CBM Case Study – Elvira

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School

SUNY at Albany *

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Course

655

Subject

Communications

Date

Jan 9, 2024

Type

pdf

Pages

5

Uploaded by UltraWillpowerFly25

1 CBM Case Study – Elvira Skill: Reading Fluency Step 1: Identifying the problem A teacher in a 2nd-grade classroom has decided to use CBM to monitor the academic progress of Elvira, a student having difficulties with math. Elvira is 8 years old and is repeating the 2nd grade. As she begins the present school year, Elvira is placed in the lower of two 2nd-grade basal readers used in her classroom. Before she can determine how delayed Elvira's reading skills are in comparison to those of classmates, Elvira's teacher decides that she first needs to obtain a grade- appropriate standard of reading fluency for all of her students. So the teacher gathers CBM norms in reading in her classroom. She finds that, on the average, children in her room are able to read 80 correct words aloud per minute in the early 2nd-grade basal reader. In contrast, Elvira is able to read only 30 words per minute. From this comparison, it is obvious that Elvira has a significant delay in reading skills when compared to classmates. Step 2: Creating a CBM monitoring procedure The next step for her teacher is to set up an individual program to monitor Elvira's reading progress through CBM. In Elvira's case, her instructor decides to monitor the student's reading fluency using CBM probes taken from goal-level reading material. Instructors who measure CBM reading fluency in basal texts often create CBM probes from a text above the one in which the child is presently placed. The ensures that the student's results are not influenced by prior exposure to the text. Also, research indicates that children reading in goal-level material will still show appropriate reading growth if their reading program is effective. Therefore, throughout the monitoring period, Elvira will read passages weekly chosen at random from the more advanced of the two 2nd- grade basal readers. Furthermore, her reading rate will be charted to determine if Elvira is actually increasing her reading fluency at an adequate rate. Step 3: Charting initial data First, however, initial, or baseline , information about Elvira's reading rate must be gathered in the more advanced 2nd-grade basal text in which she will be monitored. Her teacher administers three separate CBM reading probes to Elvira over the course of a week. Elvira scores 25 on B1, 35 on B2, and 30 on B3. 1. Now, mark these baseline scores on the CBM chart with a dot and then connect the dots. Step 1: Identify the problem Step 2: Create a CBM monitoring procedure Step 3: Chart initial data Step 4: Set a performance goal Step 5: Create and implement an instructional intervention Step 6: Track academic growth through CBM Step 7: Interpret charted data
2 2. Now calculate the median score for baseline: _______________ Step 4: Setting a performance goal Now, Elvira's teacher is ready to set a CBM performance goal for her student. The instructor has already found Elvira ’s median number of correct words per minute in the later-2nd-grade reader. The next question to be answered is how quickly the student's reading rate should increase each week in a successful learning program. Her teacher uses her own instructional knowledge to estimate that Elvira has the ability to increase reading fluency by about 3-1/2 words per week. She also decides that CBM reading probes are to be given over the span of 10 weeks of instruction. 3. Now, compute Elvira's performance goal: _____________ 4. Mark the proposed goal with an "X" at the 10 th instructional week on the CBM chart shown. ±² ³² ]KKQY ´ ±µ¶ ·OSIWKGYK¸ # ³±µ¶ ´ ±² # ¹±µ¶ ¹±µ¶
3 5. Draw a dashed line connecting the baseline median score with the proposed learning goal. This line is called the "aimline." Because the aimline stands as a visual reminder of how quickly this individual student is expected to increase academic skills over time, it allows the teacher to continually compare the student's projected and actual rates of instructional progress as measured through CBM. Step 5: Creating and implementing an instructional intervention Elvira's teacher next creates an instructional intervention. She decides to take advantage of a tutoring program that her school has established in which adult volunteers are matched with selected students who require extra help in reading. An adult reading tutor is assigned to work with Elvira individually in the classroom for two 30-minute periods per week. The tutor regularly previews new vocabulary words with Elvira that will be appearing in her reading book. Also, because it is often effective in increasing reading fluency, listening passage preview is selected as an additional intervention for Elvira. During each tutoring session, the tutor will read aloud from a section of Elvira's basal reader while the student silently reads along. Then Elvira will read the same section of text aloud, with the tutor correcting her reading as needed. Step 6: Tracking academic growth through CBM Meanwhile, at regular intervals during the intervention, Elvira's teacher re-administers CBM reading probes and continues to chart the results. Typically, instructors track student skills through CBM once or twice weekly. The data for the first five weeks of the intervention is as follows: CBM 1 – 30 wpm CBM 2 – 37 wpm CBM 3 – 25 wpm CBM 4 – 27 wpm CBM 5 – 28 wpm 6. Now, mark these scores on the CBM chart with a dot and then connect the dots. Step 7: Interpreting charted data As the CBM data is charted, it must be interpreted. While there are a number of decision- rules that Elvira's instructor could use to determine the effectiveness of the student's reading program, she decides to apply the 3 data-point decision-rule, which is quite simple to use with hand-charted data. With 5 data-points charted, Elvira teacher compares her actual rate of increase with her aimline. 7. Decide what this data tells you about the effectiveness of the intervention. Write your
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