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The study maintains sensitivity above 0.80 while maximizing specificity, then applies stricter thresholds when specificity exceeds 0.90. Outcome scores are tied to the 50th percentile raw scores on Spring Letter Sounds, Spring Word Reading Fluency, and Spring Passage Reading Fluency, with strong accuracy for all measures except phoneme segmenting in Fall Kindergarten.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/classification-accuracy-of-the-easycbm-kindergarten-grade-2-reading-measures/582495/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/classification-accuracy-of-the-easycbm-kindergarten-grade-2-reading-measures/582495.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the classification accuracy analyses in this report?","Question",{"text":112,"@type":113},"To identify cut scores that optimize sensitivity and specificity for easyCBM literacy assessments in Kindergarten through Grade 2.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the cut scores selected using sensitivity and specificity criteria?",{"text":117,"@type":113},"Sensitivity is kept above 0.80 while maximizing specificity; if specificity exceeds 0.90, sensitivity is raised above 0.90 and specificity is maximized again. When multiple cut scores tie, the one maximizing sensitivity is chosen.",{"name":119,"@type":110,"acceptedAnswer":120},"Which outcome scores are used for the three grade-level reading measures?",{"text":121,"@type":113},"Kindergarten uses Spring Letter Sounds 50th percentile raw scores; Grade 1 uses Spring Word Reading Fluency 50th percentile raw scores; Grade 2 uses Spring Passage Reading Fluency 50th percentile raw scores.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582495,1792210992,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Technical Report \\# 1801  \nClassification Accuracy of the easyCBM Kindergarten – Grade 2 Reading Measures  \nJulie Alonzo  \nDaniel Anderson  \nUniversity of Oregon  \nPublished by  \nBehavioral Research and Teaching University of Oregon • 175 Education  \n5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689  \n[http://brt.uoregon.edu](http://brt.uoregon.edu)  \nCopyright © 2018. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission .  \nThe University of Oregon is committed to the policy that all persons shall have equal access to its  \nprogram s, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation . This  \ndocument is available in alternative formats upon request.  \nAbstract  \nIn this technical report, we present results of classification accuracy analyses to identify cut scores to optimize sensitivity and specificity for the easyCBM literacy assessments in Kindergarten through Grade 2. In conducting these analyses, we used the following approach:  \nWe kept sensitivity above 0.80 and maximized specificity from there. If specificity crossed 0.90, we kept sensitivity above 0.90 and maximized specificity from there. If there were multiple cut scores with the same specificity maximum while keeping sensitivity above 0.80 or 0.90, respectively, we selected the cut score that maximized sensitivity. For the Kindergarten measures, we used the raw score associated with the 50th percentile on the Spring Letter Sounds measure as the outcome. For the Grade 1 measures, we used the raw score associated with the 50th percentile on the Spring Word Reading Fluency measure as the outcome. For the Grade 2 measures, we used the raw score associated with the 50th percentile on the Spring Passage Reading Fluency measure as the outcome. With the exception of the Phoneme Segmenting measure when administered in the Fall of Kindergarten, all measures demonstrated strong classification accuracy.  \nClassification Accuracy of the easyCBM Kindergarten – Grade 2 Reading Measures  \nThe easyCBM assessment system (Alonzo, Tindal, Ulmer, & Glasgow, 2006) has been widely adopted for use in school districts operating under Response to Intervention (RTI) or Multi-Tiered Systems of Support (MTSS) approaches to meeting student learning needs. The system includes both universal screening and progress monitoring assessments for identifying Kindergarten through Grade 8 students at risk in literacy and mathematics. In this technical report, we focus on the English language literacy universal screening measures available for use with students in Kindergarten through Grade 2. Findings from the study reported here are also applicable to the progress monitoring measures available at those grades, as both the universal screening (benchmark) and progress monitoring measures were developed concurrently, using an identical process, and designed to be of equivalent difficulty. In other words, each of the progress monitoring and universal screening measures of the same measure type (e.g., Word Reading Fluency, Letter Names) should be viewed as equivalent alternate forms.  \nThe easyCBM English-language literacy measures we analyzed in this study include Letter Names, Phoneme Segmenting, Letter Sounds, Word Reading and Passage Reading Fluency. A brief description of each measure is provided below.  \nThe Letter Names Fluency measure (LN) assesses alphabetic principles and rapid naming fluency (Alonzo & Tindal, 2007a) . Students are presented with a sheet of paper on which letters in both their capital and lower-case forms are printed in a table. Students have 60 seconds to name as many letters as they can, reading across the paper from left to right, then down to the next row. Teachers follow along on their o","cbCaikGKm4ng0pqG","https://ap.wps.com/l/cbCaikGKm4ng0pqG","pdf",1181752,16,"English","# Abstract\n# easyCBM Literacy Measures Overview\n## Universal Screening and Progress Monitoring\n## Measure Set Analyzed\n# Letter Names Fluency (LN)\n# Phoneme Segmenting Fluency (Seg)\n# Letter Sounds Fluency (LS)","[{\"question\":\"What is the main goal of the classification accuracy analyses in this report?\",\"answer\":\"To identify cut scores that optimize sensitivity and specificity for easyCBM literacy assessments in Kindergarten through Grade 2.\"},{\"question\":\"How are the cut scores selected using sensitivity and specificity criteria?\",\"answer\":\"Sensitivity is kept above 0.80 while maximizing specificity; if specificity exceeds 0.90, sensitivity is raised above 0.90 and specificity is maximized again. When multiple cut scores tie, the one maximizing sensitivity is chosen.\"},{\"question\":\"Which outcome scores are used for the three grade-level reading measures?\",\"answer\":\"Kindergarten uses Spring Letter Sounds 50th percentile raw scores; Grade 1 uses Spring Word Reading Fluency 50th percentile raw scores; Grade 2 uses Spring Passage Reading Fluency 50th percentile raw scores.\"}]","Classification Accuracy of the easyCBM Kindergarten - Grade 2 Reading Measures | PDF",1792043560]