Technical Report - 1807 - Supplementary Report on easyCBMMCRC Measures - A Follow-Up to Previous Technical Report

Oct 15, 2026

Uploaded by Margaret

In response to a request for additional analyses, the report re-analyzes data from prior studies, with emphasis on reporting confidence intervals. The supplementary work provides added evidence for classification accuracy, reliability, and criterion-related validity. Results are organized into sections by evidence type. The study uses Smarter Balanced English Language Arts as the criterion measure and applies R-based classification analyses using a selected cut point based on easyCBM norms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Classification Accuracy Methods

Criterion Measure and Independence

Cut-Point Selection

Intervention Assignment

Sample Demographics

Classification Accuracy Results

Technical Report \# 1807 Supplementary Report on easyCBMMCRC Measures: A Follow-Up to Previous Technical Report Julie Alonzo Daniel Anderson University of Oregon Published by Behavioral Research and Teaching University of Oregon • 175 Education 5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689 [http://brt.uoregon.edu](http://brt.uoregon.edu) Note: Funds for this dataset were provided by the U. S. Department of Education: Office of Special Education Programs (OSEP) \#H327S150007 . Copyright © 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 . The University of Oregon is committed to the policy that all persons shall have equal access to its programs , 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. Abstract In 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. Supplementary Report on easyCBM MCRC Measures: A Follow-Up to Previous Technical Reports This 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. Classification Accuracy Methods We 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. Students 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

FAQs

What prompted the additional analyses in this supplementary report?

The report was prepared in response to a request for additional analyses, specifically to report confidence intervals around the results.

Which assessment was used as the criterion measure for classification accuracy?

The Smarter Balanced English Language Arts Assessment (SBAS ELA) was used as the criterion measure.

How were students categorized in the classification analyses?

A cut point based on the 40th percentile from the easyCBM National Norms was selected, and students scoring below that threshold were assigned interventions based on patterns of need and available resources.

Oct 15, 2026

Uploaded by Margaret