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| Establishing Capacity for an RTI Model in the Inland Empire through Graduate Student Research |
| Sunday, May 27, 2007 |
| 10:30 AM–11:50 AM |
| America's Cup C |
| Area: EDC; Domain: Service Delivery |
| Chair: Gretchen Jefferson (Quality Behavioral Outcomes) |
| Discussant: Mack D. Burke (Texas A&M University) |
| CE Instructor: Gretchen Jefferson, Ph.D. |
| Abstract: School psychology trainers rely on collaboration with community schools to provide authentic field experiences to promote meaningful outcomes for candidates. As education administrators consider the assessment practice alternatives offered in IDEA 2004, school psychology candidates also serve as a resource for training educators, developing and managing student assessment data, and providing micro and macro level evaluations of student achievement outcomes. The findings from student research collaborations between the Eastern Washington University School Psychology Masters Program and area schools are presented in this symposium. The three studies presented support the utility of CBM in educational decisions in a rural elementary and middle school and an assessment of the degree to which educators utilize these data in daily practice. Replication studies of CBM Reading, Math Computation, and Written Expression quarterly performance as predictors of statewide achievement test performance in Washington State were conducted for elementary and middle schools in the same rural district. Results indicate that CBM was a significant predictor of performance on the Washington Assessment of Student Learning (WASL), with CBM Reading the most significant determinant of WASL success. The final study indicates that educators utilize CBM data regularly in screening and inclusion decisions and progress reporting situations. |
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| CBM as a Predictor of WASL Performance for Rural Fourth Grade Students. |
| MICHELLE MACE (Eastern Washington University), Gretchen Jefferson (Quality Behavioral Outcomes), Greg Swartz (Deer Park School District) |
| Abstract: The purpose of this study was to evaluate whether Curriculum-Based Measurement (CBM) performance predicted Washington Assessment of Student Learning (WASL) performance for Grade 4 students in a rural Inland Northwest elementary school. Participants included 673 Grade 4 students who were administered CBM Reading, Math Computation, Written Expression, and Spelling measures in Fall, Winter, and Spring of the 2003-2004 and 2004-2005 school years and who were administered the WASL in the Spring of those same years. Linear regression analyses indicated that CBM Reading, Math Computation, and Written Expression measures predicted performance on the corresponding WASL subtests. Chi-square analyses determined CBM cut scores for passing status on each WASL subtest. Findings are discussed in the context of current federal legislation mandating adequate academic progress for all students. |
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| CBM as a Predictor of WASL Performance for Rural Middle School Students. |
| SARAH REIBER (Eastern Washington University/Sunnyside School District), Gretchen Jefferson (Quality Behavioral Outcomes), Greg Swartz (Deer Park School District) |
| Abstract: The purpose of this study was to assess whether Curriculum-Based Measurement (CBM) performance predicted student performance on the Washington Assessment of Student Learning (WASL) for 360 seventh-grade students attending a rural middle school in the Inland Northwest. Linear and logistic regression analyses indicated that CBM Reading (WRC), Math Computation (CD), and Written Expression (CWS) measures were significant predictors of WASL Reading, Math, and Written Expression performance, respectively, during fall, winter, and spring quarters of the academic year. The predictive relation between CBM Written Expression (CWS) and WASL Writing was the strongest during each quarter. |
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| Educator Perceptions of the Utility of CBM Normative Data. |
| JAMIE PETERSON (Mead School District), Gretchen Jefferson (Quality Behavioral Outcomes), Anna Fritts (Spokane Public Schools ), Greg Swartz (Deer Park School District) |
| Abstract: The purpose of this study was to evaluate the extent to which general and special education teachers from three inland northwest schools understand Curriculum-Based Measurement (CBM) applications, use CBM norm data, and desire further training about the application of CBM data to make educational decisions for general and special education students. A cross-sectional survey design, yielding the frequency distributions and corresponding percentages of each answer, indicated that a significant percentage of teachers across these schools understand CBM applications and are regularly utilizing CBM normative data in classroom decision-making. In addition, the majority of teachers would be interested in receiving further training to learn how to use CBM in various ways to benefit their students. |
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