Curriculum-Based Measurement Case Study Part Two

Miss Erickson and Mrs. Franks attended a professional development during pre-planning about using criterion-based measurement (CBM).  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.  The team chose the CBM probes using information from the National Institute for Intensive Intervention progress monitoring tools chart.  The probes are from the same series as the benchmark scores.

During their pre-planning training, the trainer presented decision rules for deciding what fluency probes to progress monitor students on.

 

Situation:	What’s Happening:	Decision:
Determine grade level reading	Administer ORF on grade level	For whole class
Reading Below Grade Level	Reading >10 words per minute	Use word identification
Reading One Grade Level Below	Reading 10-50 words per minute	Select ORF passage from one grade level below
Reading on Grade Level	Reading <50 words per minute	Use the ORF for grade level
**When you choose the probe, use the same level for the entire year.**

(Adapted from Capizzi & Barton-Arwood, 2009)

 

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.

 

Student Name:	Fall Benchmark Score:	CBM Probes:	How Often?
Logan	100	ORF – 2nd grade	Weekly
Mary	100	ORF – 2nd grade	Weekly
Gene	99	ORF – 2nd grade	Weekly
Frank	67	ORF – 2nd grade	Weekly
Annie	63	ORF – 2nd grade	Weekly
Declan	61	ORF – 2nd grade	Weekly
Stephen	57	ORF – 2nd grade	Weekly
Craig	52	ORF – 2nd grade	Weekly
Lindsey	52	ORF – 2nd grade	Weekly
Reagan	35	ORF – 1st grade	Weekly
Grant	32	ORF – 1st grade	Weekly
Ryan	30	ORF – 1st grade	Weekly
Linn	25	ORF – 1st grade	Weekly
Mark	24	ORF – 1st grade	Weekly
Patrick	19	ORF – 1st grade,	Weekly
Jeffrey	12	ORF – 1st grade	Weekly
Kailey	10	WIF	Weekly
Michelle	8	WIF	Weekly
Bridget	9	WIF	Weekly

 

Now that Miss Erickson and Mrs. Franks have decided on the CBM probes and how often they will be administering them, let’s visit Case Study Part III to see how they implement CBM. 

 

References:

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.