GOM/CBM Intro 1 & 2

Question 1

What is GOM?

Answer 1

Generalized Outcome Measurements

Question 2

What is CBM?

Answer 2

Curriculum-Based Measurements

Question 3

A generic way of measuring student progress through a simple set of procedures for repeated measurement of student growth.

Answer 3

Generalized Outcome Measurements

Question 4

Which measurement provides information on how the

student’s behavior changes on a task of consistent difficulty.

Answer 4

Generalized Outcome Measurements

Question 5

Which measurements Identify terminal desired behavior
and then test various interventions
to reach the goal.

Answer 5

Generalized Outcome Measurements (GOM) and Curriculum Based Measurement (CBM)

Question 6

What is the purpose of GOM//CBM?

Answer 6

To provide a picture of growth over time

Question 7

What are the 7 characteristics of a useful measurement system?

Answer 7

1. Reliable: consistent
2. Valid: measures what it purports to measure
   (e. g. Generalized outcome of reading)
3. Inexpensive
4. Time Efficient
5. Little training
6. Multiple Forms for Repeated Administration
7. Easy to Understand

Question 8

How was CBM developed?

Answer 8

From classroom experience

Question 9

Why was CBM developed (4 major reasons)?

Answer 9

1. To determine effectiveness of SPED interventions
2. To be more systematic about IEP goals and their measurement
3. To guide instructional decision making
4. To track growth over time–a
   progress record for parents and students

Question 10

What should I use to monitor student progress in READING (3 components)?

Answer 10

1. Number of words read correctly in one minute
2. Cloze Procedure
3. Maze Procedure

Question 11

What should I use to monitor student progress in SPELLING (2 components)?

Answer 11

1. Number of correct letter sequences in two minutes

2. Number of words spelled correctly in two minutes

Question 12

What should I use to monitor student progress in WRITTEN EXPRESSION (3 components)?

Answer 12

1. Number of words written in two minutes
2. Number of correctly spelled words in two minutes
3. Number of correct spelled word sequences in two minutes

Question 13

What should I use to monitor student progress in MATH (3 components)?

Answer 13

1. Number of correct digits in one minute

2. Number of correct answers in one minute

Question 14

T or F; when selecting monitoring materials, select probes from the entire domain. That is, do not measure the isolated skill, but measure the
generalized task (i.e. do not measure the exact skill
that you teach).

Answer 14

True, when selecting monitoring materials, select probes from the entire domain.

Question 15

T or F, Be consistent in material you use for monitoring

and in your monitoring procedures.

Answer 15

True, Be consistent in material you use for monitoring

and in your monitoring procedures.

Question 16

T or F, In spelling one could use a spelling basal and randomly draw words from the glossary. The glossary represents the domain for a particular year in the curriculum.

Answer 16

True; In spelling one could use a spelling basal and randomly draw words from the glossary. The glossary represents the domain for a particular year in the curriculum.

Question 17

In regards to spelling scoring procedures, what is CLS?

Answer 17

Correct Letter Sequence

Question 18

GOM/CBM procedures for drawing a goal line, step 1

Answer 18

1. Establish a baseline; a minimum of three measurements is

necessary. All three measures can be taken on the same day.

Question 19

GOM/CBM procedures for drawing a goal line,

Answer 19

2. Select the median baseline score (the middle score from bottom to
   top). To determine the median score, order from lowest to
   highest (i.e. 17, 21, 23) and select the middle one. In this example,
   21 is the median (middle score). If more than three scores have
   been recorded, use the last three to determine the median.

Question 20

GOM/CBM procedures for drawing a goal line,

Answer 20

3. Draw a line immediately after the last point and place an “X” at
   the point representing the median score.

Question 21

GOM/CBM procedures for drawing a goal line,

Answer 21

4. Place an “X” at the point representing the long - range goal on the
   calendar date specified for achievement of the long - range goal.

Question 22

GOM/CBM procedures for drawing a goal line, step 2

Answer 22

2. Select the median baseline score (the middle score from bottom to top). To determine the median score, order from lowest to highest (i.e. 17, 21, 23) and select the middle one.

Question 23

GOM/CBM procedures for drawing a goal line,

Answer 23

4. Place an “X” at the point representing the long - range goal on the calendar date specified for achievement of the long - range goal.

Question 24

GOM/CBM procedures for drawing a goal line,

Answer 24

5. Draw the goal line by connecting the two “Xs”. The points along the line represent the short-term objective.

Question 25

GOM/CBM data utilization rules: If there are four data points above
the goal line….

Answer 25

change the goal

Question 26

GOM/CBM data utilization rules: If there are three data points below
the goal line…

Answer 26

change the intervention

Question 27

What are the 5 steps to problem solving (Deno and Fuchs)?

Answer 27

1. Identify the problem to be solved
2. Identify the alternative solutions
3. Implement and test those alternatives
4. Revise unsuccessful solutions
5. Terminate the problem solving process

Question 28

Terminating the problem solving process means…..

Answer 28

The student’s rate of grow will be at or above peer’s rate of growth and student can mainstream again.

Question 29

Does counting the number of words read aloud in one minute measure comprehension?

Answer 29

No, but there is a positive correlation.

Question 30

Which two procedures can be described as a reading comprehension activity in which words are omitted from a passage and students are required to fill in the blanks.

Answer 30

What are cloze and maze procedures?