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Date: 11/4/15

School/Setting: Oakwood/Math Resource

How did you account for reliability and validity with this measurement

tool?

For any kind of curriculum-based measurement, the correlating

rubric, checklist, or hybrid must be detailed and thorough enough to

consider all possible student outcomes. I made sure it was reliable by

creating a key designating what P, E and N stood for as well as what the

student outcomes qualify as. It was clear enough for a different teacher or

substitute to administer. Since the results would be graded consistently

due to a detailed rubric, the result would be creating valid data. Lastly, the

parts of the rubric matched what needed to be tested in her specific IEP

goals. Therefore, what was being tested was relevant and specific.

Hollek 1

Description of student:

Destiny is an 11 year-old girl with a specific learning disorder in math

problem solving and in reading comprehension. She is a fifth grader who

travels to different classes throughout the day that meet her needs. She

attends an English resource and a math resource room for 30 minutes a

day that allows for more specific instruction and allow for accommodations

to be made. She is given reduced work in rigor by 40%, clarification or

rewording when needed, and teacher assistance in directing attention to

areas for her to focus on to answer questions. The rest of her schedule is in

General Ed classes. After the IEP committee meeting, it was decided that

AT is necessary in the form of low tech for Destiny at the time. Her

schedule of services provides for education in the least restrictive

environment. She meets eligibility criteria to take the STAAR A for Reading,

Math and Writing. She is able to use a hundreds chart, multiplication chart

and a calculator on specific math areas.

Destiny exhibits age appropriate social skills. She is compliant,

helpful, agreeable and hardworking girl. She works well with other

students and is well-liked. She is very reserved and follows others easily.

During class and lunch, Destiny gets along with other 5th graders. When

faced with peer trouble, she knows when to walk away. Her fine and gross

motor skills match others of her age.

Hollek 2

become easily frustrated. Her body language changes quickly from happy

and upbeat to frustrated and slouched over. She shades her face with her

hands or puts her head down on the desk. Destiny is quick to doubt her

abilities and becomes easily discouraged. Positive reinforcement is very

beneficial for this behavior.

Destinys fluency and accuracy in English is on grade level at this

time. However, she struggles with being able to answer comprehension

questions. On a level O, Destiny is able to answer 2 out of 5

comprehension questions and 25% of inferencing and summarizing

questions. When given a level M, Destiny is able to improve her

comprehension skills. This is related to her math IEP of being able to solve

one and two-step word problems since a lot of her problems lie in reading

comprehension. Destinys specific IEP is By the next annual ARD, Destiny

will solve with fluency one- and two-step problems involving multiplication

and division, including interpreting remainders with 70% accuracy on

assessments. Prior to the assessment, Destiny already knew how to solve

2 by 3 digit multiplication and division. I had been reviewing that concept

and integrating application of multiplication and division into word

problems then solving.

TEKS:

Hollek 3

111.6 Mathematics (b) (4) (H) Number and operations. The student

applies mathematical process standards to develop and use strategies and

methods for whole number computations and decimal sums and

differences in order to solve problems with efficiency and accuracy. The

student is expected to solve with fluency one- and two-step problems

involving multiplication and division, including interpreting remainders.

Objective:

Given an assessment of one- and two-step multiplication and

division word problems, TSW correctly answer the problems with 70%

accuracy out of 5 correct.

Measurement tool:

I monitored Destinys IEP one-on-one assessment, one problem at a

time and not exceeding more than once a day. Here is a worksheet that

you are to independently work out, but let me know if you need further

clarification of the word problem if you get stuck. Remember that we are

working on one- and two-step word problems using multiplication and

division. That gives you a hint as to what operations you will have to use.

Follow along as I read these to you. Put your pencil down when you are

ready to go on to the next problem and wait for me to read the next

problem.

Hollek 4

responses and accuracy should be noted in the assessment checklist

according to the rubric. Fill out the chart according to the students

response then fill in the totals to gather specific data. P represents

anything in the Proficient column, E represents anything in the Emerging

column, and N represents anything in the Needs Support column. Copy of

questions label what kind of word problem is being tested.

Hollek 5

Rubric

Element

1-step word

problem

2-step word

problem

Proficient

Correct answer

with 1 or less

verbal cues, or

correctly drawn

representative.

Correct answer

with 1 or less

verbal cues, or

correctly drawn

representatives

.

Emerging

Needs Support

Correct operation Incorrect answer,

chosen but

needs 3 or more

incorrect answer, orverbal cues, or

needs 2 verbal

incorrect operation

cues.

Both correct

Incorrect answer,

operations

needs 3 or more

chosen but

verbal cues, or 1 or

incorrect answer, less correct

or needs 2 verbal operation/s chosen

cues.

P=Proficient

E=Emerging

N=Needs Support

Assessment Checklist

Skill

Trial 1

One-step addition

P

Trial 2

P

Trial 3

P

Total

3/3

One-step subtraction

2/3

One-step

addition/subtraction

Two-step

multiplication

3/3

0/3

0/3

3/5

2/5

3/5

Two-step division

Total

Administration Discussion:

We worked on practice problems in which we underlined important

key words or phrases and circled key numbers. After marking the word

problem, I would go back and re-read it aloud to check if anything was

Hollek 6

solve the word problem independently. When the day came to begin

administration of the assessment for data, I made sure to keep as much

continuity as possible. Before the start of the CBM, I stated that these

questions were going to be both one- and two-step multiplication and

division problems. I gave the instructions then verbally administered a

sample question in the same way by reading aloud the word problem and

re-read it for as many times as necessary. I prompted Destiny to circle

important numbers and underline important words or phrases. By going

through the first one together, I was able to walk her though the problem

and gather her confidence in problem solving. If addition help was needed,

she was not allowed to use an assessment question as an example as to

skew her data results. I was able to provide an additional word problem.

When she felt ready, I began administering the measurement by reading

the problems to assist in sentence comprehension. No further instruction

was provided.

I think it was strong in that is tested a two skills using both one- and

two-step problems. It was able to test a range of skills for data collection

toward Destinys IEP goals. Another pro is that by verbally administering

the assessment, she did not have to overcome her specific ID related to

English comprehension as well as math problem solving. It is just testing

her math in isolation, so other skills should be ignored. This CBM was weak

in that it only provided 5 examples each trial. It is hard to get an accurate

Hollek 7

data read since I dont know if the mistakes happened because the student

really didnt know how to solve that specific problem or if it was just a

silly mistake. Even though it was not applicable here, another con is that

one of the skills listed was not specific in whether it was testing

subtraction or addition so it is not clear what still needs work from just

viewing the rubric. Also, with only 5 questions given, the student must get

4 (or 80%) of them correct in order to meet her 70% IEP goal.

Mentor Discussion:

After administering the first trial assessment, my mentor teacher

and I discussed how it went. She liked seeing how I was not showing and

verbally addressing positive or negative reactions to her answers. She

explained how during assessments it is important not to guide student

responses by simple reactions to their work even though it is a natural

reaction to show the student positive praise. Next my MT explained how

she liked how I read each word problem as to not have a misinterpretation

of the sentence be causation of an incorrect response. However, she

advised how I should not place too heavy of an emphasis on specific words

that guide the student to the correct operation. It is on the student to

discover and correlate a key word or phrase to the type of operation she

should use. Lastly, my MT discussed the delivery order of the assessment.

She noticed how the questions started easy, and then progressively got

harder in a recognizable pattern. She advised for future trials to not have

Hollek 8

the operations and number of steps in the same order as the first trail.

When I created the second and third trial, I made sure to place them in

varied orders.

After giving the assessment, I was able to observe that Destiny has

mastered one-step addition word problems. She performed emerging skills

for one-step subtraction and could use a little more practice. As for twostep multiplication and division, I was able to observe that Destiny needs

additional support. By the third trial, I was able to determine that she had

progressed since the first trial. Although she has not yet reached her IEP

goal, Destiny is at least performing at an Emerging level and higher. My

mentor teacher explained how this is still pretty good considering the time

frame we still have to continue teaching and gathering data on Destiny.

After administering 3 trials of my CBM, I realized how my focus of

teaching should migrate towards breaking down two-step word problems

and using the correct operations to solve them. I plan on reviewing onestep word problems that will assist in the development of two-step

problems. Since sentence comprehension was the main area of concern,

the next few weeks will be focusing on word problems being introduced by

breaking down the problem further and color-coding important information.

Practice with reading word problems will also occur where I say a word

Hollek 9

problem and Destiny will read it back with vocal inflection on the important

parts.

Student Assessments

Trial 1

1) Frank worked 8 hours on the first four days of the week. How many

hours did he work in these four days?

2) Sues family went on vacation. Her mom drove the car at 60 mph.

They camped at a campground after traveling for 5 hours. How far

was the campground from their home?

3) There are 930 students at a school. If each classroom holds 30

students, how many classrooms are needed at the school.

4) Sam earns $12 an hour cleaning houses. If he works from 8:00am to

5:00 pm, how much money will he make?

5) Jennie makes quilts. She can make 7 quilts with 21 yards of material.

How many yards of material would be required to make 12 quilts?

Trial 2

6) Alyssa has 24 blue balloons. Mike has 49 times more blue balloons

than Alyssa. How many more blue balloons does Mike have than

Alyssa?

7) Brett drove 55 miles every hour. How many miles would he drive in 8

hours?

8) Julia has been collecting pennies since she was 3 years old. She used

a machine at the bank to count her pennies. She has 4,380 pennies.

How many dimes would that be?

9) Brayden and Gavin were playing touch football against Cole and

Freddy. Touchdowns were worth 7 points. Brayden and Gavins team

Hollek 10

How many more points did Cole and Freddys team have than

Brayden and Gavins team?

10)

A fruit farm packs oranges in boxes that hold 10 oranges each.

One day it packs 2650 oranges. How many boxed did they use?

Trial 3

11)

A perfect score is 21 points. How many points would you have

after three perfect games in a row?

12)

On Thursday the Meat King Market sold 210 pounds of ground

beef. On Friday they sold twice that amount. On Saturday they only

sold 130 pounds. How much more meat did they sell on Friday than

Saturday?

13)

At the town carnival Billy rode the Ferris wheel seven times

and the bumper cars three times. If each ride costs five tickets, how

many tickets did he use?

14)

You want to give your baseball cards to your 5 best friends. You

have 455 baseball cards. How many baseball cards would each

friend get, if you share them equally?

15)

Brians car gets 10 kilometers per gallon. How far can he drive

on 10 gallons of gas?

Hollek 11

Trial 1

16)

Frank worked 8 hours on the first four days of the week. How

many hours did he work in these four days? 1M

17)

Sues family went on vacation. Her mom drove the car at 60

mph. They camped at a campground after traveling for 5 hours. How

far was the campground from their home? 1M

18)

There are 930 students at a school. If each classroom holds 30

students, how many classrooms are needed at the school. 1D

19)

Sam earns $12 an hour cleaning houses. If he works from

8:00am to 5:00 pm, how much money will he make? 2M

20)

Jennie makes quilts. She can make 7 quilts with 21 yards of

material. How many yards of material would be required to make 12

quilts? 2D

Trial 2

21)

Alyssa has 24 blue balloons. Mike has 49 times more blue

balloons than Alyssa. How many more blue balloons does Mike have

than Alyssa? 2 M

22)

Brett drove 55 miles every hour. How many miles would he

drive in 8 hours? 1M

23)

Julia has been collecting pennies since she was 3 years old.

She used a machine at the bank to count her pennies. She has 4,380

pennies. How many dimes would that be? 1D

24)

Brayden and Gavin were playing touch football against Cole

and Freddy. Touchdowns were worth 7 points. Brayden and Gavins

team scored 7 touchdowns. Cole and Freddys team scored 9

touchdowns. How many more points did Cole and Freddys team

have than Brayden and Gavins team? 2D

25)

A fruit farm packs oranges in boxes that hold 10 oranges each.

One day it packs 2650 oranges. How many boxed did they use? 1D

Trial 3

26)

A perfect score is 21 points. How many points would you have

after three perfect games in a row? 1M

27)

On Thursday the Meat King Market sold 210 pounds of ground

beef. On Friday they sold twice that amount. On Saturday they only

sold 130 pounds. How much more meat did they sell on Friday than

Saturday? 2D

28)

At the town carnival Billy rode the ferris wheel seven times and

the bumper cars three times. If each ride costs five tickets, how

many tickets did he use? 2M

Hollek 12

29)

You want to give your baseball cards to your 5 best friends. You

have 455 baseball cards. How many baseball cards would each

friend get, if you share them equally? 1D

30)

Brians car gets 10 kilometers per gallon. How far can he drive

on 10 gallons of gas? 1M

Hollek 13

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