Home

EasyCBM Teacher Manual Fall 2012

1. tow Low Crowson Chantel Low Low Low Low Degraff Luigi Low Low Donmoyer Emery a Eads Josefina Ehrhart Kelvin Everitt Fernando 1l 3 D 7 8 9 aah O Customer Service 800 841 9938 riversidepublishing com easyCBM Page 42 Students may be monitored with the Benchmark Measures from one grade level to another In order to review individual student progress over time a Benchmark History Report can be generated Figure 2 14 Figure 2 14 Benchmark History Report Benchmarks Groups SERLO Students gt Mary Cupp Individual Graphs Benchmark History Show Percentiles aa B E F W s VW Ss F W sS Grade 1 Grade 3 Grade 4 Measure Grade Season Date Raw Score Percentile Fal 97187201 115 wpm SS Fal 9717 203 18 53 47 Passage Reading Fluency lt _Fall Vocabulary 4 Fal Multple Choice Reading Comprehension 4 Fali Fal 97157 2013 14 am ma a a An additional Benchmark report is available for individual students This report provides information regarding a student s performance on the Benchmark assessment for the current school year The student s performance is contextualized within the risk level identified by the school district Figure 2 15 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 43 Figure 2 15 Benchmark Performance Report dividual Grap 3enchmark Performance
2. Customer Service 800 841 9938 riversidepublishing com easyCBM Page 10 Figure 1 1 Sample Letter Names Measure Student Copy Letter Names The Letter Sounds measure Kindergarten and Grade One contains randomly ordered lower and upper case letters and letter pairs digraphs Figure 1 2 The student must identify the letter sound that is made by the letter s The total score is comprised of the sum of all correctly identified letter sounds named in one minute Figure 1 2 Sample Letter Sounds Measure Student Copy Form i i Letter Sounds The Phoneme Segmenting measure is including in the Kindergarten and Grade One assessments and contains items that require the student to identify the individual phonemes in each word that is orally presented by the teacher examiner Figure 1 3 The total score is the total number of correct phonemes identified within a one minute period Figure 1 3 Sample Phoneme Segmenting Measure Teacher Student Number Teacher Student Number ER Says Correct ca ec Ce Correct p aif d Ea 3 11 strap s O Ist Id fal fol tf lal p MMN I 12 fie fal RAH el Customer Service 800 841 9938 riversidepublishing com easyCBM Page 11 The fluency measures are Word Reading Fluency and Passage Reading Fluency These measures assess fluency of words read in isolation and in context Word Reading Fluency measures are included in the Kindergarten through third grade assessments Figure 1 4
3. Resetting your Teacher Account Password if you have forgotten or lost the password to your teacher account you can use this page to reset the password Type your username in the box below and click Send Email Confirmation Once clicked an email containing a confirmation link will be sent to the email address associated with your account Go to the link s address and a new password will be generated and emailed to you Username Send Email Confirmation Forgot your Username It is also possible to modify information associated with each user account In the event that the user wishes to change his her Username or Password one must log into the account and then click on the Account tab on the right hand side of the screen Information associated with the account may be edited and then updated in order for the changes to take effect Figure 3 4 Figure 3 4 Modifying Building or District Level User Account Information anaging your Teacher Account This is the place to edit any information that is associated with your account such as you username or email address You must enter your current password for any changes to take effect Current Password Always Required New Password Only if you want to change otherwise leave blank Retype New Password Username _tealy Email tealy demodistrict edu First Name John LastName Tealy Update Your Account Building or District Level User Home Page The Building Level User Home P
4. 1 What moves sailboats a Motors b Paddles c The wind Figure 1 10 Sample Short Literary Text Measure Max the Talking Cat Imagine a cat that talks Lucy s friend has a big furry cat named Max Max purrs with vigor and makes a variety of sounds His sounds remind Lucy of words Lacy goes to her friend s house for a visit Max greets her at the door He nuzzles against her leg to say Hello Lucy bends down and pets Max He purrs loudly It seems like he is saying Nice She walks into the house First Max follows her Then he runs ahead like he is saying Hurry Lucy likes to visit her friend and Max She thinks Max is a very unusual cat She likes to think about Max learning new words Maybe someday Max will say her name Lucy That will be a great day 1 Who says Hello Nice and Hurry a Lucy b Max c Friend Spanish Reading Measures Spanish language measures are available for Kindergarten through grade two In Kindergarten and grade one there are two measures Syllable Segmenting and syllable Sounds Figures 1 11 1 12 Word Reading Fluency and Sentence Reading Fluency measures are available for first and second grade Figures 1 13 1 14 These measures are components of both the Benchmark and progress monitoring assessments see table 1 4 There are three Benchmark and ten progress monitoring measures for Kindergarten through second grade These measures are appropria
5. Tyler Tumer Include Data From To easyCBM s beginning 9 14 06 The present day today Sep ie 2 189 Jul IAN A im 2009 44 Chapter Three Getting Started Building and District Levels Managing Building or District Level Account Login and Password In order to access the login page for the easyCBM system the user must type in the unique website address that has been created for his her school district The Login page for easyCBM is the same for all users regardless of Level of Access Each user will be assigned a Login name and Password by the school district Figure 3 1 Figure 3 1 Login Page for easyCBM System Teacher Login Username Password Forgot Password Forgot Username In the event that the user forgets either the Password or Username it is possible to have it reset To reset the Password and Username click on the correct link Forgot Password Or Forgot Username and follow the directions provided Figure 3 2 and Figure 3 3 Figure 3 2 Looking Up District or Building Level Username Looking up your Username lf you have you forgotten the username you picked you can use the box below to look up your username by entering the email address you used to register the account Email Lookup Username Forgot your Password Customer Service 800 841 9938 riversidepublishing com easyCBM Page 51 Figure 3 3 Resetting Building or District Level User Account Password
6. Passage Reading Fluency measures range from Grade One through Grade Eight Figure 1 5 As with the early literacy measures the words contained in the Word Reading Fluency measures are presented in randomized order and vary in complexity As a result the specific words should not be practiced rather the instructional focus should be on teaching high frequency words and phonetic decoding skills so that students can access words quickly and efficiently The total score for both Word Reading Fluency and Passage Reading Fluency is the number of words read correctly within a one minute period Figure 1 4 Sample Word Reading Fluency Measure Student Copy Word Reading wok mew move who amount wans maner cannot tes saare ao avaceniy par ee Pe Figure 1 5 Sample Passage Reading Fluency Measure Student Copy Form 3 1 Susan was nervous because it was her first day attending a new school She had just moved from a different state She did not know anybody at her new school She was worried that the kids would be mean to her Both her mother and father had started new jobs so Susan had to ride the bus to school on her own that first day This made her even more nervous As Susan was waiting for the bus another girl about her age walked up to the bus stop too She said her name was Karen She asked if Susan was going to River Park Customer Service 800 841 9938 riversidepublishing com easyCBM Page 12 The Mult
7. and view reports In order to obtain specific information regarding access levels and setting up teacher and student rosters please refer to the appropriate Getting Started section in the Manual Customer Service 800 841 9938 riversidepublishing com easyCBM Page 6 Overview of easyCBM Assessments The easyCBM District system includes two types of measures Benchmark and Progress Monitoring The system is designed for students from kindergarten to eighth grade in the content areas of reading and mathematics Benchmark assessments can be administered district or school wide three times per year Fall Winter and Spring Districts have the ability to customize their benchmark windows to customize the system to meet their needs The purpose of the Benchmark assessment is to provide information regarding students progress towards meeting end of year grade level expectations and to determine which students may be in need of intervention or enrichment The Benchmark measures are alternate forms of the Progress Monitoring measures for reading and math as well as reading in Spanish For example the Word Reading Fluency test on the Benchmark measure is an individually administered one minute timed test which is the same as the Word Reading Fluency Progress Monitoring measures With the exception of Common Core Measures and Spanish measures there are three Benchmark measures in reading and one measure in math for each assessment period
8. assessments are all configured from this section Customer Service 800 841 9938 riversidepublishing com easyCBM Page 57 Consistency of these settings throughout the year makes it easier to train and assist system users In addition the Benchmark Window Settings section allows the administrator to select a currently active benchmark window Import Answers As stated previously student answers from multiple choice tests can be imported into the system often collected via bubble sheets and scanned using OMR software See the Import Answers section of Admin Manual for the expected file formats The Import Answers feature in the Admin tab does not require that a benchmark window be re opened in order to import answers The Import Answers section allows selection of the season for scores and loads in answers regardless of the benchmark window setting All Import Answers files can be uploaded as a single file for reading in grades 3 through 8 The data file has a different format for grades K through 2 and there are separate file formats for each grade in math In the event that there are unmarked answers the column should be left completely blank with no characters For multiple selected answers to an item which is possible only through the scanning option a determination is made for selecting the most likely correct option by physically examining the student form if it is not possible to ascertain only one correct option the item is forc
9. fluency building work but at an earlier grade level to firmly establish sight words lf the student scored well below the 10th percentile on the 6th grade fluency measure the teacher would likely wish to drop 2 grades to 4th grade tt is likely that the student would obtain a score that falls between the 10th and 50th percentile lines this is the range at which the measures on easyCBM are most sensitive to growth most appropriate to use If the student s score is right at or just below the 10th percentile on the 6th grade measure teachers can bump the student down to the 5th grade instead The goal is twofold to determine what underlying skill deficit might be leading to the student s not proficient score on the state test and to identify the appropriate measure to use to monitor the student s improving skill as he she receives targeted intervention instruction aimed at addressing those skill deficits In all cases the teacher needs to assist the student in moving up to the most challenging grade level tests they can as quickly as they can but each student s trajectory Is likely to be slightly different it will depend on their level of initial skill underlying skill deficits the intensity of intervention provided to him her his her ability to benefit from that particular intervention as well as motivation to improve attendance a student must be present to benefit from instruction etc For a 6 grader who requires intensi
10. for all grade levels with the exception of Grade Two which has four reading measures see Table 1 2 Common Core measures for both reading and math have one Benchmark measures that reflects the key skills for each grade level Depending on the grade level the Spanish Benchmark measures range from two to four types available during each testing window Schools have the flexibility to customize which Benchmarks are administered during each assessment period the school or district administrator may decide that only one or two measures will be administered during each benchmark period testing window Table 1 2 Grade Level Benchmark Measures by Assessment Period Grade Fall Benchmark Winter Benchmark Spring Benchmark Level K Letter Names Letter Sounds Letter Sounds Letter Sounds Phoneme Segmenting Phoneme Segmenting Phoneme Segmenting Word Reading Fluency Word Reading Fluency Math measure Math measure Math measure Customer Service 800 841 9938 riversidepublishing com easyCBM Page 7 Spanish K 1 Spanish 1 Spanish 2 3 8 Common Core Reading Measures 3 8 Common Core Math Measures 3 8 syllable Segmenting syllable Sounds Letter Sounds Passage Reading Fluency Word Reading Fluency Math measure syllable Segmenting syllable Sounds Word Reading Sentence Reading Word Reading Fluency Passage Reading Fluency Vocabulary Reading Comprehension Math measure Sentence Reading Word Reading Passage Read
11. is the total number of items answered correctly each measure takes approximately eight to 15 minutes to complete Figure 1 23 Figure 1 23 Sample Data Analysis Numbers and Operations Algebra Measure Math Dats Analysis Nurms Ops and Algebras amp _1 3 to ete Cote How mach for mik and ogge Customer Service 800 841 9938 riversidepublishing com easyCBM Page 23 Chapter Two Getting Started Teacher Level Managing the Teacher Account Login and Password In order to access the login page for easyCBM the user must type in the unique website address that has been created for his her school district The Login page for easyCBM is the same for all users regardless of Level of Access Each user will be assigned a Login name and Password by the school district Figure 2 1 Figure 2 1 Login Page for easyCBM System Teacher Login Username Password Forgot Password Forgot Username 2 i Click Here In the event that the user forgets either the Password or Username it is possible to have it reset To reset the Password and Username click on the correct link Forgot Password Or Forgot Username and follow the directions provided Figure 2 2 and Figure 2 3 Figure 2 2 Looking Up Teacher Username Looking up your Username If you have you forgotten the username you picked you can use the box below to look up your username by entering the email address you used to register the account Email Lookup
12. or intervention support For student groups of ten students or less a line graph is generated The line graph provides information regarding students performance on all assessments completed per type of measure e g Math Applications Figure 2 18 Information derived from this graph may be used to compare the group s response to intervention and ascertain the effectiveness of the intervention support For example if all students are Customer Service 800 841 9938 riversidepublishing com easyCBM Page 46 demonstrating improvement one may conclude that the intervention support is effective Figure 2 18 Group Line Graph Group Mathematics Applications Performance only shown for groups of 10 students or fewer Rusty Macy Reatha Nelson Ross Pitcher Christopher Poore Franklyn Stice Margurite Wake Marvis Wiebe Chi Wilde Individual Report Individual student reports can be generated for all students on the teacher s roster The individual student reports are presented as line graphs and track the student s scores over time Individual reports can be customized by including information regarding the type of intervention support being provided and intervention goal that has been set for the student This information is helpful when sharing data regarding a student s response to intervention at parent conferences and IEP reviews In order to access the individual reports teachers can click on the Individuals link on the Repor
13. required by the teacher Customer Service 800 841 9938 riversidepublishing com easyCBM Page 28 Figure 2 6 Selecting and Entering Benchmark Measures sopepis tm Progress Monitoring Enter Fall Scores Enter Winter Scores Combined Booklets Reading Fall K Sth Grade J Student Copies Jp Assessor Copies J Student Copies Winter K Sth Grade gt Student Copies p Assessor Copies J Student Copies Spring K Sth Grade J Student Copies Assessor Copies J Student Copies Esll Answer Keys Vinter Answer Keys Soring Answer Keys Answer Bubble Sheets By Grade 2 2 L5 Le 7JL2 Fall Tests Passage Reading Fluency 3_Fall gt Student Copy Assessor Copy Vocabulary 3_Fall J Student Copy or Take Online rx Reading Comprehension 3_Fall J Student Copy or Take Online reevew Math 3_Fall J Student Copy or Take Online eve Total Score iItem level Data English Spanish Name WRF 2 VWinter PRF 2_ Winter VOCAB 2_Winter MCRC 2 Winter MATH 2_VWinter Ball Adalberto 40 57 Ansy 4 Enter Answers Bernier Alaina 16 29 ANSV 4 Enter Answers Cupp Mary Enter Answers ER gt 1 Enter Answers Dimauro Bobbie Enter Answers 129 Enter Answers 10 Enter Answers arti Enter Fel tla e0 Bobbie Dimauro VOCAB 2_winter Fairfax Marcene Enter r A lal Leiser Perry Enter Macy Rusty Enter A Nelson Reatha 5S6 Pitcher Ross 84 Poore Christopher 82 Stice Franklyn 36 Wake Margurite 30 Wiebe M
14. students have taken The number of tests that have been administered by type of measure as well as the average score on each of the measures is indicated in the table In the event that student data are collected over multiple school years the teacher may select which data e g last year this year or both years are included in the group reports Figure 2 16 Figure 2 16 Group Report Benchmarks ceeltie Individuals Groups Group Name Student Count Data Export CBMs This Year Last Year All Data CBM Name Tests Complete Avg Scores Letter Sounds 1_1 v0809 34 LSPM Letter Sounds 1_2 vO809 44 LSPM Letter Sounds 1_3 v0809 60 LSPM Math Applications 2_ Fall 12 20 60 w h Aranli TTS Alinio D s Ano To get to the report page teachers can click on the name of a test that their students have taken and then scroll down the page to view the reports Figure 2 17 The bar graph displayed in the Group Report by measure type provides information regarding the heterogeneity of student performance on a specific assessment If the students scores cluster together in similar skill groupings it is likely that teachers can effectively meet students instructional needs with whole class instruction Customer Service 800 841 9938 riversidepublishing com easyCBM Page 45 When teachers have one or a few students who score significantly lower or higher than their peers they may need to investigate opportunities to differentiate inst
15. text literary Figures 1 8 1 9 1 10 Each of the measures includes five questions the total score is the number of items answered correctly The tests can be administered via paper pencil or online and are components of the grades three through eight measures Please note that these measures are best utilized with students that are experiencing significant difficulties with reading comprehension Figure 1 8 Sample Read to Perform a Task Measure 45426 This book is mostly about pet perrots acjustmerts preparatons Customer Service 800 841 9938 riversidepublishing com easyCBM Page 14 Figure 1 9 Sample Informational Text Measure Boats There are many kinds of boats Some boats move with the wind Some boats move with the help of a motor Others move along the water with the help of people Sailboats move with the wind A person steers the boat That person is calleda sailor The sailors set the sail and rudder so the boat moves smoothly Some boats move with a motor These boats are called motorboats People who catch fish use motorboats to reach deep water Some motorboats are huge and carry cargo They are called cargo boats Rowboats move with the help of people using oars Oars are long sticks that drop into the water The oars work like paddles making the boat move Some boats are small and some boats are big Some boats move slowly and others move quickly All boats are alike in one way They all move on water
16. through eighth grade the focus of Math measures varies by grade level The Numbers and Operations measure is included at all grade levels and addresses basic operations addition subtraction multiplication division appropriate for each grade level The test can be administered via paper pencil or online and is untimed The test typically takes between eight to 15 minutes to complete The total score is the number of items that the student correctly answers Figure 1 15 Figure 1 15 Sample Math Numbers and Operations Measure The Geometry measure is included in the Math measures for Kindergarten and grades one and three The measure includes items that vary in complexity e g identification of shapes to calculation of perimeter It is an untimed test that can be administered online or via paper pencil It takes approximately eight to 15 minutes to complete The total score is the numbers of items that the student obtains correct Figure 1 16 Figure 1 16 Sample Geometry Measure Customer Service 800 841 9938 riversidepublishing com easyCBM Page 19 The Measurement measure is included in the Kindergarten second and fourth grades measures It is designed to include items that assess various aspects of measurement e g linear measurement calculation of area estimation telling time It is an untimed test that takes approximately eight to 15 minutes to complete The test may be administered online or via paper pencil The total s
17. to be of equivalent difficulty Items on each specific math Progress Monitoring measure however increase in difficulty from Item 1 through Item 16 with one exception On every test Item 5 is actually the most difficult item based on pilot studies of the items whereas ltem 16 is actually the fifth easiest item The purpose of switching Items 5 and 16 on each form is to provide teachers with additional information It is hypothesized that if a student answers Items 6 7 and 8 correctly but makes an error on Item 16 the student may have stopped trying as the last item should be easier than the preceding items on the test In between the benchmark testing windows teachers can select one math measure a single focal point standard or CCSS to use for monitoring progress The math tests should be used no more than once every three weeks for monitoring progress If teachers wish to monitor progress weekly they should cycle through the different math measures so each gets tested every three weeks For all students the math items that have words in the question itself come with a read aloud option Students can click on a speaker icon and have the math item read aloud to them For this reason it is important that students have headphones available in the computer lab when testing if they need this option Customer Service 800 841 9938 riversidepublishing com easyCBM Page 18 Math measures are included at all grade levels Kindergarten
18. up as soon as he she performs at the 50th percentile mark For example if the teacher starts a 6th grade student on the Grade 2 Passage Reading Fluency measures the student should be ready to move to the Grade 3 Passage Reading Fluency measures after four to six weeks of intensive fluency building work designed to reinforce phonics for unfamiliar words and to move additional words into her sight vocabulary through repeated exposure Once a student is reading fluently at grade level 50th percentile mark on grade level Passage Reading Fluency measures they probably have sufficient fluency skill to be able to start focusing more on comprehension Until they are at that threshold it s likely that the student s working memory capacity is allocated to decoding unfamiliar words rather than attending to the bigger picture of actual comprehension except at the most literal level Once a student is able to read more fluently he she is able to focus on making meaning from the words in the text and can begin to focus on inferential and evaluative as well as literal comprehension In the event that the district and or school utilizes the Benchmark assessments the teacher can identify the percentile range in which each student falls in order to determine the grade level and assessment type that may be appropriate for use as a progress monitoring tool for that specific student Administration Frequency of Progress Monitoring Measures Ho
19. your students go to htto demo5 riverside easycbm com tealy and follow the o Enter data for which Group t enable them before they ll show up for your stude For Progress Monitoring measures mark the checkbox nex e Benchmark measures is provided below Group All Students v All Students DATA 1 DATA 2 Grade K new group Word Reading Fluency Word Reading Fluency 3_1 A Student Copy A Assessor Copy Enter Scores Word Reading Fluency 3_2 X Student Copy A Assessor Copy Enter Scores In the event that an error was made in entering student data and the teacher has already saved the student responses the teacher can place the cursor on a student response and press enter The Save button will then be activated and the teacher can correct any errors and press the Save button again to save any changes to data entry Figure 2 8 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 34 Figure 2 8 Correcting Data Entry Errors Date students took measure 8 16 12 Show Stopwatches Student Data Entry Save 1 Adalberto Ball Mark O J Incorrect J Last Letter x D c Y x e ai c q Z P G 1 B p D W w ue mn ood x a i ao 3M pPp SABOO Y AJNO SSD NMM A GE kB e Go kA Oe k aN EUP hh Z Pf Administering Online Measures For those measures that are administered online e g Vocabulary Multiple Choice Reading Comprehension and the Math measures the teacher may select Take Online T
20. 41 9938 riversidepublishing com easyCBM Page 49 Figure 2 21 Goal and Aim Line on the Individual Report Grade 2 Multiple Choice Reading Comprehension Billy Horton 12 San N N Na AND AA ANAS O A wee oy A NOAN PnP AP WN AY 10prR 20pr 50pr 90prR In the event that the teacher is not able to see or print his her student information and graphs an adjustment may need to be made to the date range setting found on the Individual Report tab Figure 2 22 The teacher should check that the setting is current and reflects the range of dates when the tests were taken If it does not the date range should be rest to the correct dates and the graph and test data should become visible Figure 2 22 Setting the Date Range Fone susene veasues Report 28 Progress Monitoring ta oe Reports and Analysis To view a Group report click on the name of the group and all of their active CBMs will appear below Select a CBM name to see a summary and list of student scores Then click View to see any student s actual submission Select the Individuals subsection for easy one click access to system wide data by student Intervention lines for graphs can be set up in the Interventions subsection Groups TEU G ITE i Interventions Students Student Name Tests Completed Ann Ames John Jensen Jeff Johnson Jill Jones Mark McGhee Sue Smith Selma Stevens O Of OF oOo 1 2 3 4 5 6 7 8
21. BM Page 33 Entering Student Responses for Fluency based Measures For either paper pencil or online administration in order to enter and score student responses the teacher should click on the Enter Scores link on the Progress Monitoring Measures tab Figure 2 7 The teacher must then select the group for whom student scores will be entered To obtain information on how to enter scores for each test the teacher may click on the tab Show Instructions It is possible for the teacher to score the test online as the student takes the test To assist the teacher in monitoring the one minute time limit a stop watch appears on the data entry screen The stopwatch can be activated when the teacher begins the test After the test is complete and the responses are entered for each student the teacher should press Save to ensure that each student s scores are saved Please note that the teacher should ensure that the date shown on the data entry screen is the date that the student s took the test In the event that the teacher enters student scores subsequent to the date that the student s took the test the teacher will need to change the date to reflect the date that the test was administered The default date shown on the screen is the current date Figure 2 7 Selecting a Student Group for Entering Student Responses Students Measures f Reports Measures on easyCBM Select the grade level difficulty of the measure you want to online have
22. ELL information used for research and development and to build a better system These fields are required to have non blank values e District_Data_1 District_Data_5 optional data fields for district use these fields are included in the data export file e Password optional note that student passwords add significant administrative overhead for student teacher and tech admin teacher_students csv EmployeelD StudentID Notes e Employee ID same Employee ID from users file e Student ID same Studentl D from students file e Both IDs must preexist in the system before loading this file Import Answers formats by Subject Grade Reading Grade 2 student_id mcrc_q1 mcrc_q2 mcrc_q3 mcrc_q4 mcrc_q5 mcrc_q6 mcrc_q mcrc_q8 merc_q9 mcrc_qi0 merc_qi1 mcrc_qi2 all on one row Reading Grades 3 8 student_id mcrc_q1 mcrc_q20 voc_q1 voc_q25 Math Grades K 8 student_id math_qi math_q45 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 64 Appendix B Data Export File Format Names of header columns for the benchmark and percentiles data export file student_id student_dob student_easycbmid student_grade student_gender student_disability student_ethnicity student_ell building name district_data_1 district_data_2 district_data_3 district_data_4 district_data_5 phoneme_segmenting_score phoneme_segmenting_percentile letter_names_score letter_names_percentile letter_
23. Username Forgot your Password Customer Service 800 841 9938 riversidepublishing com easyCBM Page 24 Figure 2 3 Resetting Teacher Account Password Resetting your Teacher Account Password lf you have forgotten or lost the password to your teacher account you can use this page to reset the password Type your username in the box below and click Send Email Confirmation Once clicked an email containing a confirmation link will be sent to the email address associated with your account Go to the link s address and a new password will be generated and emailed to you Username Send Email Confirmation Forgot your Username Account Tab lt is also possible to modify information associated with each user account In the event that the user wishes to change his her Username or Password one must log into the account and then click on the Account tab on the right hand side of the screen Information associated with the account may be edited and then updated in order for the changes to take effect Figure 2 4 Figure 2 4 Modifying Teacher Account Information anaging your Teacher Account This is the place to edit any information that is associated with your account such as you username or email address You must enter your current password for any changes to take effect Current Password Always Required New Password Only if you want to change otherwise leave blank Retype New Password Username tealy Email tealy demodistric
24. Word Reading Fluency Passage Reading Fuency Reading Comprehension Matemnatcs ROSS ROSS _ u Word Reading Fluency Passage Reading Fuency Reading Comprehension oe lt _el Winter Word Reading Fluency Passage Reading Puency Reading Comoremension Matenatcs LegendKey District Risk Settings Measure Descriptions Word Reading Fluency This is a 6O seCcOnG Smed test in which Pe stucent reacs variety Of grace appropriato words Passage Reading Fluency This is a 60 se00NG Smec test in which Me stucent reacs a shor Sictonal story Reading Comprenension SasGents read a fictional story of up to 1500 words and hen answer up t 20 iMeral inferental and evalwatve Qvuestons Mathematics The Math Benchmark test is mace up of 45 multiple Choice Questions covering each of the ree NTC focai point standards Or he students s gade level Customer Service 800 841 9938 riversidepublishing com easyCBM Page 44 Progress Monitoring Reports There are two types of progress monitoring reports Group and Individual As Benchmark assessments are alternate forms of the progress monitoring reports student data from the Benchmark measures will also appear in the Group and Individual reports Assessment data for specific groups of students can be exported into an excel file by clicking on the Data Export link Group Report When teachers select this report they have access to detailed information about the specific tests their
25. across the second row of words Start the timing when the student begins reading Marka bracket after the last word read If a student self corrects write S C above the word and count it as correct If they say an incorrect word mark a stesk through the word and count it as incorrect If the student skips a word circle the word and count it as incorrect Note This test is a 60 second timed test Figure 1 14 Sample Spanish Sentence Reading Measure Sentence Readin Directions Place the Sentence Reading Student Copy probe in front of the student and say Favor de leer estas oraciones Lee la primera oracion y despu s lee las oraciones siguientes Demonstrate by sweeping your finger from left to right across the first sentence and then the second sentence Start the timing when the student begins reading Mark a bracket after the last word read If a student self corrects write S C above the word and count it as correct If they say an incorrect word mark a stesk through the word and count it as incorrect If the student skips a word circle the word and count it as incorrect Note This test is a 60 second timed test Math Measures The general math assessments on easyCBM were developed to assess students mastery of the knowledge and skills outlined in the National Council of Teachers of Mathematics NCTM Focal Point Standards They were designed to focus more on students conceptual understanding than on ba
26. age contains the same tabs and or links as the Teacher Home Page These include Students Measures Reports and Account Customer Service 800 841 9938 riversidepublishing com easyCBM Page 52 There is also a Training link on the Home Page See the Chapter 2 for more information on Training The Students Tab The Students tab contains information specific to the students that appear on each teacher s roster Building level users have the capability of accessing all teachers student rosters at a specific school site whereas district level users are able to access all teachers student rosters at all district school sites In order to address the need for multiple teachers to have access to student accounts e g a teacher provides intervention support to a student in another homeroom at a school site the building level user is able to add students to multiple teachers rosters In order to do so one should click on the Teacher Student Set Up tab on the Student page The teacher name should then be selected for whom new student s will be added The grade level of the students that will be added to the teacher s roster should then be selected Specific student s can then be selected by clicking on the box next to the student s name Figure 3 5 Figure 3 5 Adding Student Names to Teachers Rosters Managing your Students Add new Groups by clicking the Add Group button If a student is in the currently selected group they will ha
27. arvis 64 Progress Monitoring Measures In order to access the Progress Monitoring measures appropriate for the grade level at which the students are being monitored the teacher should click on the Progress Monitoring link The appropriate grade level should then be selected The default grade level is Grade Three so the teacher must ensure that he she selects the appropriate grade level each time he she accesses the Measures tab Once a grade level is Customer Service 800 841 9938 riversidepublishing com easyCBM Page 29 selected the teacher may select to download a pdf file of the Student Copy and or the Assessor Copy for test administration purposes Administering Fluency based Measures For all individual measures teachers are directed to assess the student s in a quiet place free of distractions and noise Teachers need a clipboard stopwatch pencil place marker or cover sheet assessor copy and student copy of the test being administered The teacher also has the option to enter the student responses directly into the computer rather than marking an assessor copy and entering scores later For the online administration option the teachers need only a student copy of the test being administered The user interface includes the assessor copy as well as a stop watch for timing of the activities Specific directions for test administration are provided on the Assessor Copy of each test which can be downloaded from the Measures tab as pd
28. c meetings Building level access to all classes in the school Intended for systems level use where other staff members need access to the data for data team SST IEP etc meetings Multi level access including District Building Class and Individual based on needs of District Sortable student rosters organized by grade and class with customizable color coding to indicate risk leve after each benchmark assessment Centralized upload of student and staff information Customer Service 800 841 9938 riversidepublishing com easyCBM Page 4 In the spring of 2011 Behavioral Research and Teaching BRT at the University of Oregon partnered with Riverside the assessment division of Houghton Mifflin Harcourt to continue the development and distribution of the easyCBM District system to school districts across the United States New assessments are continually being developed by BRT and incorporated into the easyCBM District system Enhanced reports and reporting options are also being integrated into the system on an ongoing basis Asa result of the dynamic nature of the system the information derived from easyCBM reflects the most current research and practice for the schools Basic Tenets of Curriculum Based Measurement The assessments on easyCBM are curriculum based measures or CBMs which are standardized measures that sample from a year s worth of curriculum to assess the degree to which students have mastered the skills an
29. chmark data by school Student performance on individual measures can be aggregated by grade or reported for individual grade levels Figure 3 7 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 54 Figure 3 7 Benchmark School Comparison Report Benchmarks Groups School Comparison AS Grades Grade K Grace 1 Grade 2 Grade 3 Grace 4 Grade 5 Grade G Grace 7 Grade amp Reesng LUN LS PS WREE PRF VOC Ww SRO Mat ge cel Be LG F W Ss F W sS F W Ss F W sS Amber Elm Armond Acader Gierm Elm Kellimgton Middie Mountain Elm As all other Report options and functions are the same for all users in the district please refer to the Reports Tab section in Chapter 2 Getting Started Teacher Level Admin Tab Designated district level users have access to administrator functions and can set the parameters for the Benchmarking measures They also have access to the district uploads for each of the user files that must be created and subsequently uploaded into the district specific website Benchmark Measures Access to the Benchmark measures is controlled by the Benchmark Window Settings Admin tab gt System Settings The District Administrator is able to set the time period in which each Benchmark session is available to the students Once the session is activated students then have the ability to take the online benchmark measures associated with the corresponding window On the System Settin
30. contains both Benchmark and Progress Monitoring measures Progress Monitoring measures are listed by grade level on the Measures tab There are approximately 17 assessments per type of measure on easyCBM For more detailed information regarding each of the measures contained in the system please refer to the Measures Tab section in Chapter 2 Getting Started Teacher Level Reports Tab Reports are automatically generated once student data are entered and saved Both Benchmark and Progress Monitoring Group Individual reports are available for perusal by district users school level personnel and teachers Reports can be accessed by clicking on the Benchmark Groups or Individual links on the Reports tab Teachers are only able to access their students Benchmark and Progress Monitoring reports whereas Building and District Level Users are able to access all teachers reports specific to the building or district In order to access a specific grade or teacher s class report the user should select the building name if a district level user and then the appropriate teacher name Figure 3 6 Figure 3 6 Selecting Building and Teacher Reports Building Name Armond Academy v Teacher Name Ara Alston SKAUN Groups Individuals Benchmark Scores Risk Analysis Spring Reading Math Grade 3 Grade 4 Students Student Name 1 Srummitt Yee 2 Countryman Adolph A district level report can be generated that summarizes Ben
31. core is the number of correct responses provided by the student Figure 1 17 Figure 1 17 Sample Measurement Measure The Numbers and Operations and Algebra measure is designed to assess basic algebraic knowledge utilizing all four operations addition subtraction multiplication division The measures are available for grades one through four and seventh grade and take about eight to 15 minutes to complete These untimed measures are available online and paper pencil The total score is comprised of the total number of items that the student answered correctly Figure 1 18 Figure 1 18 Sample Numbers and Operations Algebra Measure Customer Service 800 841 9938 riversidepublishing com easyCBM Page 20 The Geometry Measurement Algebra measure is included in the fifth and seventh grade assessments These measures are untimed and take approximately eight to 15 minutes to complete The measures test a variety of geometry measurement and algebra concepts Both paper pencil and online administration options are available The total score is the total number of items that the student answers s correctly Figure 1 19 Figure 1 19 Sample Geometry Measurement Algebra Measure The Algebra measure is included in the sixth and eighth grade measures The Algebra measure includes both basic and complex algebraic equations and word problems Although untimed each measure takes approximately eight to 15 minutes to complete and can be ad
32. d knowledge deemed critical at each grade level They are also known as general outcome measures Curriculum Based Measurement CBM has a long research history beginning with Stanley Deno and colleagues at the University of Minnesota CBM was originally developed to assist special education teachers in developing individual education plans and monitoring student progress The use of these measures was quickly expanded to include general education as they provide reliable and valid measures of student progress in reading and mathematics Shinn 2002 In particular these measures can be used as universal screening and progress monitoring purposes as they are sensitive to small incremental changes in performance and they are expedient to administer and score CBM measures e g Oral Reading Fluency correlate highly with state standardized reading tests and reading comprehension overall Nese Biancarosa Anderson Lai Alonzo amp Tindal 2012 The CBMs on the easyCBM District system are often referred to as next generation CBMs as an advanced form of statistics Item Response Theory IRT was used during measurement development to increase the consistency of the alternate forms of each measure type and to increase the sensitivity of the measures to monitor growth At each grade level alternate forms of each measure type are designed to be of equivalent difficulty so as teachers monitor student progress over time changes in score re
33. e P F DJP Phoneme Segmentation PS Kindergarten and First Grade 1 There is no student copy of this test as the student is listening and responding to the words supplied by the assessor Read the directions to the student exactly as written on the assessor copy Underline each phoneme the student says correctly See Example Item 16 Put a slash through each phoneme the student misses See Example Item 17 The student is not penalized for adding extra phonemes if they are separated from the other sounds in the word See Example Item 19 If the extra phoneme is added to an existing one the segment is marked incorrect See Example Item 20 6 If the student repeats the entire word the word is circled and no credit is given See Example Item 21 7 Schwa sounds Schwa sounds u added to consonants are not counted as errors Some phonemes cannot be pronounced correctly in isolation without a vowel and some early learning of sounds includes the schwa For example if the word is trick and the student says tu ru i ku they would receive 4 of 4 points mepe WORD STUDENT SAYS SCORING PROCEDURE CORRECT SEGMENTS a trick tu ru 1 kKu A fri AL K 4 4 b cat ku a tu k al t 3 3 8 This is a 60 second timed test Do all items on the page If the student has a score of zero after the first five rows the student simply repeats the word after it is provided for example stop the test and gi
34. eacher s username and press Gol They can then select their name from a drop down list and choose the test to take If only one measure has been selected by the teacher only one test will appear in the drop down list Figure 2 11 Figure 2 11 Online Selection of Student Name and Test Teacher Select your Name Select the Test V Click to Select Math Geometry 2_Fall Math Nums and Ops 2 Fall Math Nums Ops and Algebra 2_Fall Reading Comprehension 2_Fall The computer loads the test automatically and scores the answers as the student provides them As soon as students have finished the test their scores appear on the teacher Report tab Before students begin their tests the teacher needs to check that they have selected their correct name from the drop down list If they choose someone else s name Customer Service 800 841 9938 riversidepublishing com easyCBM Page 36 students can be directed to go back and select their own name The student s name is displayed at the top right corner of the screen If a student is unable to complete testing during one sitting the program will remember where the student left off and will return to the same item when the student logs back on to the site Once the measure has been taken by all students the teacher should un assign the measure so that it is no longer accessible to the students Standard test administration procedures should be followed during online test admi
35. easyCBM Progress made easy for RTI User s Manual for easyCBM Getting the Most Out of the District system Fall 2012 RIVERSIDE A HOUGHTON MIFFLIN HARCOURT easyCBM is a trademark of the university of Oregon licensed for use by The Riverside Publishing Company Houghton Mifflin Harcourt Publishing Company All rights reserved 09 12 Table of Contents Chapter One Bas yOBM OVCWICW ssisi ce cendevsesscassedadhundesasoeatacdebnciuaesndetereaducsbiacnecshaldeetoes 3 MEO QING OU enea E 3 Basic Tenets of Curriculum Based Measurement cccecccseeeeeeeeeees 5 Universal Design for Assessment ccccsececeeeceeeceeeeceueeseeeeseeesaeeseas 5 EOVCIS IO FC CCS see E ey aecaca tien year tts cen ee toa 6 Overview of eaSyCBM Assessments ccccceeececeeeeceeeeeseeeeseeeeesseeeeeees 7 Descriptions Of the M A SULES ccccccceecceeeseeeseeeceeeeeueeeeeeeeeeseeeaeeeseees 9 Reading Measures ccccecccecccececececeeeceeecceeeceeecaueceeecauecsessueesaeeeaaes 9 Spanish MEaSures sesira iain a Eei 15 Math Measures odcbe 2a ora tencntetoncsseehetcaaasegnateceuantceceseaendeceeatonensana ion 17 Chapter Two Getting Started Teacher Level ccccccsecceeeceeseeeeceeeeeseeeeeeeeeesaeeeeas 24 Managing the Teacher Account cccccceeccaeeceeceeeceeeseeeneceeeeaeeeaees 24 LOOM ANG As SW Oi esanen A E 24 The Teacher Home Page ccccsccssecceeceseccececeeccceceecsucseees
36. ed to be missing For all multiple choice answers each column should have the character A B or C corresponding to the answer that was selected On the reading and math files almost every column is a multiple choice answer other than the student_id column Data Exports The system currently exports benchmark scores and their percentile ranks in one file for fall one for winter and one for spring The downloaded file contains all students in the district See the Admin Guide for the expected header columns Customer Service 800 841 9938 riversidepublishing com easyCBM Page 58 Important Implementation Considerations for eaasyCBM System To help ensure a smooth rollout of easyCBM the following issues need to be considered District Scope Each district must select a unique district specific URL that is enacted upon registration such as http mysd somestate easycom com easyCBM is a web application hosted for specific district on remote internet connected servers Each easyCBM system stores data in its own database District data such as ID numbers and logins only need to be unique district wide Administration Features for Experienced Users The administrative features available to District Administrator accounts are designed for experienced users only There are many places where the system immediately executes the action that the administrative user performs without an undo button For example deletion of students chang
37. es are a 20 item test covering key reading skills through informational text short literary text and read to perform a task Progress Monitoring assessments are designed to measure students response to intervention and progress throughout the year Progress Monitoring assessments are available from kindergarten to grade eight in both reading and math For the general reading measures there are approximately 17 reading assessments alternate forms per type of measure e g Grade Two Word Reading Fluency measure has 17 assessments The new Common Core Reading measures have 10 reading assessmenis Both the general math and Common Core math have approximately 10 math assessments per type of measure Each grade level has approximately three measures in reading and three measures in mathematics The number and type of measure varies by grade level The recommended frequency of administration e g weekly bi weekly monthly of the Progress Monitoring measures also varies by the type of measure e g Letter Names may be administered on a weekly basis whereas it is recommended that Passage Reading Fluency be administered on a bi weekly basis Both timed and untimed measures are included in easyCBM Timed tests e g fluency based measures must be administered individually by the teacher Untimed tests e g Vocabulary Multiple Choice Reading Comprehension and the Math measures may be administered in a group setting All Benchmark and P
38. essional development and technology specialist contacts selecting the preferred district identifier and signing the user agreement login information will be provided to the designated technology specialist For security it is recommended that the initial password be changed upon logging in Under the Admin tab you will find two documents related to initial set up Those include an Admin Manual and Admin Quick Reference Guide Please download these and refer to them to set up the system files Student Assessment In order to accommodate different district environments easyCBM accepts student data captured from three methods 1 Direct entry from a computer based test For supported tests all math vocabulary and reading comprehension easyCBM tests individual students over a special web interface This method requires a suitable computer lab for testing the students When possible this is the preferred method of data capture the tests are instantly scored and available in reports and without transcription errors 2 Importation of student answers using a structured data file To support optical mark recognition OMR systems transcription of student responses and district data capture Initiatives easyCBM allows for upload of student scores from administrative users in a pre defined file format This option is available for all multiple choice tests 3 User teacher or assistant web entry of student scores This method is availab
39. f files Letter Names LN and Letter Sounds LS Kindergarten and First Grade 1 Place the probe marked Letter Names Student Copy or Letter Sounds Student Copy in front of the student and hand the blue marker to the student to help them keep their place 2 Read the directions to the student exactly as written on the Assessor Copy 3 As the student reads letters from the Student Copy of the test follow along on the Assessor Copy Put a slash through any letter name sound the student says incorrectly 4 Remember that these are 60 second timed tests 5 Start the stopwatch when the student says the first letter 6 Place a bracket after the last letter name or sound read LN LS Scoring Directions 1 If the student does not get any correct letter names sounds within the first 3 rows discontinue the test and record a score of zero 2 lf the student hesitates for 3 seconds on a letter the letter is scored incorrect and the name sound of the letter is provided to the student 3 If the student makes an error then self corrects within 3 seconds the assessor writes SC above the letter and it is not counted as an error 4 Ifa letter or an entire row is skipped then that letter or row is counted as Incorrect 5 Count and record the number of correct letter names sounds in 60 seconds Customer Service 800 841 9938 riversidepublishing com easyCBM Page 30 Examples P P k E S P FP Y p SC Feree Y
40. fice of Special Education Programs in 2006 and subsequent additional grants from the Institute of Education sciences IES The system has continued to evolve with the assistance of school district partners across the state of Oregon and more recently across the United States Customer Service 800 841 9938 riversidepublishing com easyCBM Page 3 Table 1 1 Quick Overview of Features easyCBM District System Developed for use in an RTI framework or as a formative N assessment system Progress monitoring and Benchmark measures K 8 in reading and mathematics including New Common Core measures Online administration of all measures including audio for math for 1 1 measures teachers can enter data directly online while the student takes the assessment with built in timer Teacher level access to a single class and grouping students y across class Ease of use for other key staff to have access and build groups y based on need Includes online training videos on test administration and scoring Individual student progress graphs that can be printed out for Parent Reports Intervention and Goal lines drawn on graphs automatically when information is added by teacher Goal statements easily added to maximize data available to support instructional decisions Group graphs with information about whole class performance Intended for district level use where other staff members need access to the data for data team SST IEP et
41. flect changes in student skill rather than changes in the test forms Universal Design for Assessment Universal Design for Assessment UDA is an approach to creating assessment in which test developers try to make their measures accessible to the widest possible population of students by incorporating design features that will reduce the barriers to students being able to interface successfully with the test items All measures and the Customer Service 800 841 9938 riversidepublishing com easyCBM Page 5 computer inter face of easyCBM District system were created using the UDA approach In creating measures the developers referred to the National Center on Educational Outcomes A State Guide to the Development of Universally Designed Assessment Johnstone Altman amp Thurlow 2006 and the Jest Accessibility and Modification Inventory Beddow Kettler amp Elliott 2008 Assessments that are universally designed encourage testing conditions that are accessible and fair to students with special needs as well as to those in the general education population Universally designed assessment should a measure true constructs while eliminating irrelevant ones b recognize the diversity of the test taker population c be both concise and clear in their language d have clear format and visual information and e include the ability to change formatting without compromising the meaning or difficulty of the assessment results Universal
42. grade level expectations Customer Service 800 841 9938 riversidepublishing com easyCBM Page 40 Report information can be sorted by category in ascending or descending order of risk level by clicking on the report heading e g Risk Level in the table Figure 2 12 Sorting the report by type of measure or risk level assists in identifying patterns of need within a class grade or school It is possible to select the Show Percentiles option to display the Percentile range to beside the raw score It is also possible to view growth from one assessment period to another through the review of the Growth column Figure 2 12 Benchmark Grade Level Score Report Groups Individuals Benchmark Scores Risk Analysis Fall Winter Soring Reading Van Grace 2 M Snow Percenties Students Expon CSV Studem Name Ball Adalberto Bernier Alaina Bohman Janet Cupp Mary Dimauro Bobbie Engsrom Oartine Fairfax Marcene Leiser Perry Groups Individuals Benchmark Scores Risk Analysis Fall VWimter Spring Reading Man Grade 2 Students Compare PRF CompareMCRC S Export CSV Stucent Name Ball Adalberto Bernier Alaina Bohman Janet Cupp Mary Dimauro Bobbie Engstrom Oartine Fairfax Marcene Risk Analysis Tables are also available for review and can be accessed on the Benchmark page The Risk Analysis tables provide information regarding the number of students by grade or individual class that fall wi
43. gs page the administrator is also able to determine the time of day in which the Benchmark measures are available for online completion In addition the Student Password option can be enabled in the event that the district determines that Student Passwords should be utilized for accessing the Benchmark measures School districts have the option of using any combination of Benchmark administration formats 1 teachers can hand score assessments and enter total scores and or 2 students can take some of the tests Vocabulary Multiple Choice Reading Comprehension Math online On the teacher data entry page the place for a specific student s score is disabled if the student has already taken the test online or if their data Customer Service 800 841 9938 riversidepublishing com easyCBM Page 55 were imported via bubble scan On the online test a message appears to the student if they have already have a score entered into the website via a different method and it will not allow them to retake the test online All of the different input methods work in unison and are protected from overlap Setting Report Percentile Ranges The System Settings page on the Admin tab provides the option for changing the default settings for the percentile ranges associated with the color coding on the Report graphs This option allows districts to set the percentile ranges for their specific district needs User Accounts Clicking on the User Accounts
44. he Benchmark Groups or Individual links on the Reports tab On the upper right hand side of the Reports tab there are links to two documents pdf format Progress Monitoring Scoring Guidelines and Detailed Percentile Tables The Progress Monitoring Scoring Guidelines document contains both the norms tables for each of the grade measures as well as information regarding the interpretation of student performance The Detailed Percentile document shows the exact percentile for every possible score on all easyCBM measures Benchmark Reports Benchmark Score Reports are available for school and teacher review for each Benchmark period Fall Winter and Spring Reports are generated for each grade level and individual class and provide information regarding the risk level of each student for each of the benchmark measures Student raw scores are reported for each measure if the cursor is made to hover over the score the corresponding percentile rank will pop up School districts can customize the range of raw scores that comprise each of the risk level categories Low Some High which are color coded Students that score in the Red range are those students whose performance suggests that they are most at risk for academic failure students in the yellow range are those who are at some risk for failure and those students in the white range are at low academic risk Students who perform in the green range are performing above
45. he score originally must be used to update the score This processing rule enforces synchronization with other systems by ensuring that the problem is corrected closer to the source Customer Service 800 841 9938 riversidepublishing com easyCBM Page 61 References Nese J F T Biancarosa G Anderson D Lai C Alonzo J amp Tindal G 2012 Within year oral reading fluency with CBM a comparison of models Reading and Writing 25 pp 887 915 Shinn M R 2008 Best practices in using curriculum based measurement in a problem solving model In A Thomas amp J Grimes Eds Best practices in school psychology V pp 243 260 Bethesda MD National Association of School Psychologists Customer Service 800 841 9938 riversidepublishing com easyCBM Page 62 Appendix A Data Input File Specifications All files should be saved in Comma Separated Values CSV format and be named with a csv extension All files should also include the header row users CSv Employee_ID Username Password Email Last_Name First_Name Building Names User_Type Notes e Employee D must be unique identifier used to key all other data fields name change example If pre appended zeros are used they should be used consistently for the Employee ID in all files The Employee ID is a unique identifier to associate students with teachers The Employee IDs column in the Teacher_Student Associations file is used to map each particular student
46. he teacher is able to view the online test without taking it by clicking on the Preview button Please note that the test is fora Demo Student the teacher can use the information for demonstration purposes e g guiding students to begin the test as well as previewing the test items Demo student answers are not saved Once the online administration option is selected a menu will appear in which the teacher must select the student group that will be taking the measure The menu also allows the teacher to customize the feedback that will be provided to the students Figure 2 9 Figure 2 9 Selecting Online Administration of a Progress Monitoring Measure Math Numbers Operations and Algebra Paper Pencil Online Math Nums Ops and Algebra 3_1 X Student Copy Enter Scores Hide options V Take Online Preview Which Groups check all uncheck all Student Feedback Simple thank you C All Students C DATA Overall score CI DATA 1 CI new group Detailed scoring Customer Service 800 841 9938 riversidepublishing com easyCBM Page 35 In order for students to access the online measures on the easyCBM system students should log on to the district easy CBM website The district homepage has a portal specifically designed for student access Figure 2 10 Figure 2 10 Student Login on District Homepage Username SiTrucknrs Teacher Login Click Here Password Forgot Password raot er e students type in their t
47. ing Fluency Vocabulary Reading Comprehension Math measure CCSS Reading CCSS Math syllable Segmenting syllable Sounds Letter Sounds Passage Reading Fluency Word Reading Fluency Math measure syllable Segmenting syllable Sounds Word Reading sentence Reading Word Reading Fluency Passage Reading Fluency Vocabulary Reading Comprehension Math measure Sentence Reading Word Reading Passage Reading Fluency Vocabulary Reading Comprehension Math measure CCSS Reading CCSS Math syllable Segmenting syllable Sounds Letter Sounds Passage Reading Fluency Word Reading Fluency Math measure syllable Segmenting syllable Sounds Word Reading Sentence Reading Word Reading Fluency Passage Reading Fluency Vocabulary Reading Comprehension Math measure Sentence Reading Word Reading Passage Reading Fluency Vocabulary Reading Comprehension Math measure CCSS Reading CCSS Math The general math benchmark measures are a 45 item math test covering all three National Council for Teachers of Mathematics NCTM focal point standards for a Customer Service 800 841 9938 Page 8 riversidepublishing com easyCBM specific grade level The new Common Core math benchmark measures are a 25 item test that covers the Common Core Math Standards for the particular grade level The general reading benchmark measures have a varying number of items given the reading area assessed The Common Core Reading measur
48. ing user passwords and other common administrative tasks are available to these admin users District Responsibility for Initial User Support Initial user Support is the responsibility of the school district more difficult support requests can be forwarded to Riverside easyCBM Support Contact information www rpcsupport hmhpub com email or 1 866 433 8763 phone System Functions Stand Alone or With SIS Data Warehouse Integration By developing automated processes to create and upload the input data files Such as the Student Roster file easy CBM can be frequently synchronized with other district data repositories such as student information systems or data warehouses To provide additional flexibility easyCBM also contains web pages through the admin interface that allow nearly instant changes to these files as well To prevent additional overhead work districts can choose to either update their easyCBM system instance with frequent data file uploads i e maintaining synchronization with district data stores or by performing updates via the administrative tools contained within the easyCBM system Customer Service 800 841 9938 riversidepublishing com easyCBM Page 59 Initial Set Up While easyCBM system provides many options to allow customization for individual district environments the initial sequence of steps for setup is similar for all users After completing the sign up paperwork including designating the district prof
49. iod or subject associated with your account Measures Training Download and print measures then enter scores Learn how to administer and score the measures online used by easyCBM Reports View and analyze your students tests progress and scoring Teachers should read the information provided watch the example videos and then test for proficiency Teachers should be scored Proficient on each test type before administering that type of test to students Customer Service 800 841 9938 riversidepublishing com easyCBM Page 26 Students Tab The Students tab contains information specific to the students that appear on the teacher s roster and allows for the creation of Temporary Student Records as well as Student Groups As a subset of students in a teacher s classroom may be provided intervention support that addresses a specific skill deficit these students will likely be progress monitored with the same Progress Monitoring measure The easyCBMsystem allows for the creation of student groups in which a select number of students can be progress monitored with the same measure In order to create a new Student Group the teacher can click on the Add Group button and a new window will appear The new window allows the teacher to create a name for the new group as well as select specific student names to be included in the new group refer to Figure 2 5 Figure 2 5 Adding a Group and Creating a Temporary Record Managing y
50. iple Choice Reading Comprehension measure is an untimed assessment that measures student comprehension of written text Figure 1 6 These measures are designed for students in grades two through eight Multiple choice questions at the end of the passage are of varying levels of complexity e g literal inferential evaluative Students can complete these measures via paper pencil or online Each test takes approximately 30 minutes to complete The total score is the number of correct responses that the student obtains A percent score percent of Items correctly answered as well as an item analysis number of items correctly answered categorized by item type are provided for the examiner in addition to the total score Figure 1 6 Sample Multiple Choice Reading Comprehension Measure Student Copy Form 3 1 Directions Please read the story and then answer the questions that come after it The Great Bake Off Apple Brown Betty knew today was going to be a fantastic day On her way to school she saw a sign announcing a town bake off Apple loved to bake and was famous all over town for her cookies and cakes But Apple knew that to win this bake off she would have to make something really stupendous What could Apple make that would be so great it would be awarded first prize After school she rushed home to decide what to make for the bake off Apple thought about cookies She loved cookies and suspected the judges must too There were many ki
51. le for all tests Users with appropriate access privileges can directly enter student scores into the web interface Since this method only captures the student s total score it is not available for progress monitoring tests Consultation with the district professional development coordinator is recommended to ensure that total test scores is the desired option for your district During data capture easyCBM enforces system integrity through two important processing rules While on screen feedback is provided a working knowledge of these rules can be helpful in assisting users Customer Service 800 841 9938 riversidepublishing com easyCBM Page 60 1 Only indirect methods of score entry user web entry or bulk score upload permit modification of scores once they are accepted into the system The rationale is that these are the only methods where recording errors can occur Because it is not best practice to test a student more than once with the same test practice effects may be present once a computer based administration is complete the results cannot be modified The computer based testing module is very robust and includes provisions that allow students to complete a test in progress if there is a connection error or additional testing time is needed Testing can be stopped and students can come back to the last problem completed prior to the test being interrupted When updating scores the same method that was used to enter t
52. link allows the administrator access to a list of all current system users This list can be sorted by clicking on any of the column headings it also can be cut and pasted into popular data management programs such as Microsoft Excel Clicking on any user name in the list allows direct editing of user data see Appendix A data input files for an explanation of this data In addition a user can be removed from the system by selecting the Delete Account button Below the User Accounts link there are two additional options for modifying user data in the system The Upload Users File allows upload of a properly formatted users file Appendix A Note that unlike the student data file the users file only adds or edits users in the system but does not remove them The User Accounts link allows the district administrator to edit information associated with any teacher account For example to change the Employee ID for a teacher the teacher s account can be accessed and the ID can be edited In the event that the ID is changed and this is an account that is associated with students the Teacher Student Association file must use the new Employee ID as well To make changes to several accounts at once a new Users file can be used with any changes so all of the changes are processed at once The Create a New Account link allows creation of user accounts without uploading a new file This is useful for quickly adding a small number of users Student Rec
53. ly designed assessments aim to provide valid interpretation of all test takers abilities and skills including those with disabilities Johnstone Altman amp Thurlow 2006 The goal was to create items that would appropriate for use with students with a wide range of ability in the targeted construct as well as for English Language Learners Levels of Access The easyCBM District system is designed for district wide benchmark and progress monitoring of all students kindergarten through eighth grade Upon purchase of easyCBM each district is assigned a unique website or url address so that all district users can access the same account The easyCBM system includes differential access for users at the District Building and Teacher levels At a District level a user can access building teacher and student information at all schools within the school district A Building level user is able to access classroom teacher and student information specific to the building with which the user is affiliated Classroom teachers have access to students listed on their class rosters Many schools have implemented RTI systems in which teachers may serve as interventionists for students that are assigned to another homeroom teacher It is possible for District and Building level users to add student names to another teacher s roster so that both the homeroom teacher and the interventionist can access the student s account to enter student scores
54. ministered online or via paper pencil The total score is the number of items answered correctly Figure 1 20 Figure 1 20 Sample Algebra Measure Customer Service 800 841 9938 riversidepublishing com easyCBM Page 21 The Numbers and Operations Ratios measure is included in the sixth grade measures As with all other Math measures It can be administered online or via paper pencil and takes approximately eight to 15 minutes to complete The total score is the total number of correct items Figure 1 21 Figure 1 21 Sample Numbers and Operations Ratio Measure 3 OvDs cost 20 Seen sponds 40 on OVOsc How meny OVOs Goes he got in 2l The Numbers and Operations Algebra Geometry measure is included in the seventh grade measures and includes both computations and word problems The measure is untimed and takes approximately eight to 15 minutes to complete The measure can be administered online or via paper pencil The total score is the total number of correct items Figure 1 22 Figure 1 22 Sample Numbers and Operations Algebra Geometry Measure Math Numse Ops Algebra and Geometry 7_1 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 22 The Geometry Measurement and the Data Analysis Numbers and Operations Algebra measures are included only in the eighth grade measures As with all other Math measures these measures are untimed and can be administered online or via paper pencil The total score
55. nds of cookies she could make However Apple suspected that even great cookies would not be good enough to win for there would be dozens of cookies at the bake off Apple knew she wanted to stand out Next she thought about cakes Her cakes were The Vocabulary measures Grade Two to Grade Eight are intended to measure vocabulary proficiency appropriate for a student s grade level Figure 1 7 The words included in the Vocabulary measures were selected from a variety of content materials and were extensively field tested The bank of items represents a wide range of difficulty yet all aligned to grade level content standards The test can be administered via paper pencil or online and takes approximately 10 to 15 minutes to complete The total score is the number of correct responses that the student obtains Customer Service 800 841 9938 riversidepublishing com easyCBM Page 13 Figure 1 7 Sample Vocabulary Measure Vocabulary 3_1 Student Name 1 To be a good basketball player takes lots of practice Here practice means A sleeping B watching C training 2 To be safe Sam walks on the instead of the street A highway B sidewalk C road 3 The farmer grows wheat for bread Here wheat means a A food plant B toy tractor C hot cereal The CCSS Reading measures include Read to Perform a Task Informational Text and Short Literary Text They are comprehension assessments utilizing a variety of text e g informational
56. nistration For example the teacher should monitor students to help ensure a quiet and appropriate testing environment The teacher is encouraged to note if a student s Individual Education Plan IEP allows them to have accommodations during testing as those accommodations should be provided when they are taking the easyCBM assessments During the math tests it is recommended that students should not use a calculator unless their IEP stipulates this as an accommodation but they should have scratch paper available during the test If a district policy encourages calculator use of course then the teacher may be asked not to follow this recommendation As the entire Math Multiple Choice Reading Comprehension and Vocabulary tests were designed to be taken online there are no answer keys If the teacher elects to download the paper pencil version of the test for administration to students the teacher will need to login and enter the students responses for each question in order for the tests to be scored Determining the Appropriate Progress Monitoring Measures to Use The easyCBM assessments are built on a scale of progressive difficulty with each grade level becoming more challenging and each measure type within a grade level also stair stepping up in difficulty For example with a sixth grade student the teacher has the following tests to select from Multiple Choice Reading Comprehension which provides information about that student s
57. on easyCBM is an online system which provides reading and math benchmark and progress monitoring assessments and reports for district school and teacher use It was designed by researchers at the University of Oregon as an integral part of an RTI Response to Intervention model Since its inception the developers of easyCBM have emphasized that the goal of the system is to help facilitate data driven instructional decision making More specifically the Benchmark assessments and reports can be used to e Identify the overall reading and math proficiency risk levels ranging from no risk to high risk of students e Monitor the progress of students during the course of the academic year through interim benchmark testing Fall Winter Spring e Identify specific students or groups of students who may benefit from intervention or enrichment support e Assist in determining allocation of school based resources to support classrooms or grade levels in which students demonstrate increased risk for academic failure The Progress Monitoring assessments and reports can be used to e Determine student response to intervention in reading or mathematics e Identify intervention effectiveness so intervention support can be modified if needed e Establish reasonable and attainable intervention goals e Document intervention support for specific students or groups of students easyCBM development began with a grant from the federal Of
58. ords The Student Records link allows searching the entire district student database Partial matches are accepted in order to locate students for whom the exact spelling of their name is not known Once a student is located clicking on the identification number allows editing of student data Two additional functions are available when viewing a student record Customer Service 800 841 9938 riversidepublishing com easyCBM Page 56 1 The test info screen shows all assessment data the system has recorded for the student Clicking on specific links inside the test allows the administrator to remove the assessment or for online assessments to mark the test as uncompleted no check mark so that the student can go back into the test again 2 The Merge Student Record section allows all tests of the currently selected record the one being viewed to be merged with a student record that is specified by entering the ID number This is most commonly used to merge teacher created temporary records with the student s actual record Note that upon preview and confirmation of the merge the originally selected record is deleted and all tests are moved to the record specified by ID Locating Teacher Added Records After selecting the student records link the Show Teacher Added Records button is available Clicking on this button displays a list similar to the searches above of records that have been temporarily added to the system Temporary record
59. our Students Add new Groups by clicking the Add Group button If a student is in the currently selected group they will have a check next to their name If the student is not in the group their check will be unchecked When a grouping or student is selected links will appear that allow you to edit the entry Teacher Student Setup Groups Group Name 1 All Students 2 DATA 1 3 DATA2 4 new group Students Create Temporary Record In Group Student Name Destiny Azevedo Earnest Azure Adalberto Ball Customer Service 800 841 9938 riversidepublishing com easyCBM Page 27 Student names may be added to the teacher s roster in the easyCBMsystem The teacher may click on the Create Temporary Record button to add a new student to the teacher s group This option should be considered in the event that a new student is added to the teacher s group prior to the time in which a permanent record is created through the district technology administrator Once a permanent record is created the temporary student record will need to be reconciled with the permanent record by the district technology administrator in order to avoid duplication of student records More information can be found in the Administrator Guide Measures Tab easyCBM contains both Benchmark and Progress Monitoring measures Progress Monitoring measures are listed by grade level on the Measures tab for the easyCBM system There are 17 reading assessment
60. p the student find his her place This would not be counted as an error if the student reads the word correctly Errors are marked by putting a slash through any missed words Examples SC mo p y m C S Se Passage Reading Fluency PRF First Grade through Eighth Grade Read the directions to the student exactly as written on the assessor copy Go over all proper nouns in the passage before beginning the timing This is a one minute timed test Begin timing when the student says the first word of the reading passage Place a bracket after the last word read lf the student does not read any words correctly in the first line of the first passage discontinue the task and record a score of zero 7 lf a student does not supply a word within 3 seconds the word is provided and the error is marked with a slash through the word 8 Omitted words are scored as incorrect and marked with a slash through the word 9 If a student hesitates or struggles with a word for 3 seconds tell the student the word and mark the word as incorrect 10 If the student makes an error then self corrects within 3 seconds the assessor writes SC above the word and it is not counted as an error 11 Inserted words are ignored and not counted as errors 12 At the end of the test the assessor should fill in the spaces indicating Total Words Read Errors and Total Correct Words at SY Customer Service 800 841 9938 riversidepublishing com easyC
61. rections cuando yo diga empieza di el sonido de cada silaba Empieza com ia primera linea y despues lee las lineas siguientes Demonstrate by Sweeping your finger from left to right across the first row Despu s de terminar una linea mueve a la pr xima linea Demonstrate Simo sabes una silaba debes decir No s y Continuar com ia pr xima Silaba ETienes alguna pregunta EESt s listo a Empieza At GO seconds say Para Mark the fast letter with a bracket Scoring If student Self corrects write S C above syllable and count as correct Says Incorrect syllable Slash through syllable write the response above and count as incorrect Hesitates more than 3 seconds supply the syllable and count as incorrect Skips syllable circle the syllable and count as incorrect Clearly loses his her place point to the next syllable Says one of multiple correct syllable sounds Count as correct Ce g for the syllable re either ra or rra is acceptable Customer Service 800 841 9938 riversidepublishing com easyCBM Page 16 Figure 1 13 Sample Spanish Word Reading Measure Word Reading Directions Place the Word Reading Student Copy probe in front of the student and say Favor de leer esta lista de palabras Lee la primera linea de izquierda a derecha y despu s lee las lineas siguientes Demonstrate by sweeping your finger from left to right across the first row and then sweeping
62. rogress Monitoring measures can be administered via paper pencil or online All math measures include audio for struggling readers For those measures that are typically 1 1 administration fluency measures the teacher has the ability to enter the student responses online while the student is taking the test A built in timer is provided for ease of use All online measures are automatically scored paper pencil administrations require data input by the teacher or test administrator Description of Measures Reading Measures The reading assessments include measures of the Alphabetic Principle Phoneme segmenting Letter Names Phonics Letter Sounds Fluency Word Reading Fluency Passage Reading Fluency Vocabulary and Comprehension Multiple Choice Reading Customer Service 800 841 9938 riversidepublishing com easyCBM Page 9 Comprehension These measures are based on the Big Five from the National Reading Panel New Common Core reading measures have recently been introduced that are specifically designed to address aspects of reading comprehension not assessed through fictional narrative text The measures include Read to Perform a Task Informational Text and Short Literary Text Table 1 3 Table 1 3 READING CURRICULUM BASED MEASURES These reading areas are based on the Big Five constructs of These reading areas are based on reading reported in the 2000 National Reading Panel report 1 Common Core State Standard
63. ruction to better meet their specific skill based needs Figure 2 17 Group Summary Report Math Nums and Ops 2_Fall All Students 2 D 3 z 7 D E 3 Score Students Completed 5 Min Score 4 0 Avg Score 8 0 Students in Group 16 Max Score 16 0 Std Deviation 4 7 Item Analysis Easiest to Hardest Items Students resent Percentage Type Description identity equivalent fractions using models including the number line 4of5 80 Composing and decomposing geometric shapes 4of5 80 Demonstrate that sizes of fractional parts are relative to the size of the whole 3of5 60 Use fractions to represent numbers that are equal to less than or greater than one 3of5 60 Solve problems that involve comparing and ordering fractions by using models 3 0f5 60 benchmark fractions or common numerators or denominators a Represent common fractions halves thirds fourths eighths tenths as equal parts of o S Dg gt z ele Or aor 9 4 an her li 3of5 60 In addition to a bar graph an Item Analysis table is provided for all the tests with individual item scores Math Reading Comprehension etc The table provides information for teachers on the specific assessment objective for each item on the test and lists the items students found easiest to those students found most challenging Teachers can use this information to help guide their decision making regarding an appropriate focus for instruction
64. s CCSS READING READING Grade Phonemic Letter Letter Word Passage cabida Reading Common Core Read to Perform a Task Awareness Sounds Names Fluency Fluency ry Comprehension Informational Text Short Literacy Text V V v V V V lt lt _ a CC CD DD K 1 2 3 4 5 6 7 8 The reading measures address the following reading components early literacy phonemic awareness and phonetic decoding fluency comprehension and vocabulary as well as the CCSS The measures included in the early literacy component are Letter Names Letter Sounds and Phoneme Segmenting LJJA Ca De LISSA a S a E a All of these measures are fluency based and consist of one minute timed tests that are individually administered and scored Each alternate form of the measure e g 17 Letter Names assessments contains different combinations of letters and sounds Given the unique composition of each assessment the teacher should not teach the letters specific to each assessment The instructional focus should be on attaining proficiency with all upper and lower case letters and accompanying sounds The Letter Names test is included in the Kindergarten and Grade One measures and consists of both upper and lower case alphabet letters that are presented in random order Figure 1 1 The student is required to name the letters that are presented by row all letter names that are identified correctly within a one minute period constitute the raw score
65. s and 10 math assessments per type of measure on easyCBM Benchmark Measures Both Benchmark and Progress Monitoring measures are listed on the Measures tab in the easyCBM system To access the Benchmark measures the teacher should click on Benchmark to navigate to the assessments listed by grade and benchmark period The teacher should then select the appropriate grade level located at the center of the page to access the assessments affiliated with that grade level Figure 2 6 The teacher may then download either the Combined Booklets including all reading and math assessments or the individual assessments Student and or assessor copies can be downloaded as pdf files and photocopied as needed Only those assessments designated for testing purposes by the school district should be administered during any given Benchmark period In the event that specific measures will be taken online e g Vocabulary Reading Comprehension Math the district technology administrator must enable the system in order for students to access them Upon completion of the paper pencil tests the teacher can then score the assessments using appropriate Benchmark Answer Keys The Answer Keys can be accessed and downloaded on the Benchmarks page Student scores can be entered by clicking on Enter Scores under the appropriate Benchmark period For those assessments completed by the students online scores are automatically computed and no data entry is
66. s are often present in the system when the teacher cannot locate a student record for online testing and the student is present in the computer lab to take a test Ideally the district administrator periodically scans for temporary records using this button and then merges the assessment data with the student s permanent student record Student Roster File After the initial student file import student changes can be communicated to the system by submitting a new student data file easyCBM assumes that the most current data file submitted is the most accurate representation of students in the district It is important that each data file submission be as complete as possible e g to add several students to the system a file needs to be submitted containing all of the current students plus the students being added During the data file upload process the easyCBM system verifies the integrity of the data file Should errors exist in the file no information from the file is processed the administrator needs to edit the file and remove all listed errors before the website accepts and successfully processes the file Teacher Student Associations File This link allows for upload of the Teacher Student Associations file Often this file needs to be changed in synchronization with the Student Roster File System Settings The source of the percentile rank data lines benchmarking dates and the optional use of student passwords for online
67. s to all students in the buildings with whom they are associated District level accounts have access to all students in the district There is an additional user type with a value of 4 that is usually for the district data warehouse administrator Accounts that have Level 4 access are able to access the Admin tab allowing them to create new accounts adjust settings in the system upload a new roster and complete similar types of system functions These accounts cannot Customer Service 800 841 9938 riversidepublishing com easyCBM Page 63 be assigned in the Users Upload file or through the website but the district technical administrator can request other accounts be upgraded to Level 4 These requests are made to Riverside Technical Support students csv StudentID Date_of_Birth Last First Grade Building Name Gender SPED EthnicityRace ELL District_Data_1 District_Data_2 District_Data_3 District_Data_4 District_Data_5 all on one row Notes e StudentiD Unique ID for student all data keyed from this ID Recommend using a district controlled ID so records can be updated quickly and used consistently e Date_of_Birth MM DD YYYY e Last First student selects this name for online testing Consider preferred name if available e Grade K 1 8 also accepts 2 char identifiers KG 01 08 e Building Name Used for building level reports Students can only be associated with one building e Gender SPED Ethnicity Race
68. seeseeeeneeenas 25 ACCOUNT TID secret E E E E E 25 PANO LN n E EE E E 26 aden T ee ee ee ee ee ee ene eee eee eee 27 WIC ASUNCS laD neriie e EE E E iecdsee seen 28 Administering Online Measures ccccceeccseeeceeeeceeeeeeeeeseeeseeeesaaes 35 Kopo TA E ee 40 Chapter Three Getting Started Building and District Levels cccceeeeeeeeseeeeeeeeees 51 Managing Building or District Level ACCOUNT cccceeeeeeeeeeeeeeeeaees 51 OCI UNG Paso WV ON isro E E 51 Building or District Level User Home Page cccseeceeeeeeeeeeeeeeeens 52 ATN T A e E ae 55 Important Implementation Considerations for easyCBM System 59 DISIE CONG estes A E 59 Administration Features for Experienced USeYrs ccccceeeeeeeeeees 59 District Responsibility for Initial User Support ssessneeenneennnnnnnnnennns 59 System Functions Stand Alone or With SIS Data Warehouse Integration cccceeeeseeeeeees 59 PIED SO E e bree E eae cen sews sase E E E necuceved 60 Student Assessment cecccceeeccceeeceeeeceeeeeseeeeeseeeseecesseeeeseeeeesaeeeeas 60 REICO NCES an E eee ne eee eee ee ee 62 Appendix A Data Input File Specifications ccccccccseceeeeeeeeeeeeeeeees 63 Appendix B Data Export File Format cccccccccccseeeeeeseeeseeeseeeeeeees 65 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 2 Chapter One easyCBM Overview Introducti
69. sic computational skills New Common Core math measures were developed for Grades 6 8 where Common Core Standards differ significantly from the NCTM Focal Point Standards see table 1 5 All items for these measures were developed in collaboration with experienced middle Customer Service 800 841 9938 riversidepublishing com easyCBM Page 17 school mathematics teachers and were written to align with the CCSS Items were calibrated to a common vertical scale All math assessments are sensitive enough to the underlying skills such that students scores change to reflect the learning gains students have made These test tap into the subtle nuances of higher order skills so that growth can be measured At the same time all the math assessments can differentiate between students who are and are not competent in the knowledge and skill areas under examination Table 1 5 MATH CURRICULUM BASED MEASURES These mathematics areas are currently based on the National Council of Teachers of These mathematics areas are Mathematics NCTM Curriculum Focal Point Standards in Mathematics based on CCSS MATHEMATICS MATHEMATICS Grade Numbers and Operations Geometry Measurement Algebra Data Analysis Ratios Common Core K vV V vV 1 vV V vV a 2 vV y V 3 vV vV vV 4 vV as vV vV 7 5 vV vV vV vV i 6 vV i vV vV vV 7 V vV vV V x vV 8 vV V vV V vV V Like all measures on easyCBM alternate forms of each math assessment were designed
70. skill in literal inferential and evaluative comprehension and Passage Reading Fluency which provides information about the student s ability to read aloud narrative text with accuracy The teacher begins by administering the on grade level measures of Passage Reading Fluency and Multiple Choice Reading Comprehension to that student Once the scores are in the system the teacher should look at the student s graph if the score falls above the 50th percentile line then one can say that this particular skill area is not the issue If the student s score falls between the 10th and 50th percentile then one can say this particular skill is an area of weakness and that measure can be selected for progress monitoring Customer Service 800 841 9938 riversidepublishing com easyCBM Page 37 lf the student s score falls below the 10th percentile then the teachers know a there may be reason to suspect an even earlier skill deficit in this case maybe the student has never mastered phonics so the Letter Sounds measure would be the most appropriate to use for monitoring progress while at the same time ensuring that the student is being instructed in phonics b if the subsequent test of Letter Sounds available on the K and Grade 1 Measure tabs on easyCBM indicates that the student is at or above the 50th percentile in that skill area then the issue is probably not one of basic phonics but is instead indicative of a need for additional
71. sounds_ score letter_sounds percentile word_reading fluency score word_reading_ fluency_percentile passage_reading_fluency_score passage_reading fluency_percentile vocabulary score vocabulary percentile multiple_choice_reading_comprehension_ score multiple choice_reading_comprehension_percentile math_score math_percentile reading_risk date_of_assessment Notes e District_data_1 5 columns are carried over from the student roster upload file e Percentiles are in integer format 0 99 e Columns for tests not taken by a student s grade level are left blank e The date of assessment can be used to date stamp the student s test scores e The reading_risk column will be a value from 0 to 6 low to high risk or blank Customer Service 800 841 9938 riversidepublishing com easyCBM Page 65
72. t edu FirstName John LastName Tealy Update Your Account Customer Service 800 841 9938 riversidepublishing com easyCBM Page 25 Teacher Home Page The Teacher Home Page contains the following tabs and or links Students Measures Reports and Account There is also a Training link on the Home Page Training Link To assist the teacher in demonstrating proficiency with test administration training modules are provided for practice purposes Figure 2 23 Training modules address both the group administered measures Multiple Choice Reading Comprehension Mathematics and Vocabulary and the fluency based measures Letter Names Letter Sounds Phoneme Segmenting Word Reading Fluency and Passage Reading Fluency Each of the training modules include a short narrative description of the measure a video clip of the test administration one minute in length and an opportunity for the user to listen to the correct pronunciation of letters or sounds contained in the assessment The Proficiency component provides an opportunity for the user to identify if student sample responses are correct or incorrect The user is evaluated on the proficiency in which he she scores the sample items Figure 2 23 Training Link on Home Page Welcome tealy Select which area you would like to view or update Students Account Enter new students or edit your current list Change your password or edit any information grouping them by grade class per
73. te for use with students in bilingual programs who are receiving literacy instruction in Spanish Customer Service 800 841 9938 riversidepublishing com easyCBM Page 15 Table 1 4 SPANISH CURRICULUM BASED MEASURES SPANISH Grade Syllable Segmenting Syllable Sounds Word Reading Fluency Sentence Reading Fluency Figure 1 11 Sample Spanish Syllable Segmenting Measure Syllable Segqmenting Procedures This test is administered entirely orally Do NOT show the student this scoring sheet There is no student copy of this test because the student is listening and responding to the words supplied by the assessor Directions Say to the student Voy a decir una palabra y debes responder con las s labas que oyes en la palabra Por ejemplo si digo cama debes decir ca ma Si digo agua debes decir a gua Si digo escuela debes decir es cue AMa Ahora lo tratamos Note This is a GO second timed test Scoring Underline each syllable the student says correctly Put a stash through each syllable the student misses Students are NOT penalized for saying extra syllables Number Item Teacher Student Correct Says Says paf sof 12 caza caf za Jdu f da 15 cena Jcef I naf Figure 1 12 Sample Spanish Syllable Sounds Measure Sytiabiec Sounds Procedures Place the probe marked Syllable Sounds Student Copy in front of the student Read the directions to the student Di
74. thin the risk level categories Figure Customer Service 800 841 9938 riversidepublishing com easyCBM Page 41 2 13 These tables also provide comparison data from one benchmark period to another thus enabling teachers and administrators to determine if students gains are being made e g decrease in number or percentage of students in the High Risk range from one assessment period to another Student data can be sorted by Risk Level or Change Indicator by clicking on the appropriate heading at the top of the column Two options exist for the Risk Analysis tables information can be presented as percentages of students within each risk level or the number of students within each risk level It is also possible to review student data using the Intact or Cohort option The Intact option should be selected if school personnel wish to review assessment results of all students present for a Benchmark assessments the Cohort option should be selected if assessment results of all students present for one particular Benchmark assessment will be reviewed Figure 2 13 Risk Analysis Grade Table Reading Math Grade 3 Grade 3 Reading Risk Analysis Student Name Fall Winter Change Winter Spring Change Fall spring Change Brummitt Yee tow tow tow w Countryman Adolph Low Low Low Low Croce Stacy Low Low I cow l tow Crossen Ollie tow Low
75. tion regarding the date the intervention was initiated the description of the intervention and a brief label can be recorded In the event that a Customer Service 800 841 9938 riversidepublishing com easyCBM Page 48 group of students is receiving the same intervention support the teacher may click on Add this same intervention for other students to automatically populate the intervention sections for the other students in the group Figure 2 20 Figure 2 20 Recording the Description of the Intervention Goal Student Name Zachariah Bayer Measure Grade K hoe Measure Type In z gt Goal Date 23 68 2012868 Goal Score Goal Description Cance Save In the Description box the teacher should record the following information instructional materials group size frequency of intervention session length progress monitoring tool and frequency of assessment To add a goal for each individual student s intervention plan the teacher can click on the Goal link A pop up box will appear that allows the teacher to input the Measure Grade Measure Type Goal Date Goal Score and a Goal Description Figure 2 20 above Once three data points e g three assessments are recorded for the individual student the goal and accompanying aim line will appear on the student s individual graph The goal will be drawn from the mid point of the scores to the goal that has been set Figure 2 21 Customer Service 800 8
76. to their homeroom teacher When a teacher logs in their class list is comprised of students associated with their Employee ID For other users who are not directly associated with a student e g most Building and District Level users fictitious IDs may be used The only requirement is that IDs are unique e Username unique identifier helpful if known or easy to remember for user common district email username Employee ID and Username may be the same the only requirement is that it must be unique to each user e Password initial user password note encourage users to update upon login field is ignored on subsequent uploads The password column is meant to represent something that users can use for initial log in not necessarily the password they commonly use for other purposes Most districts assign a generic password that each user knows and then can change upon log in Another option is to create random passwords for everyone then either inform users of their passwords or instruct them to use the password reset feature to gain initial access e Email used by system for self serve password resets e Last First Name displayed for other users but not students e Building_ Names full text string semi colon separated for users with multiple associations e User_Type 1 teacher 2 building level 3 district level Teacher level accounts have access to the students in their class list Building level accounts have acces
77. ts tab A table listing Students Tests Completed Interventions and Goals is generated When clicking on a specific student s name an individual report is produced In the event that the student is progress monitored over two school years the teacher may select which data e g last year this year or both years are displayed in the graph If the student has completed multiple measures the teacher may also select which progress monitoring information will be displayed Figure 2 19 Customer Service 800 841 9938 riversidepublishing com easyCBM Page 47 Figure 2 19 Individual Report Benchmarks Groups Individuals Students gt Mary Cupp OThis Year Q Last Year All Data Individual Graphs Benchmark Performance Show QAI MLS MWRF MPRF CIMCRC C MATH Letter Sounds Grade 1 Letter Sounds Mary Cupp ow ow oO oO 10pR 20prR SOPR 9Opr 30 minutes of HM differentiated materials in a small group BEST 60 minutes 4 times a week of small group instruction using Soar to Success 9 9 a CBM Name View Test Score Letter Sounds 1_1 v0809 View 34 LSPM 77 Accuracy Letter Sounds 1_2 v0809 View 44 LSPM 76 Accuracy Letter Sounds 1_3 v0809 View 60 LSPM 83 Accuracy To add information regarding intervention support provided to the student the teacher should click on the Intervention link By pressing the New Intervention link a pop up box will appear in which informa
78. ve a check next to their name If the student is not in the group their checkbox will be unchecked When a groupin appear that allow you to edit the entry My Students Teacher Student Setup Building Armond Academy Kellington Middle Riderdell Elementar Glenbrooke Elementa Mountain View Eleme Teacher os Ara Alston Demetris Caskey Collene Mangual Tillie Parson lone Voorhies Lindsy Buske Laronda Corning Kris Oboyle Billi Stiger zo a Carolan Rea Damm Chun Palacios Dusty Theis Students Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 With Teacher Student Name Dalton Alers Dorian Berry Cinderella Biggs Elvin Canavan ogoogo Rachal Carnevale Collene Doty Noel Doucette ooo i Alfonso Fagg Patrick Fargo Whereas building level users are only able to modify teachers student rosters at their specific school site district level users are able to access any school site within the school district and modify teachers student rosters accordingly The functions of adding student groups and creating temporary student records which are found on the My Students link on the Students tab are the same for district and building level users as they are for teachers Please see the Student tab section in Customer Service 800 841 9938 riversidepublishing com easyCBM Page 53 Chapter 2 Getting Started Teacher Level for more information specific to these components Measures Tab easyCBM
79. ve instruction in phonics Letter Sounds it is unlikely teachers are able to make up all the ground they need to get her to on grade level comprehension by the end of the year but teachers can certainly make good progress toward that goal with the intention to continue to make progress in Subsequent grades Letter Sounds basic phonics is a skill area in which the teacher should be able to see dramatic improvement in a matter of weeks for older students This assumes that intensive and appropriate instructional intervention is being provided to ensure the student acquires the skills he she missed Ideally older students grade 2 and above should move from 10th percentile to 50th on the Letter Sounds measure in a month s time or less Customer Service 800 841 9938 riversidepublishing com easyCBM Page 38 Building fluency takes longer but average growth is about four to six words correct per minute per week for students who are far behind their peers AND who are receiving instructional interventions specifically targeting fluency building repeated readings choral readings reading aloud to younger children parents mentors etc The teacher should see student rate of growth exceed six words correct per minute per week otherwise the student is not catching up but merely maintaining the existing gap For low performing students the teacher should select an out of grade level fluency measure but move the student up to the next grade level
80. ve the student a score of zero Customer Service 800 841 9938 riversidepublishing com easyCBM Page 31 Examples Teacher Says Student Says Number Correct p Soak s loa a Word Reading Fluency WRF Kindergarten through Third Grade 1 Place the student copy marked Word and Sentence Reading in front of the student Begin with Word Reading then move on to Sentence Reading Read the directions to the student exactly as written on the assessor copy 3 Put a slash through any word the student misses Teachers may want to use a cover sheet to reveal only the words in the row or sentence the student is reading If the student is unable to read any words in the first three rows discontinue the test Note this on the test This is a 60 second timed test 4 Start the stopwatch when the student says the first word 5 Place a bracket after the last word read Word Reading Scoring Directions 1 If the student does not get any words correct within the first three rows discontinue the test and record a score of zero 2 If the student hesitates for three seconds on a word the word Is scored Incorrect and the word is provided to the student Customer Service 800 841 9938 riversidepublishing com easyCBM Page 32 3 Ifthe student makes an error then self corrects within 3 seconds the assessor writes SC above the word and it is not counted as an error 4 Ifa word or an entire row is skipped the assessor should hel
81. w often teachers assess students is dependent on two key questions e How quickly is it reasonable for teachers to expect to see growth in a particular skill area e How much actual intervention has the student received Customer Service 800 841 9938 riversidepublishing com easyCBM Page 39 Measures such as Letter Names Phoneme Segmenting and Letter Sounds may be administered more frequently perhaps as often as weekly or bi weekly because students are able to make rapid progress in these skill areas when they are receiving in depth interventions to help accelerate their learning Other measures such as Word Reading Fluency and Passage Reading Fluency are assessing skill areas that take longer for students to improve Bi weekly assessment with these measures is recommended For Reading Comprehension Vocabulary Read to Perform a Task Informational Text Short Literary Text and the Math measures it is recommended that testing be conducted every 3 to 4 weeks In all cases however it is imperative that students are actually receiving focused instruction to address their skill deficits if teachers hope to see an improvement in their performance over time Reports Tab Reports are automatically generated once student data are entered and saved Both Benchmark and Progress Monitoring Group Individual reports are available for perusal by district users school level personnel and teachers Reports can be accessed by clicking on t

EasyCBM Teacher Manual Fall 2012

Contents

Download Pdf Manuals

Related Search

Related Contents