Matthew Okabe

SPED 638
Dr. Collins
13 September 2017

IRIS Assessment Module

1. List three benefits of using CBM to monitor students’ reading progress.

1. It has been shown that a student’s performance on CBM probes is strongly
correlated with national standardized tests. So by administering CBMs, teachers
can track student growth (or lack thereof) and adjust instruction as needed. It is
a quick and easy data point for teachers.
2. Research also shows that students who score high on CBM probes are better
at decoding, identifying sight words, and comprehending than those with lower
scores. This is beneficial in that it gives teachers an indication of the students
who are at risk for reading failure as well as those who need extra support and
services.
3. When teachers use CBMs for key reading skills, a database is created that
demonstrates the reading growth for that particular student over the course of
the academic school year. This database is helpful in accountability purposes –
for example an IEP.
4. The graphs used to track CBMs help in communicating with students, parents,
and other professionals regarding the progress (or lack of) from a student.

2. List the six steps of the CBM process.

The steps of the CBM process are as follows: 1. Determine the appropriate type and
level of CBM materials. 2. Administering and Scoring. 3. Graphing. 4. Setting Goals. 5.
Making instructional decisions. 6. Communicating Progress.

3. Describe two ways that graphs of CBM data can help a teacher to discuss a student’s
progress with her or his parents.
 At the beginning of the year, as the teacher determines the appropriate type and
level, then administer and scores the first couple CBM probes before the first
parents meeting, it equips the teacher to have data that will help in setting both
short term and long-term goals. The teacher can show current performance and
then set the goal for the end of the year. The teacher will show the trend line
from the beginning to the end of the year and can then have a short-term goal
discussion with the student and parents. The discussion can surround the
desired performance levels and what the student/teacher/family can do to
achieve those goals. Which leads us to…
 The teacher at the second and third parent teacher conferences can now discuss
present levels of performance (at the time) with the graph. If the student is
making adequate progress, the trend line remains and a discussion can surround
what the student is currently doing to ensure growth. If the student is not
 making sufficient progress, the discussion can surround what changes can be
made (both at home and in instruction at school) to ensure adequate growth. If
the student is making more progress than is expected, then the goal can be
accelerated – assuming we are talking about a struggling reader. If the student is
on grade level and on target, it is recommended to NOT use materials that are
not age appropriate (i.e. next grade level UP). The teacher can compare the
current student to his/her previous performance, compare the student to the
class’ performance, or check to see if the student is on track to hit end of level
goals.

4. Ms. Begay has one student whose scores on the weekly probes have been falling
consistently below the goal line for several weeks. At the same time, she has another
student whose scores have been consistently above the goal line for the past several
weeks. For each student, describe what the graphs are indicating and explain what Ms.
Begay should do in each case.
 With the student whose scores on the weekly probes have been falling
consistently below the goal line for several weeks: Ms. Begay look at the current
intervention that she is providing – and then make adjustments. If it were me, I
would probably make some kind of mark on the last CBM score, indicating it was
the last week before a new course of intervention was introduced. Ms. Begay
would then implement the new instruction/intervention and continue to
progress monitor with the CBM to determine effectiveness.
 With the student whose scores have been consistently above the goal line for
the past several weeks, we know that this student is exceeding expectations and
a slightly more ambitious goal would be advisable. Whatever interventions are
currently implemented (if any) should continue. If this is a “typically developing”
student, then perhaps weaning them off of the interventions provided and
continuing to progress monitor to see if the student can survive solely on tier 1
instruction. If it is a student in which the intra-individual framework is used for
goal setting, then interventions and services provided would continue while
continuing to progress monitor to ensure adequate growth.

5. In January, a new student, Mario, joined Ms. Begay’s class. Mario has a learning
disability and his former grades indicate that he has been struggling academically,
especially in classes that require reading. Ms. Begay has been tracking the reading
progress of her students since November using CBM. She would like to track Mario’s
reading progress as well. How should she proceed? Include a minimum of three of the
CBM procedural steps in your explanation.
 Ms. Begay needs to determine the appropriate type and level of CBM for Mario. I
would imagine that since she teaches fourth grade and Mario has a learning
disability along with grades that indicate that he struggles academically, that the
most appropriate CBM would be the Passage Reading Fluency (PRF) CBM. Ms.
Begay would have Mario read three PRF probes on the fourth-grade level.
Depending on how Ms. Begay generally observes, she may opt to start with third
grade PRF probes or even second grade PRF probes. Hopefully the Cumulative
Record for Mario would give Ms. Begay more information about Mario’s IEP and
current levels of performance to help her decide what grade level PRF probe to
use. Based on the median score of the three probes, Ms. Begay would either
move Mario’s PRF probe up a grade level (but never above his current 4 th grade
probe) or down a grade level until Mario was reading between 10 and 50 words
correct in one minute. Ms. Begay would then monitor Mario as she monitors the
rest of her class. Ms. Begay would then create a graph with goals for Mario.
When setting the end of level goals, the intra-individual framework would be
employed (as it is often used by educators for student who learn at a different
rate than peers). I am taking the liberty of assuming that Mario’s learning
disability places him in this category. If he is only considered “at risk” with his
disability, Ms. Begay also has the option of using national norms to set goals.
After she graphs the end of year goal and draws the goal line, Ms. Begay can
monitor whether or not Mario is responding to her tier 1 instruction and any
additional supports Mario receives. If he is consistently above his goal line, Ms.
Begay can adjust Mario’s goal to something slightly more ambitious. If Mario is
consistently hitting the goal line, she can continue instruction as it is currently
being delivered. Finally, if Mario is consistently beneath the goal line, Ms. Begay
would want to reflect on what instruction and intervention is Mario currently
receiving and adjust as necessary. Then continue to monitor to determine the
effectiveness of the changes.