SPED 311 Curriculum Based Assessment II

Name: Melissa Faz

Date: 4/7/16

School/Setting: Rock Prairie Elementary/ Life Skills

How did you account for reliability and validity with this measurement tool?

In order to account for reliability with this measurement tool I was able to make

sure to not only have words that began with the letters ja but I also added other words

such as jet, jellyfish, and jump rope in order to better understand if the problems were

just with words that began with the letters ja. When determining the validity of this test,

it was important to study the test results in the setting in which they were used. For

example, since the setting was in the classroom with other students around, the student

did get distracted due to them being there. For future considerations, I will make sure to

have the student in a different setting so that this test can have a strong validity.

On my honor, as an Aggie, I have neither given nor received

unauthorized aid on this academic work.

Signature___________________________________________
 Curriculum Based Measurement Tool

Description of student:

The student that I have selected is a 9-year-old girl. The students IDEIA

eligibility is under intellectual disability. The student attends Rock Prairie Elementary in

College Station, TX and is a 3rd grader. Due to her intellectual disability, the student is in

a life skills class. One of the students social skills strengths is that the student is able to

communicate with her peers and her teachers whenever she is asked to do so. Along with

this strength, the student is very attentive during the lessons and therefore her learning

skills are strongly developing each day. Majority of the time the student is engaged in the

lesson and therefore, her learning skills and grades have been improving ever since the

beginning of the school year. When it comes to the students academic area, the student is

quickly advancing in math and writing. On the other hand, the student faces some

challenges in the classroom. One challenge the student is currently facing is pronouncing

words beginning with the letter J. For example, when the student is given a word such

as jacket the student will say acket rather than jacket. In her academic area, the

student tends to struggle most when she has to verbally say words with the letter J.

Objective:

IEP Goal: By the end of 36 instructional weeks, the student will demonstrate

proper placement of articulations when working with words that begin with the

letters e, f, g, h, and j in spontaneous sentences in 70% of opportunities. Mastery

will be across two consecutive grading periods. (From mentor teacher)

Given 6 flashcards with words that begin with the letter J, the student will be

able to correctly enunciate words beginning with the letter J, in 2/4 trials.
Measurement tool:

Directions: Given 6 flashcards with words that begin with the letter J, the student will

be able to correctly enunciate words beginning with the letter J, in 2/4 trials

Teacher: Today I am going to test you on the letter J. First I will be showing you a

flashcard, on this flashcard there will be a word that begins with the letter J and within

3 seconds, I want you to tell me what that word says.

Here is an example (pick up teacher card, say the correct J word aloud). Now its your

turn to tell me what words are on these flashcards!

If the student says the correct words aloud within 3 seconds, give her a P for proficient.

If she correctly says the words aloud with a verbal cue from you then give her an E for

emerging. If the student says the incorrect word aloud or if she needed multiple-prompts

to read the word, then put a (NS) for needed support. Add the totals vertically and

horizontally by only counting the Ps proficient amounts.

Key:

Proficient (P) Emerging (E) Needs Support

 (NS)
- correctly -correctly enunciated - incorrectly read

enunciated word on word aloud on flashcard word aloud on

flashcard aloud with verbal cue from the flashcard

within 3 seconds or teacher -needed

less multiple-prompts

to enunciate

word aloud

Trial
J 1 2 3 4 Total

jacket NS NS E P 1/4
jar NS E P P 2/4
jet P P P P 4/4
jellyfish P E P P 3/4
jam E NS E P 1/4
jump-rope P E P E 2/4
Total 3/6 1/6 3/6 5/6

Administration Discussion:

The CBM was administered over the course of two days within the last ten

minutes of class time. I began by showing the student 1 flashcard with a word that began

with the letter j. The student would then verbally respond to the word on the flashcard.

If the student answered correctly within 3 seconds or less, the student would get a P for

proficient. If the student answered correctly with a verbal cue from me, then the student

would receive an E for emerging. Lastly, if the student incorrectly read the word on the
flashcard or needed multiple-prompts to read the word, then the student would get NS

for needed support. These steps were then repeated with 5 other flashcards that had

different words that began with the letter j. During this assessment there were a total of

4 trials. Two trials were done on March 30, 2016 and the last two trials were given on

April 4, 2016.

Overall, the CBM was shown to be effective. During trials 1 and 2, the student

showed that she was having difficulties with words that began with ja such as jacket,

jar and jam. Therefore, it was concluded that the CBM assessment did go as expected.

The reason for this, is because before assessing the CBM to the student, according to my

mentor teacher, she stated that the student would have difficulties with words that have

as after the letter j. For example, in multiple occasions the student will tend to say

acket rather than jacket and with other words that would start the same. Later in the

assessment, it was noted that after the first two trials, the student seemed to be catching

on and self corrected herself during the third and fourth trials. For example, instead of

saying acket as she did during the first two trials, the student was able to correct herself

and would say jacket. This self-correction also occurred with the words jar and jam

during the 3rd and 4th trials.

When compared with my thoughts before administering the assessment, the

student did as expected on the measuring tool. The reason for this is because according to

my mentor teacher, she mentioned that the student would have difficulties with words

that have an a after the letter j at the begging of them. Therefore, my thoughts before

the actual measure, were that the student would have most difficulties with words such as
jacket, jar, and jam and according to my data the student did have most difficulties

when trying to verbally say those words.

One of the strengths of this tool is that it is very easy to follow and it is also very

flexible. This is important because the teacher can always adjust the words to what she

wants to assess her with. A weakness about this tool is that the assessment did not have

instructions about having to redirect the student if needed. During the first trials of the

assessment, the student seemed distracted by her peers around the classroom since she

was the only one doing this assessment. Therefore, for future assessments, as a teacher I

can consider doing this assessment in a separate classroom or a quiet area where there

will be no distractions for the student.

Discussion with Mentor:

After administering the CBM for the first time, I discussed my results with my

mentor teacher. The results seemed very similar to what we had discussed because she

believed that the student would struggle most with words that begin with the letter j

and were then followed by the letter a. The reason for this is because during the trials,

the student would say words such as jam as am. In my opinion, I think that the

measure tool could be used again. The reason for this is because this tool consists of

different words that begin with the letter j. Since they are many words that begin with

the letter j, in the future, I would switch the words around and focus on other words

that begin with the letter j that I want to assess my student with.

Future Teaching:

As a result of my measurement, one change in teaching that needs to be considered

for this student, is that the student needs to review letter that begin with the letter j in a
one-on-one setting. The reason for this is because while assessing her I noticed that the

student would become easily distracted by other peers around her and therefore on

several occasions she decided to daze off. Overall, the main focus for this student for the

next few weeks will be words that begin with ja. This way the student will be able to

learn how to properly pronounce words that begin with ja without any mistakes. An

additional technique that I would use for future teaching would be to have pictures of the

words to help the student put a visual next to the word. By doing this, every time the

student sees that word she can connect it back to the picture and know how to correctly

say the word.