CBM Project-1.docx (1)
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Texas A&M University *
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467
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Communications
Date
Apr 3, 2024
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Uploaded by ProfMetalCheetah48
CBM Project
PART I
(10 pts.) Due Wednesday, February 14
Review the article below. Use information from this article, readings, and lectures to answer the
following questions. Please respond to each question thoughtfully and thoroughly. Respond to
each number with at least one paragraph.
Complete this module: IRIS | Progress Monitoring: Reading (vanderbilt.edu) (Links to an external
site.)
Read the following document:
Using CBM-Reading Assessments to Monitor Progress | RTI Action Network (rtinetwork.org)
Answer these questions
:
1.
What is Progress Monitoring?
-
Progress monitoring is a type of formative assessment that elementary, middle, and
highschool teachers use. It frequently and continuously evaluates students' learning. It
also helps teachers to make instructional changes to help improve students' academic
progress. It also helps teachers monitor the effectiveness of their instruction. Progress
monitoring helps teachers determine whether the current instruction is helping students
learn.
2.
What are the steps of Progress Monitoring as described in the IRIS Module?
-
The first step is to select a measure. GOM reading measures are used to assess key skills
such as word identification and fluency. The educator should prepare to collect and
document students' data. The educator will then create a graph and a goal line for the
student. After this is done, the teacher can administer the selected progress monitoring
measure frequently and at regular intervals. The last thing that the teacher needs to do
is make data-based instructional decisions based on the scores.
3.
How might progress monitoring help you make instructional decisions for your students?
-
After the students' data is measured, the teacher can then determine if the student is on
target to reach their goal. If the student's score shows they are no on target, the teacher
will know that the student needs more support. Since the teacher is evaluating the
students progress frequently, the teacher is able to make data-based decisions about the
students progress.
4.
How would you explain CBM to a parent?
-
I would say that CBM is a type of progress monitoring measurement to measure and see
if a child is making progress throughout the year. This monitors the students' reading
growth. This measurement will help the teachers know if the students are
understanding what is being taught and if there is anything the teacher might need to
reteach. This will also help the teachers know if a student is in need of extra support or
intervention. This is not a test to test your students, it is a way to see how much progress
the students are making. Progress monitoring with CBM requires teachers to follow a set
of standardized administration and scoring procedures.
PART II
(10 pts.) Due Wednesday, March 6
Use information from readings and lectures to answer the following questions and scenario. You
will paste your PM scoring booklet cover below.
Respond to the following:
1.
Analyze the following progress monitoring data.
●
Beginning of the year 4
th
grade student – Oral Reading Fluency Progress Monitoring
●
Words Correct Per Minute
1.
Week one: 70
2.
Week two: 72
3.
Week three: 75
4.
Week four: 80
5.
Week five: 85
6.
Week six: 90
7.
Week seven: 85
8.
Week eight: 88
9.
Week nine: 95
●
Select the appropriate Acadience Progress Monitoring scoring booklet. Use the PM
scoring booklet to complete the following:
1.
Graph the starting point.
2.
Identify an appropriate benchmark goal.
3.
Draw the aim line.
4.
Graph the data points.
●
Calculate Rate of Growth using slope. Did the student demonstrate adequate
growth?
●
If this student were receiving Tier 2 intervention during this progress monitoring
period, what recommendations for instruction do you have based on this data?
●
Paste the graph below.
Part III
(10 pts.) Due Wednesday March 20
●
If this student were receiving Tier 2 intervention during this progress monitoring period.
What recommendations for instruction do you have based on this data?
●
Why is this instructional approach effective?
●
Suggest an intervention from UFLI or FCRR that will help this student develop fluency.
Consider data from both the ORF WCPM (above) and the Phonics II data when
suggesting an intervention.
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