Response: 1 3/16(3 CD)
Student Response: 12 4/18 (3 CD)
Math Application: 2-11
Materials
• Stopwatch.
• Probe for student.
• Pencil for student.
• Calculator (7-11).
Math Application: 2-11
Administration
• Can be group administered.
• Time Limits: see chart.
• Directions: Different for 7-11
• MISTAKE: 6th grade #13 answer is 15.
Math Application: 2-11
Scoring
• Compare the student’s response with the
scoring template.
• Students receive one point for each blank.
• Answer is either right or wrong, based on
the scoring template.
Math Application: 2-11
Scoring
• When a dollar sign is needed in the
answer it must be present or it is incorrect.
• On the 7-11 if there are no blanks then
one blank is assumed.
Calculation and Application
Reversed/Rotated digits
• Reversed digits are counted as correct.
• Rotated digits with the exception of 6 and
9 are correct.
• Reversed $ is counted as correct.
Math
• Practice Exercise?
• Questions
Written Language
MATERIALS
• Story starter
• Lined paper for student responses
• Stopwatch
• pencil
WRITTEN LANGUAGE
Administration
• Can be group administered.
• Read specific directions.
• Time:
o
o
1 minute to think after directions
3 minutes to write
Scoring
• TWW
Count the total of number of words written
during the 3 minute period.
o Include words that are spelled incorrectly.
o All words are counted regardless of spelling or
context.
o
The bouy runned dun the sidwalk. (TWW = 6)
*If it appears to be a word unit, count it.
What is a Correct Word
Sequence?
Two adjacent writing units (word/word or
word/punctuation) that are acceptable within
the context of what is written.
^The^sky^is^blue^. CWS=5
^The^sky^is blew . CWS=3
Scoring Rules for CWS:
Rule 1. Capitalization at the beginning of a
sentence.
The first word of a sentence must be capitalized.
Words that should not be capitalized must begin
with a lower-case letter.
ex: ^Let’s^go^swimming^today^. CWS=5
ex: let’s go^swimming^today^. CWS=3
Scoring Rules for CWS:
Rule 2. Capitalization within a sentence.
2a. Proper nouns must be capitalized for a correct writing
sequence to be scored.
ex: ^She^asked^me^to^give^the^book^to^Nate^.
CWS=10
ex: ^She^asked^me^to^give^the^book^to nate .
CWS= 8
Scoring Rules for CWS:
Rule 2. Capitalization within a sentence.
2b. Words that should not be capitalized for a correct
writing sequence to be scored.
ex: ^The^monkey^ate^a^banana^while
^swinging^from^the^tree^. CWS=11
ex: ^The Monkey ate^a Banana while^swinging
^from^the^tree^. CWS=8
Scoring Rules for CWS:
Rule 3. Punctuation at the end of a sentence.
Correct punctuation must be present at the end of a
sentence for a correct writing sequence to be scored.
ex: ^I^could^see^new^planets^. ^It
^would^be^fun^in^space^. CWS=13
ex: ^I^could^see^new^planets ^It^would ^be^fun^in^space
CWS=11
Scoring Rules for CWS
(Rule 3, cont.)
ex: ^The^dog^ran^away^.
^The^boy^chased^him^. CWS=10
ex: ^The^dog^ran^away the
boy^chased^him^.
CWS=7
Scoring Rules for CWS:
Rule 4. Punctuation within a sentence.
4a. Commas are not counted as part of the correct writing
sequences total except when included in a series of nouns.
When part of a series, commas must be used correctly for
a correct writing sequence to be scored.
ex: ^Next,^take^out^the^garbage^.
CWS=6
^Next^take^out^the^garbage^.
CWS=6
Scoring Rules for CWS, cont.
Rule 4a, cont.
When part of a series, commas must be
used correctly for a correct writing sequence
to be scored.
ex: ^Max^went^to^the^store^to^buy
^bread,^milk,^and^cheese^. CWS=12
Written Language
• Practice Exercise?
• Questions
RESOURCES
• DIBELS NEXT
o Benchmarking probes
o Progress Monitoring probes
• Fuchs &Fuchs, Monitoring Basic Skills Progress (MBSP)
• Jamestown Timed Readings, 4th Edition
• Easy CBM
o Reading
o Math
• Math Algebra Probes