Once students have started Progress Monitoring using skills-based CBM probes and have at least 3 probes completed, a trend line will appear on their graph.
Classworks determines the effectiveness of the intervention by taking into account the grade level of the CBM, the target rate of improvement, and the student results on the probes.
Their results can be viewed in one of two ways. You can generate their Progress Monitoring Results as explained here. Or, from the Progress Monitoring page, select the subject and click View Details.
In this article we will cover:
When viewing the graph there are several things you should notice:
At the top, you can see the level, PM skill, and date range for the active CBM.
The connected purple dots show how the student scored on each week's probe.
The green line is the Target Rate of improvement for the 12-week duration. This is how much the student is expected to improve based on the current intervention. The target rate of improvement is determined by the goal that was selected: Moderate or Aggressive. This includes a number that shows the expected growth points each week (in this case, it is 2.4546% per week for 12 weeks).
The yellow line is the Current Rate of Improvement and is calculated based on the student's weekly results and estimates which way the student is heading based on their current trend. This line is calculated using a "least-squares" regression equation and requires at least 3 results. This also includes a number to show you the student's actual growth (in this case, it is +4.1).
The details of the active progress monitoring session is the default view. If you wish to view other sessions, click the drop-down to select a date range.
When viewing the active session you will notice the following:
First, the level, PM Skill, and date range for the active CBM as well as a row for each of the 12 weeks.
The Date column will indicate the CBM completion date, Skipped if the student skipped or missed a week or the space will be blank if it is an upcoming week.
The amount of time the student spent taking the CBM.
Their score for each week taken.
Any notes that might have been recorded for a given week.
Cumulative Question Responses
Below the graph and weekly details, you will find the Cumulative Question Response table. This table breaks down the objectives the student was tested on, and how well they did.
A green dot indicates the student answered the question correctly that week; a red dot indicates they did not answer the question correctly that week.
Clicking on these green or red dots will bring you directly to the question and will show the answer the student selected as well as the correct answer (if they got it incorrect). In this example, the student selected the incorrect answer C - pene, and the correct answer was D - penny.
Skills-based CBM probes are scored on a 0-100% scale.
However, The main thing to look for when examining the report is comparing the student’s trend line to the target line. Although it is calculated using individual scores, over time the student’s trend line should be sloping very closely to the target line. If it is sloping steeply above or below the target line, the student’s intervention might need to be addressed.
Let's look at some examples!
Student 1: Trending below target
Student 1’s Rate of Improvement (yellow line) is trending below the Target Rate of Improvement (green line). As they take the assessments, their trend line is automatically updated to provide an estimated amount of growth throughout the intervention period. It's important to note that focusing on the yellow trend line provides more insight than the individual scores since they are used to calculate their trend.
In this example, it may be best to reevaluate the student’s intervention since the student's trend line is declining.
Student 2: Trending above target
Student 2’s Rate of Improvement (yellow line) is trending well above the Target Rate of Improvement (green line). In this example, the student's trend line is higher than their target line for growth. This could mean that the student is responding extremely well to the current interventions since the student’s performance is trending at a pace well above the Target Rate of Improvement.
In this example, the CBM level may not be ideal for the student. Placing them on the next level of CBM (moving from level 2 to level 3) may be the best option for them, or, after evaluating, they may be ready to move out of Tier 2 or 3!