SDE EasyCBM Training Fall 2011 LEVEL 1 - DISTRICT & BUILDING LEVEL TRAINING

SDE EasyCBM Training Fall 2011 LEVEL 1 - DISTRICT & BUILDING LEVEL TRAINING

Introduction to EasyCBM What you will know: What EasyCBM is and is not Who EasyCBM is used for When will we use EasyCBM How to use EasyCBM Take proficiency tests in the training segment

What is EasyCBM? EasyCBM (easy curriculum based measures) is a set of benchmark and progress monitoring assessments developed at the University of Oregon that will be used as part of the School District of Elmbrook s RtI process. SDE uses EasyCBM for progress monitoring only. The easycbm benchmark assessment may be used to help determine which progress monitoring assessment to use with the student. EasyCBM is not a replacement for MAP or any other district assessment.

Why the School District of Elmbrook chose EasyCBM? The assessments require little time to administer, anywhere from 1 minute to 15 minutes The students take the assessments at school and most of the assessments can be taken using an online format. The math assessments have a read aloud function

Who uses EasyCBM? EasyCBM is used to monitor the academic progress of students who are in research or evidence based interventions as assigned by an SST in a school (Tier II and III). EasyCBM is used to monitor the academic progress of Special Education students in interventions. EasyCBM is not used to monitor students that have been assigned specific strategies to help them improve in academics or in behavior (Tier I).

Creating Communities of Practice Reports provide conversational starting points for key stakeholders: Teachers, administrators, specialists, parents, and students. 6 Historical record of intervention information and academic performance is valuable Different levels of access provides the ability to share student data seamlessly Local control to fit local context

Reading Early Literacy Assessments Phoneme Segmenting, Letter Names, Letter Sounds Fluency Word Reading Fluency, Passage Reading Fluency Comprehension Vocabulary Mathematics 7 Based on NCTM Focal Point Standards (measurement, geometry, and algebraic reasoning)-however mathematics skills are not as independent as reading skills so the measurement assessment will also assess algebraic reasoning or geometry.

Getting Started 8 http://dis.wi.easycbm.com/ STAFF: All teaching staff, administrators/dat, guidance are in EasyCBM Guidance, Principals, Associate Principals, IRT s, RRT s have been given building access Psychologists, Social Workers and Educational Services staff have been given "District" level access - they will see all schools Staff passwords are all set to: XXXXXX

The easycbm assessments Getting Started The progress monitoring assessments available on easycbm were developed using Item Response Theory (IRT), a state-of-the-art statistical procedure (the same stats used by the makers of the SAT, the GRE, and most major large-scale assessments). IRT differs from classical statistical approaches Login using your in that it involves much more complex district username mathematics, simultaneously estimating the ability of the student and the difficulty of each Your initial item based on the pattern of responses across password is: XXXX all items taken by all students. 9

Go to the Students tab or link 10

Now select Teacher/Student Setup. As a building level user you will be creating groups for testing or data purposes. 11 Click on YOUR name to access your students in the building.

12 When you return to the My Students tab you will see that you have the names in the group All Students. You will now be able to select students for specific groups.

The Simple Guide to Creating Groups in EasyCBM 13 Login in and Go to Students Tab Go to Teacher/Student set-up Select YOUR NAME Go back to My Students, under All Students you should see every student selected for you

Now it is your turn! 14 SIGN IN AND VERIFY THAT YOUR STUDENTS ARE ASSIGNED TO YOU. IF NOT, CONTACT YOUR BUILDING POINT PERSON

15 To create a specific group of students for testing purposes you will need to click Add Group on the My Students Page. Student Names Once you have clicked Add Group you will need to identify a title for your group. Once you have entered a title click Ok.

16 Click on your new group to begin adding students. Make sure that the group you wish to add students to is highlighted. All students will be deselected at this time. Student Names You will need to click on the students you want to add to this group.

17 The group is now created. You may enter it and add or remove students at any time. To test students in a particular group you will now navigate to the Measures Tab.

The Simple Guide to Assigning Tests in easycbm Select the test you wish to administer. 18 If it is a paper copy you will print out the needed documents and give to students in the group manually. Scores will then be entered by hand. There are tests available online. If you are assigning a test to a group online please check the box Take Online. You will then be given the options to assign the tests to any of your groups. Assign the test to the appropriate group. If your will enter scores, the screen will prompt you to associate your assessment to a group of students.

19 When you click here This area will pop up and you will be able to select the group

20 This screen will come up if you click on Enter Scores when assigning a test to a group

21 Student Name Student Name Record scores for each student

The Simple Guide to Creating Groups in EasyCBM Click Add Group and Give Group a Title 22 Select students for the group by clicking student names Go to Measurements Tab Select grade level and appropriate test Click Take Test Online or Enter Scores, then select the group to take the test

Now it is your turn! 23 PRACTICE CREATING A GROUP ADD STUDENTS TO THE GROUP ASSIGN A TEST TO THE GROUP USING: DETAILED EASYCBM SETUP DIRECTIONS

Getting Students The easycbm assessments Started The progress monitoring assessments available on easycbm were developed using Item Response Theory (IRT), a state-of-the-art statistical procedure (the same stats used by the makers of the SAT, the GRE, and most major large-scale assessments). IRT differs from classical statistical approaches in that it involves much more Have complex Student mathematics, simultaneously Enter estimating the Site the ability of the student and the difficulty of each Here item based on the pattern of responses across all items taken by all students. 24

Teacher Name Have the student enter the teacher s username here 25

Students will then select their group, name, and test. Student Name Please verify that the student logged in is the student taking the test. 26

The Simple Guide to Students Using easycbm 27 Go to http://dis.wi.easycbm.com/ Enter your teacher's user name and click "Go" A series of drop down menus will appear. Select your group, name and test. The test will appear and be ready to take immediately.

Choosing the Correct Assessment 28 THIS WILL ALSO HELP YOU IDENTIFY THE AREA(S) FOR INTERVENTION

Choosing the Correct Assessment & Intervention The assessments need to be done in the following order to help isolate the student needs 29 Letter Names Letter Sounds Phoneme Segmenting Word Reading Fluency Passage Reading Fluency

Choosing the Correct Assessment & Intervention Note: The scores in red indicate students who need intervention in that area. Students that score in the 50 th percentile or above, may need support, but do not need a formal intervention in that area. 3 rd Grade Reading Measures Perce ntile 30 Word Reading Fluency Passage Reading Fluency MC Reading Comprehension Vocabulary Fall Winter Spring Fall Winter Spring Fall Winter Spring Fall Winter Spring 10 th 16 24 33 31 64 60 6 7 8 9 11 TBD 20 th 25 36 46 51 81 81 8 8 10 11 14 TBD 50 th 47 57 65 83 114 115 11 11 15 17 18 TBD 75 th 61 72 76 108 147 144 14 13 17 19 19 TBD 90 th 72 84 91 138 173 173 16 15 19 20 20 TBD

Choosing the Correct Assessment & Intervention Administration Guidelines: Administer all CBM Assessments for a baseline at the student s grade level (A pilot group will determine if the Benchmark is a better baseline) Adequate achievement is determined to be at or above the 50 th percentile score support may be needed but not an intervention Students may require intervention if their score falls between 10 th but below 50 th percentile 31

Choosing the Correct Assessment & Intervention 32 Administration Guidelines: If at or below 10 th percentile, drop back two grade levels and continue progress monitoring at that grade level. Once the student reaches the 50 th percentile at the lower grade level, move to the next higher grade level For complete details on choosing the appropriate assessment, use the file/document EasyCBM Guide for Choosing Assessments and Interventions

Interventions Enter ALL interventions a student receives 33 Provides a short cut for future teachers as they are deciding on what to try for that student Be as specific as possible Specific curriculum and instruction, frequency, intensity, group size, location, provider

34 Click Click on Intervention for 1 student

35 Enter VERY specific information to better track the impact of the intervention NOTE: Save time by linking this intervention to other students

Interventions are on Data Charts 36 Interventions

Interventions 37 You can also monitor interventions on this site

Interpreting Reports 38 A SIMPLE GUIDE TO LOCATING AND READING EASYCBM REPORTS

To Access Reports Click on the Link or Tab 39

For Benchmark Only 40

I can also choose to view the reports for my groups I can also choose to view the reports for an individual student 41

All the assessments are listed for the group you choose including the number of students with results 42 Select your group and you are able to download an Excel spreadsheet of the results Scroll down and additional reports are available

43 Near Neighbors can easily work together Empty lot may indicate a big difference in skills Group Report: provides information helpful for grouping students and insight into the item types on which they need more work

44 Math Item Analysis Example Group Report: provides information helpful for grouping students and insight into the item types on which they need more work

Based on your level of access, you can choose a building and/or an individual teacher Select Individuals and then select an individual student 45

Individual Student Report 46 This report provides information helpful for judging the effectiveness of interventions for a particular student.

Interpreting the Chart 47 Interventions 90 th Percentile 50 th Percentile 20 th Percentile 10 th Percentile

Interpreting the Chart 48 Scores Baseline from PM or Benchmark Dates of Progress Monitoring Assessment

Goals and Aimlines 49 An aimline is drawn from the mid-point of the first 3 tests to the goal plotted on the graph to the 50 th percentile. This helps determine if enough progress is being made in the intervention.

EasyCBM Training 50 GETTING READY TO USE EASYCBM

51 The training modules are accessed through the Training link

Training Page 52 Each assessment type has an online training section and corresponding proficiency exam

Training Page 53 Training sections for individuallyadministered measures include video clips

Training Page 54 During your training, you must allow time for all participants to complete these videos and proficiency tests for all of the assessments It takes about 1 hour to complete all areas of training and proficiency testing You will need to have computers, headsets, and the Assessor Copy for the Reading Fluency assessment Have the individual print off the final screen that indicates they have completed and passed all proficiency tests, sign it, date it and keep for your building records.

If you logout, the site resets and does NOT save your wor When all training modules are complete and proficiency demonstrated, have the individual print out this page and sign it. 55 Save these documents.

EasyCBM Training 56 QUESTION AND ANSWERS