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SPE 501: Educational and Diagnostic Assessment for Children and Adolescents

with Disabilities

Module 6: CBM Scoring, Graphing and Analysis

You have:

9 unscored CBM prompts from easycbm.com in Passage Reading Fluency

Norm tables that show scores and percentile ranks for fall, winter and spring testing

Blank sheet of graph paper

Here is what you need to do:

1. Determine the CWPM or correct works in one minute for all 9 prompts.

2. Determine the baseline score based on the first three prompt CWPM scores. Two methods of

determining a baseline are included in the RtI and CBMs PowerPoint.

3. Plot the baseline score on the graph (blank graph paper is included if you want to use it. You

may also use any other technology or tools to create the chart)

4. Create an aimline based on a target for improvement that moves the student closer to cut

scores for intervention at the end of the intervention period. The prompts you have are for

FALL testing. You want to set your end point for the next season’s testing, which in this case

would be winter. This is important because just as the student you are working is improving so

is the peer group. So if you are going to catch the student up, you need to look at comparison

with where peers will be performing at the end of the intervention period. Consider the cut off

score for your district’s consideration of Tier 2 and Tier 3 intervention groups.

5. Plot the remaining scores on the graph.

In a narrative you will address the following questions:

What did the baseline score tell you about the student’s reading fluency ability?

Use statistical language to compare the student’s performance to typically

developing peers. Why did you set the target where you did? What tier for

intervention do you think the student should receive? What type, duration and

frequency of interventions are you recommending? At the end of the 6-week

intervention period answer the two questions: 1) What is the evidence that the

student has made progress? 2) How does the student compare to typically

developing peers? (Use statistical language to compare the student’s

performance to typically developing peers) And last: What do you recommend

moving forward?

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