Overview

This document provides directions regarding how to create a set of progress monitoring CBM probes in the Classworks system for progress monitoring during a Tier 3 intervention period.

Create a New Set of CBM Probes

To create a new set of CBM probes for progress monitoring, follow these steps:

1) Navigate to the Assessment tab.

2) Select the Progress sub-tab (top right corner)

3) Click the Create Progress Monitoring CBMs button. 

4) Enter the following information:

Name – Enter a name for the set of CBMs that Classworks will administer automatically. This is the name the student will see in the student module. 

Subject - Language Arts or Mathematics 

Grade - Gr. 1 – 8
Reminder: The CBM Probes should be administered at the student's performance level, not the current grade level of the student.

Duration – Enter the number of weeks the student will be receiving the intervention 

Frequency – Select how often you want Classworks to administer the CBMs. Options: Weekly (recommended), Bi-Weekly, Every Two Weeks, Every Three Weeks
Note: As you enter the Duration & Frequency, Classworks automatically calculates the number of CBM probes the student will receive within the intervention period.)

Time Limit – Select the time limit in which the student must finish each CBM probe. Options: Unlimited, 5 – 20 minutes (Unlimited recommended). 

Icon – Select an Icon. This will help guide the student to select the correct Progress Monitoring CBM in the student module. 

Description – Enter a description (Optional) 

Rate of Improvement - Select the Rate of Improvement Goal – Moderate or Aggressive. The decision should be based on the individual student and the growth/progress expected by the end of the intervention period. The ROI goal can be adjusted after the probes have been assigned, if needed.

5) Click Save.
Note: Save will not become active if you have fewer than 3 in the CBM count.

The set of CBMs, you created, is now saved in your Progress Monitoring Palette (Assessment tab > Progress sub-tab - Expand the Created section by clicking the + symbol).

Progress Monitoring Palette

From the Assessment tab > Progress sub-tab, expand the created section by clicking the + symbol. From here you have the ability to: 

  • Edit the created set of CBMs (Note: Changes made will not apply to any previously assigned CBM sets. Changes will only apply to any future assigned CBM sets.) 
  • Ability to change the name, icon, subject, grade, duration, frequency, time limit and/or description 
  • Share a previously created set of CBMs within a school 
  • Delete a previously created set of CBMs 
  • View the details of a previously created set of CBMs 
  • Preview a sample of one of the CBM probes

Edit a Previously Created Set of CBM Probes

From the Assessment tab > Progress sub-tab, expand the created section by clicking the + symbol. From there follow the steps below.

1) Click Edit next to the appropriate CBM set.

2) Change the appropriate information as needed.

3) Click Save.

Share/Unshare a Previously Created Set of CBM Probes

From the Assessment tab > Progress sub-tab, expand the created section by clicking the + symbol. From there follow the steps below.

1) Change the symbol next to the appropriate CBM set.

to 

2) Click Save.

Your CBM set is now available under the shared section. Other users within your school can now assign it to classes or individual students.

To unshare the CBM set, follow steps 1 & 2, except change the symbol to a next to the appropriate CBM set.

Delete a Previously Created Set of CBM Probes

From the Assessment tab > Progress sub-tab, expand the created section by clicking the + symbol. From there follow the steps below.

1) Click Delete next to the appropriate CBM set.

2) Click Save.

View Details and Preview a Set of CBM Probes

To view the details of a set of CBM probes, click on the name of the CBM set. The Progress Monitoring Details window will pop up. 

To preview a sample of one of the CBM Probes, click the Preview button located on the Progress Monitoring Details pop-up window.

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