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Technical Reports  \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 program 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 document is available in alternative formats upon request.  \nAbstract  \nIn response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we organize this technical report into sections based on the type of evidence being presented.  \nSupplementary Report on easyCBM PRF Measures:  \nA Follow-Up to Previous Technical Reports  \nThis technical report is an addendum to previous technical reports. In response to a request for additional analyses, in particular reporting confidence intervals around the results, were-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we organize this technical report into sections based on the typeof evidence being presented.  \nClassification Accuracy Methods  \nWe used the Smarter Balanced English Language Arts Assessment as our criterion measure. This measure is completely independent from the screening measure. SBAS is a largescale assessment in wide use across the United States as a state accountability measure. We used R statistical package to perform the classification analyses. The cut point of the score associated with the 40th percentile from the easyCBM National Norms was selected, as prior studies and wide-spread district policy suggests this is an appropriate cut-point for identifying students with intensive need. Although the 40th percentile might, initially, seem too high a cut-point for intensive need, the higher expectations for student performance aligns with the higher expectations for which schools are being held accountable in the past five years. (Prior to SBASand the CCSS adoption, performance expectations in the states from which this sample was drawn were substantially lower – the 20th percentile was previously used for identifying students with intensive need. Expectations have increased, however, and thus our cut-point also had to raise.  \nStudents who scored below the cut-point 40th percentile were assigned a variety of interventions, depending on specific pattern of need (performance on other parts of the literacy benchmark assessment such as vocabulary and reading comprehension, success of prior years’interventions, whether they also had identified mathematics needs) and resources available at the schools. Interventions ranged from one-on-one daily instruction on phonics to small group (2-6 students) twice-weekly supplemental fluency instruction, to after-school mentoring with a focus on oral reading fluency. A number of students concurrently received several of these interventions (typically only those students whose mathematics performance did not indicate a need for mathematics intervention as well because those students who also needed mathem","cbCaigSr3EeqrBdR","https://ap.wps.com/l/cbCaigSr3EeqrBdR","pdf",863430,16,"English","# Abstract\n# Classification Accuracy Methods\n## Criterion Measure and Independence\n## Cut-Point Selection\n## Intervention Assignment and Delivery\n# Classification Accuracy Results","[{\"question\":\"What prompted the additional analyses in this supplementary report?\",\"answer\":\"The report was produced to address a request for additional analyses, specifically including confidence intervals around the results.\"},{\"question\":\"What criterion measure was used for classification accuracy analyses?\",\"answer\":\"The Smarter Balanced English Language Arts Assessment (SBAS) was used as the criterion measure, and it was treated as independent from the screening measure.\"},{\"question\":\"How was the cut point for the easyCBM classification selected?\",\"answer\":\"The score cut point corresponding to the 40th percentile from the easyCBM National Norms was selected to identify students with intensive need, reflecting increased performance expectations.\"}]","Technical Report 1806 - Supplementary Report on easyCBM PRF Measures - A Follow-Up to Previous Technical Reports | PDF",1792043571]