Erica S. Lembke

Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests:

We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus incorrect word sequences written in 7 and 10 min yielded the highest reliability and validity coefficients. Tables of Probable Success were created to illustrate the relation between scores on the progress measures and the state tests. Exploratory analyses of differences in correlations between English Language Learners (ELL) and non-ELL students revealed a similar pattern of results for the 2 groups, but correlations were stronger for ELL students than for non-ELL students.

One Elementary School's Implementation of Response to Intervention (RTI).

We provide a description of how a culturally and linguistically diverse elementary school in the Midwest implemented core features of a response-to-intervention (RTI) framework for improving school-wide reading instruction and decision making. A multi-year timeline illustrates how this school implemented additional elements of the RTI framework over time. This multi-tiered system relied on formative evaluation as a core component, including screening several times per year and progress monitoring for students receiving instructional interventions. The principal and staff made decisions collectively about implementation. We summarize student achievement results and discuss implications for the implementation of RTI models in other elementary schools.

Curriculum-Based Measurement in Science Learning Vocabulary-Matching As an Indicator of Performance and Progress

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students’ performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching probes administered once weekly over a period of 14 weeks. Criterion measures were knowledge pre- and posttests, the science subtest of the Iowa Test of Basic Skills (ITBS), and course grades. Alternate-form reliability coefficients ranged from r = .64 to .84. Coefficients increased over time and by combining scores across probes. Correlations between scores on the vocabulary-matching and criterion measures ranged from r = .55 to .76. The estimated mean group growth rate on the vocabulary-matching measure was .63 correct matches per week, which was significantly different from zero. The measures produced significant interindividual differences in growth rates, and growth on the measures was related to performance on the ITBS, course grades, and pre–post gains on the knowledge test. Results provide initial support for the technical adequacy of vocabulary-matching as an indicator of performance and progress in science.

Using latent class analysis to identify academic and behavioral risk status in elementary students.

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record

Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Given the significant literature supporting the use of curriculum-based measurement (CBM) for data-based decision making, it is critical that teacher candidates learn about it prior to student teaching and entry into the field as full-time teachers. The authors of this study used a content acquisition podcast (CAP), a multimedia-based instructional tool, to deliver information regarding CBM to teacher candidates. A second set of students received a practitioner-friendly text containing the same content as the CAP. Participants from three universities (N = 270) were randomly assigned to condition and completed pretest, posttest, and maintenance probes of CBM knowledge and ability to apply skill. In addition, participants completed a measure of motivation during their instruction. Results showed that participants who learned using the CAP scored significantly higher on the knowledge and application measures and reported being more motivated during instruction than peers in the text-only condition. The authors discuss implications for teacher education instruction and future research.

Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention: An Observation Study.

The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.

Social Studies Progress Monitoring and Intervention for Middle School Students

This study examined the technical adequacy of vocabulary-matching curriculum-based measurement (CBM) to identify and monitor the progress of 148 middle school students in social studies. In addition, the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001), was examined across 8 weeks with 15 low-achieving middle school readers who were monitored with content-area reading passages. Results indicated vocabulary-matching CBMs are valid and reliable indicators of performance in social studies. Significant differences were found for the intervention group on performance on pre to post vocabulary-matching CBM scores. Difference-in-Differences regression models were used to examine differences between groups on pre–post measures. No significant differences were found between groups in weekly change in scores or trend in performance on vocabulary-matching CBM.

An Overview of Principles for Special Educators to Guide Mathematics Instruction

Teaching mathematics to diverse learners can be a challenge. The extensive and specialized knowledge that special education teachers need to possess to be considered high-quality teachers is often lacking in preservice and inservice education, yet is mandated by current teacher reforms and rigorous measures of accountability. To provide direction for supporting teacher growth in these areas, this article highlights four knowledge bases that special education teachers should develop and expand upon as a way to improve their instruction for diverse learners in mathematics. Numerous resources and materials are provided to support the development of teacher expertise in content, characteristics of diverse learners, technology, and pedagogy.

Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students

The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some measures, and low reliability was reported for quantity discrimination, as well as for the next number and number facts measures. Concurrent criterion validity coefficients comparing the measures with student performance on the Woodcock-Johnson Tests of Achievement–Third Edition (WJ III) resulted in weaker coefficients as compared to previous studies that have compared similar measures with the WJ III. Hierarchical linear modeling was used at each grade level to ascertain the ability of the six measures to model weekly growth trajectories over 13 weeks. All measures produced growth rates that were significant across time, for both kindergarten and first grade, with linear growth observed for all measures.

Examining the Technical Adequacy of Progress Monitoring Using Early Writing Curriculum-Based Measures.

The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct sequences and correct-minus-incorrect sequences. Delayed alternate-forms reliability was strong for the 3-min increment. We established concurrent criterion validity using the Test of Early Written Language–2 as well as teacher ratings of writing proficiency. We analyzed growth using hierarchical linear modeling, which suggested that all 4 measures were sensitive to biweekly growth. We discuss the results in terms of technical adequacy, utility of the measures, and the ability of the measures to serve as indicators of progress in early writing skills.