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Progress Monitoring Overview

Overview
This page provides an overview of the Classworks Progress Monitoring CBM Probes, including the purpose and recommendations for usage.

What are the Classworks Progress Monitoring CBM Probes?
The purpose of Progress Monitoring is to measure the overall effectiveness of any intervention. Curriculum-Based Measurement (CBM) Probes are used for Tier 3 students and can serve as documentation for referral for special education. These probes have multiple forms equated for the same skills at the same level of difficulty, so they truly measure progress and show retention of gains with successive test administrations. Classworks CBM Probes use the Curriculum Sampling Method which are related to the grade-level curriculum. These tests are more appropriate for measuring progress at upper elementary and middle grades, that require skills beyond basic fluency. 

Classworks CBM probes include 8 parallel forms for students performing at grade levels 1-8. These can be given weekly in your RtI program to monitor progress throughout the intervention period. The probes are brief (10 items for grade 1, 15 items for grades 2-8) and are given online for immediate and automatic scoring and reporting. The results are reported as a scaled score (not vertically scaled). 

The Progress Monitoring Report tracks results for every test instance during the intervention period and includes targeted Rate of Improvement goals and a trend line to establish the student's current Rate of Improvement.

Additional Details
  • Target group: Tier 3 students 
  • Duration recommendation: Minimum of 9 weeks; Optimum 12 weeks 
  • Frequency recommendation: Weekly 
  • ILP Option: No – the tests are not intended to be diagnostic 
  • *Level of probes to assign: The level in which the student is performing, not at the student's actual grade level.
Frequently Asked Questions
Q: Will I have to assign the individual CBM probes to my student every week? 
A: No. Classworks automatically administers the CBM probes based on the start date and the duration / frequency selected. This information can be viewed by clicking on the name of the CBM set. 

Q: What does the student see? 
A: When your student logs into the Student Module s/he will select to start a test and then select the appropriate class. The CBM probe will automatically in that class during the scheduled intervals. 

Q: How do I determine the Target Rate of Improvement (ROI)? 
A: Classworks automatically determines the Target Rate of Improvement based on the goal selected. You need to decide whether a moderate or aggressive goal is appropriate for your student. The goal provides a target for expected ROI to compare against the student's actual ROI (trend line). You know your student better than anyone else and should use your best judgement for setting your students' goals, but there are a few things to think about. 
  • Consider the frequency of the interventions the student is receiving and the acceleration of learning expected during the intervention duration. 
  • Set a realistic yet challenging goal. You want the students to see success and be challenged without becoming frustrated. 
  • The goal can be changed after the set of probes is assigned. It can be adjusted by individual student if needed. 
  • If you are unsure of which goal to select, start with the lower goal (moderate). You can always raise the goal based on the student's actual ROI if needed.
Q: Which curriculum strands are assessed on each of the parallel forms? 
A: Math Algebraic Thinking Geometry & Measurement Numbers & Operations Data Analysis & Probability Mathematical Reasoning 

Q: Classworks offers CBM probes and progress monitoring for grades 1-8 in Math and LA. How do I select the right level CBM probe to monitor the progress for each student? Just assign the one that matches their grade? 
A: No, progress monitoring must be aligned to the student as a whole, not to their grade level. In other words, if you have a student that is working far below grade level it is more beneficial to monitor progress by selecting CurriculumBased Measures more closely aligned to their instructional level. CBM probes should be given at the student's baseline learning level established by their vertically scaled score on the screener and other student data previously collected. 

Q: What if the intervention isn't working – how do the probes help? 
A: The probes are only an indicator of effectiveness of the intervention. Use data from skills based assessments and the interventions themselves to make modifications. 

Q: If I set a time limit for the probes, how does that display for the student? 
A: A message will display before the test begins informing the student of the time limit. The student will also see a timer within the test that will count UP to the designated time limit.

Additional Information
At Tier 3, Skills Snapshots or Custom Assignments continue to be used to generate instruction for interventions and related reports are used to make adjustments and modifications. 

A starting point for learning is established so that specific assessments and interventions can be utilized. At the same time, formal progress monitoring may be introduced through a battery of Curriculum-Based Measurement (CBM) probes. The probes monitor over time the overall effectiveness of all the interventions being put into place whether they be academic, behavioral, or environmental interventions. 

CBM is the gold-standard accepted methodology for progress monitoring. There are two types of CBM – Robust Indicators and Curriculum Sampling. Both are indicators of student progress on the general curriculum and overall effectiveness of the intervention. In order to best accommodate intermediate, middle, or high school students, the Classworks model uses Curriculum Sampling. 

A good way to think about the Classworks CBMs is to imagine a basketball game. The coach watches the scoreboard to judge whether the game plan is working or not. If points are not going on the scoreboard or are not going on the board fast enough, s/he may call the team over and make a change in the game plan. When the coach implements the change, he will watch the scoreboard over time to determine if the change implemented is working. The scoreboard didn’t tell the coach what was or wasn’t working in the game. It just lets him know if the game plan is working or not. 

The Classworks CBM probes are similar to the scoreboard in the example above. They monitor the overall effectiveness of all the interventions being put into place for the Tier 3 student. When the probes are administered over time, the trend line will indicate whether or not the interventions are effective. When making decisions regarding the Tier 3 student, this data can be used in conjunction with how the students are performing on the specific skills within the intervention.