Enoch Shin

Dr. Fournier
SPED 311
11/10/14
Curriculum Based Assessment II
Name: Enoch Shin
Date: 11/10/14
School/Setting: College Station High School/Life Skills Classroom

Description of Student:
Trotter is an 18 year old girl who is in her senior year of high school. She is a
bubbly girl with beautiful long black hair. It does not take much to make her giggle,
and she is always either laughing of smiling. Nothing seems to ever get her down.
In terms of her social skills she is completely normal and proficient. She loves
to chat and will respond to just about anything you ask. Trotter is very motherly and
will do her best to care for you, make sure you are okay, and be of some sort of
encouragement.
With regards to her learning skills, Trotter is always doing her best to learn.
She is in all resource classrooms with the exception of one period of writing/English
and one period of life skills. When it comes time to learn, she does not resist or
show an attitude. She is not the fastest when learning something new, but she
works hard to solidify what she has learned. She is a go and get it kind of learner.
She has been diagnosed with intellectual disability (ID) which affects her
academics. This causes her to learn at a slightly slower rate than the average
student. She is behind in her writing skills in comparison to the rest of her grade
level. She is often working on many different life skills that can be applied to real
life situations but has not fully become independent in all of them.

Enoch Shin
Dr. Fournier
SPED 311
11/10/14
Objective:
IEP: Given hygiene tools, TSW be able to manage hygiene independently.
CBM obj.- Given a comb and hair tie, TSW be able to put her hair in a ponytail
independently 2 out of 3 times with no more than 1 verbal prompt, keeping the goal
of independence in mind.
Measurement Tool:
*Steps have been predetermined and worded by the mentor teacher
1
2
3
combs hair all
~
~
+
the way down
doubles hair
~
tie
pulls hair all
+
+
+
the way
through into a
ponytail
Totals
1/3
1/3
2/3
Key:
+ completes step with only 1 verbal prompt
~ completes step with only 1-3 prompts
- incomplete step or completes step with more than 3 prompts

Totals
1/3
0/3
3/3

Administration Discussion:
The administration process was fairly easy. I personally did not administer the
CBM, I simply recorded the data and compiled it together as supervision was
needed in the bathroom for accountability. Trotter is also a very compliant student
and willing to learn or try new things. This made the administration of the CBM very
easy and smooth. Each trial was observed on a separate day during 6 th period. This
skill was just recently introduced, thus the results essentially displayed her
introductory work in learning the skill.

Enoch Shin
Dr. Fournier
SPED 311
11/10/14
There were definitely strengths and weaknesses of this measurement. A neat
strength was that I was able to catch the introduction stages of the skill being
assessed. Witnessing what skill level the student started off at was a neat
experience. Continuing with strengths, there was the simplicity of the CBM. This
kept the task in very simple and comprehensive steps as well as
manageable/recordable data. Unfortunately the timing of the CBM was a weakness
as well. It did not provide for more information than the introduction stages of skill
level. The data did not contain enough information to gauge substantial progress for
the student.
The biggest improvement that I would implement would be the time frame of
the CBM. Allowing for the visualization of progress would have been much more
beneficial of data to use than to just take data on the early and introduction stages
of the skill. The extension of the allotted time frame for the CBM would be the most
useful change to the administration.
Mentor Teacher Discussion:
The data obtained in the assessment was very easy to understand. The
presentation of it when discussed was simple and easy to access. Due to the key,
the steps provided, and the given parameters the results that were seen and
recorded were very clear and to the point.
Although Mrs. Brigade was already going to carry out this life skill objective
with Trotter, she had a couple comments in inputs to share about the CBM. First she
was very glad to help me make a CBM out of the instruction for this life skill. She too
agreed that the data reflected only the beginnings of her learning stages and

Enoch Shin
Dr. Fournier
SPED 311
11/10/14
pointed out that either prolonging the CBM or doing another CBM at a later time
would be useful for comparing data of the beginning stages with the later, more
progressed, data.
As stated earlier, the tool was simple and self-explanatory, and thus seemed
pretty useful for future CBMs. However, changing the duration of data collection on
the CBM would be the biggest change that would benefit this CBM and collection of
data.
Future Teacher Discussion:
In terms of the next few days and weeks the initial steps of a ponytail need to
be focused on for teaching. It is clear through the data collected from the CBM that
pulling hair all the way through is not a hard step for Trotter. On the other hand,
combing her hair all the way down and doubling her hair tie (as specified by her
teacher) are much more difficult steps. Thus, teaching Trotter to accomplish these
tasks and then to complete it independently ought to be the focus for her for the
next few weeks.
The best method to teach this objective would be to use much modeling for
Trotter of the first two steps with many verbal prompts for them during the together
practice. Eventually prompts would be faded out to achieve independence in each
step.