By the way, are you familiar with the term curriculum-based measurement (CBM)? It’s one of the widely used, research-based assessment methods we use at Fit to track students’ progress and mastery of skills. In the graphs included here, we’ve used the AIMSweb platform to chart the CBM data and show how student performance stacks up to national percentile ranks. CBM assessments cover the subject areas of math, reading, writing, spelling, and – in the case of Lil Fits – early literacy and numeracy skills. In short, the use of CBM and AIMSweb allows us to effectively track student learning – both in comparison to their own past performance and how their learning compares to peers. This information drives instructional decision-making, which makes Fit learning sessions focused and efficient.
Four CBM assessments are included here in Outcomes Graph 01. Math-CAP CBM refers to an assessment of concepts and applications in math; it evaluates language-based math skills. Math-COMP CBM refers to an assessment of computation skills and evaluates the solving of math algorithms. MAZE-CBM refers to an assessment of reading comprehension. Finally, Oral Reading CBM refers to an assessment of oral reading fluency.
Outcomes Graph 02
Next, the graph below shows the 40-hour percentile rank gains achieved across curriculum-based measurement (CBM) assessments conducted with all learners enrolled in Fit Learning locations worldwide. On average, our learners improved from the 27th percentile at intake to the 59th percentile. They gained an average of 32 percentile ranks in only 40 hours of training. This reflects greater gains than most American students make in an entire school year.
Outcomes Graph 03
The graph below shows the 40-hour percentile rank gains conducted with students enrolled in the Lil Fits program, where we track learners’ early literacy and numeracy skills. On average, our young learners improved from the 25th percentile at intake to the 61st percentile. They gained an average of 36 percentile ranks in only 40 hours of training, a dramatic acceleration of academic skills.
Outcomes Graph 04
The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all learners enrolled in Fit Learning locations worldwide with diagnoses of autism spectrum disorder (ASD). On average, these learners improved from the 28th percentile at intake to the 57th percentile. They gained an average of 29 percentile ranks in only 40 hours of training. This demonstrates the effectiveness of the Fit Learning program regardless of a learner’s diagnosis or classification.
Outcomes Graph 05
The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all learners enrolled in Fit Learning locations worldwide with learning disability diagnoses. On average, these learners improved from the 20th percentile at intake to the 42nd percentile. They gained an average of 22 percentile ranks in only 40 hours of training. This is yet another illustration of the program’s effectiveness regardless of a learner’s diagnosis or classification.
Outcomes Graph 06
The graph below shows the 40-hour percentile rank gains achieved across CBM assessments conducted with all non-classified learners enrolled in Fit Learning locations. On average, these learners improved from the 24th percentile at intake to the 50th percentile. They gained an average of 26 percentile ranks in only 40 hours of training, once again showing the effectiveness of the program regardless of a learner’s diagnosis or classification (or lack thereof).
Outcomes Graph 07
Finally, for an even more granular view, shown below is the percentile rank gain of a learner with an autism spectrum diagnosis after completing a Fit Logic enrollment at Fit Learning St. Louis. The learner improved from a 15th to 73rd percentile ranking in reading comprehension – a 58 percentile ranking jump! Additionally, their reading accuracy improved from 75% to 100%.
