{"id":778,"date":"2019-11-02T22:27:57","date_gmt":"2019-11-03T03:27:57","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=778"},"modified":"2019-11-07T18:19:27","modified_gmt":"2019-11-07T23:19:27","slug":"curriculum-based-measurement-case-study-part-two","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/curriculum-based-measurement-case-study-part-two\/","title":{"rendered":"Curriculum-Based Measurement Case Study Part Two"},"content":{"rendered":"

\"CBM<\/p>\n

Miss Erickson and Mrs. Franks attended a professional development during pre-planning about using criterion-based measurement (CBM).\u00a0 They want to use CBM to track the progress of their students on oral reading fluency.<\/p>\n

Miss Erickson and Mrs. Franks will be using the CBM progress monitoring probes that the school Curriculum Support Team have chosen.\u00a0 The team chose the CBM probes using information from the National Institute for Intensive Intervention progress monitoring tools chart.\u00a0 The probes are from the same series as the benchmark scores.<\/p>\n

During their pre-planning training, the trainer presented decision rules for deciding what fluency probes to progress monitor students on.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n
Situation:<\/strong><\/td>\nWhat\u2019s Happening:<\/strong><\/td>\n\n

Decision:<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Determine grade level reading\u00a0<\/strong><\/p>\n<\/td>\n

Administer ORF on grade level<\/td>\n\n

For whole class<\/p>\n<\/td>\n<\/tr>\n

\n

Reading Below Grade Level<\/strong><\/p>\n<\/td>\n

Reading >10 words per minute<\/td>\n\n

Use word identification<\/p>\n<\/td>\n<\/tr>\n

\n

Reading One Grade Level Below<\/strong><\/p>\n<\/td>\n

\n

Reading 10-50 words per minute<\/p>\n<\/td>\n

\n

Select ORF passage from one grade level below<\/p>\n<\/td>\n<\/tr>\n

\n

Reading on Grade Level<\/strong><\/p>\n<\/td>\n

\n

Reading <50 words per minute<\/p>\n<\/td>\n

\n

Use the ORF for grade level<\/p>\n<\/td>\n<\/tr>\n

\n

**When you choose the probe, use the same level for the entire year.**<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

(Adapted from Capizzi & Barton-Arwood, 2009)<\/strong><\/p>\n

 <\/p>\n

Based off the fall benchmark scores, Miss Erickson and Mrs. Franks create a chart with their student information and who will be progress monitored when and what probes they will receive.<\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Student Name:<\/strong><\/p>\n<\/td>\n

Fall Benchmark Score:<\/strong><\/td>\nCBM Probes:<\/strong><\/td>\n\n

How Often?<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Logan<\/strong><\/p>\n<\/td>\n

100<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Mary<\/strong><\/p>\n<\/td>\n

100<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Gene<\/strong><\/p>\n<\/td>\n

99<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Frank<\/strong><\/p>\n<\/td>\n

67<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Annie<\/strong><\/p>\n<\/td>\n

63<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Declan<\/strong><\/p>\n<\/td>\n

61<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Stephen<\/strong><\/p>\n<\/td>\n

57<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Craig<\/strong><\/p>\n<\/td>\n

52<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Lindsey<\/strong><\/p>\n<\/td>\n

52<\/td>\nORF \u2013 2nd<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Reagan<\/strong><\/p>\n<\/td>\n

35<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Grant<\/strong><\/p>\n<\/td>\n

32<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Ryan<\/strong><\/p>\n<\/td>\n

30<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Linn<\/strong><\/p>\n<\/td>\n

25<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Mark<\/strong><\/p>\n<\/td>\n

24<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Patrick<\/strong><\/p>\n<\/td>\n

19<\/td>\nORF \u2013 1st<\/sup> grade,<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Jeffrey<\/strong><\/p>\n<\/td>\n

12<\/td>\nORF \u2013 1st<\/sup> grade<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Kailey<\/strong><\/p>\n<\/td>\n

10<\/td>\nWIF<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Michelle<\/strong><\/p>\n<\/td>\n

8<\/td>\nWIF<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n

\n

Bridget<\/strong><\/p>\n<\/td>\n

9<\/td>\nWIF<\/td>\n\n

Weekly<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Now that Miss Erickson and Mrs. Franks have decided\u00a0on the CBM probes and how often they will be administering them, let’s visit Case Study Part III to see how they implement CBM.\u00a0<\/b><\/p>\n

\"Click<\/a><\/p>\n

\"Click<\/a><\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

McArthur Capizzi, A., & Barton-Arwood, S. M. (2009). Using a curriculum-based measurement graphic organizer to facilitate collaboration in reading. Intervention in School and Clinic, 45(1), 14-23.<\/p>\n","protected":false},"excerpt":{"rendered":"

Miss Erickson and Mrs. Franks attended a professional development during pre-planning about using criterion-based measurement (CBM).\u00a0 They want to use CBM to track the progress of their students on oral reading fluency. Miss Erickson and Mrs. Franks will be using the CBM progress monitoring probes that the school Curriculum Support Team have chosen.\u00a0 The team…<\/p>\n","protected":false},"author":8585,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-778","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/778","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/users\/8585"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/comments?post=778"}],"version-history":[{"count":9,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/778\/revisions"}],"predecessor-version":[{"id":1181,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/778\/revisions\/1181"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/media?parent=778"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/tags?post=778"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}