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SPED 311 Curriculum Based Assessment II

Name: Jesseca Kallini

Date: April 1, 2016
School/Setting: Rock Prairie Elementary School/ Resource Room K-3
How did you account for reliability and validity with this measurement tool?
I accounted for reliability with this measurement tool by giving two assessments
only one day apart. The scores for both days were exactly the same. After getting these
two scores, I knew what letters Devin needed to practice, so I was able to spend a large
amount of time practicing and reviewing. I accounted for validity with this measurement
tool by having construct validity. The test is actually measuring what is designed to
measure. The test measures the students knowledge of the letter sound, not if the student
recognizes the letter.

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

unauthorized aid on this academic work.

Description of student
The student Devin* is a 7 year old boy in the second grade that is an English as a
second language learner. He is attending Rock Prairie Elementary and is served in a
resource room for math and ELA. He comes into the classroom for three 30-minute
periods to work on reading, writing and math. Devin is served through IDEIA under
Specific Learning Disability. He started at Rock Prairie in February, moving here from
Arizona. When he came in as a new student, he did not know how to read and recognized
about 15 letters and their sounds. My mentor teacher has worked with him extensively
one on one and he now recognizes about 24 letters and their sounds. He is able to read
some sight words, sometimes needing prompting on letter sounds. Devins adaptive skills
are very high and are able to reason with the teacher. He follows directions and listens to
those who speak to him. Directions need to be repeated several times before he is actually
able to process the information and put action into the words. Devin is very social and
talks to the students around him. He is able to keep up with social cues in the classroom
and knows when it is okay to speak and when not to speak. Devin does get frustrated
when he has to write and will often put his hands on face and refuse to work. It will take
several minutes to coax him to get back to work. When Devin is being introduced to new
words or sounds, he gets very stressed and agitated. For example, when introducing the
letter S, he will look at you and not respond or put his head on the table. Devin is able
to follow along while reading with a teacher with his finger. Devin quickly picks up what
he is learning, but the next day when re-introduced, he forgets everything he learned the
day before. (*Fake name is given).

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns, and morphological analysis to
decode written English. Students are expected to:
(D) Identify and read at least 25 high-frequency words from a commonly
used list.
Given ten index cards that are printed with high-frequency words, the student will read
the word out loud with 100% accuracy, getting at least 8 out of 10 correct in 3 out of 4
Administration Discussion:
Devin was given the CBM four times over the course of two weeks. At a small
worktable in the classroom on the opposite end of the room from the teacher and other
students, Devin and I worked one on one. The table was empty expect for my paperwork
and cards. The room was well lit and near a white board. The CBM was given every time
around 11:15 when he came into the room for reading. The CBM did go as I expected.
The first time it was administered, Devin got seven of the words incorrect, partial on one
word and got two correct on his own. On the actual measurement, my thoughts were very
similar to what actually happened. No matter how many times we may practice the words
and Devin is able to say them with fluency, the next day it is like we are introducing the
words for the first time. As the days went on, he did show several signs of improvement.
There was also a huge increase of work involving these specific sight words. Devin and I
would read books from his section in Read Well that highlighted many of these words.

We would practice on different index cards that were in red, since that is his favorite
color. When administrating the CBM, the words were printed on plain index cards in
black ink. There were several strengths of the tool, it allowed for teachers to see exactly
what letters he struggles with. By allowing individual prompts of letter sounds
encourages the student to put the sounds together and develop phonemic awareness. The
weakness of the tool is the inconsistency in practicing of the words and the way he was
assessed on them. Having the paraprofessional work with him on days I am not there
would be a great way to solve this. Devin thoroughly went over these specific sight words
only on days I was there and it would have benefitted him if he did that everyday. Also, I
think by having his practice cards in red and the assessment cards in black threw him off.
I need to be consistent in the ways the student sees the words until he is fluent with them.
Discussion with Mentor:
After discussing the results with my mentor teacher, we both agreed that Devin
did as well as they would expect from him at his current level in Read Well. My mentor
teacher mentioned that since Devin is an English language learner with a learning
disability, the process of learning new words and sounds is huge difficulty. The main
issue is how easy he forgets what he has learned. His is not retaining majority of the
information given to him and his home life plays a factor in this as well. My mentor
teacher briefly mentioned some issues regarding schoolwork at home, but did not go into
detail. The culture at home plays a role in how education is viewed in young children.
Since Devin did show progress over the four CBMS, my mentor teacher and I learned
that with extreme consistency he is more likely to retain the information. This poses an
issue to my mentor teacher because the other four students in there who are on similar
Read Well levels learn more visually with a variety of objects and tools. Another looming

struggle is applying the information he actual learns and retains in a different setting. We
discussed that this tool could be used again to determine his current reading level inbetween the every six-week reading assessment for his IEP. In the future, the cards he
would be shown during the CBM would be the same cards he practices with.
Future Teaching:
As a result of the measurements, several changes in the way this student is taught
needs to be considered. Devin needs consistency in the way he is introduced to new
words and sounds and applies them in the same way, whether it be reading a book or
using flash cards. This should be done until the words are fluent enough to introduce new
ways to see the word and the teacher will gradually fade out the books and vocab words.
When introducing new ways to see the vocabulary words could be as simple as pulling
them up on a smart board or using whiteboards to practice writing and sounding out the
letters. Additional techniques that would benefit Devin would be having a word wall
specifically for him in the classroom. Reviewing the alphabet and their sounds before
beginning vocabulary words will hopefully refresh his mind on phonemic awareness.

Measurement tool
For teacher, or professional administrating: The student will be shown one index
card that has a high-frequency word printed on it. The student will read the word
out loud as go through the ten words individually. Collect data. If the student
needs a prompt, only make the first letter sound, if the student still has not said the
word, make the second sound if needed.
For student: I am going to show you a card with a vocabulary word. Please read
it aloud.
Y: Student reads the word correctly, with no prompting from teacher, within 8 seconds.
~: Students read the word correctly after no more than one prompt from the teacher and
no more than two self-corrections from student, within 8 seconds.
N: Students read the word incorrectly, self-corrects or needs prompting more than two
times, and/or takes longer than 8 seconds to say the word.