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SPED 311 Curriculum Based Assessment II

Name: Hanna Hollek


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.

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Curriculum Based Measurement Tool


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.

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When being introduced to new challenging material, Destiny tends to


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:

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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.

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As Destiny independently solves math word problems, her


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.

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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.

Refer to rubric above


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

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missed and to emphasize words or numbers we marked. She would then


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

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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

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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.

Future Teaching Direction:


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

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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
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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?
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?

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Key for Types of Problems-Color Coded


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

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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

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