April 13, 2024

Module 6 Assignment: Case Study Component B CBM and IEP Review the RtI and CBMs presentation slides. Chart CBM results and IEP Component of long term goal and three short term objectives to

Module 6 Assignment: Case Study Component B CBM and IEP

Review the RtI and CBMs presentation slides. Chart CBM results and IEP Component of long term goal and three short term objectives to improve academic performance.

For the case you used in the RtI Case Study assignment, complete the IEP sections that describe the Present levels of Performance (strengths and academic functioning) and write one academic goal with 3 objectives for the student.

Scoring:

Present Levels of Performance: 1 point
Goal is written in SMART Goal Format: 2 points
Three Short Term objectives to help the student each goal are provided: 2 points

Here are the headings that you will write to:

Present Levels of Performance:
- Student Strengths
- Academic Functioning
Goals and Objectives:
- Long Term Goal
- Three Short Term Objectives

Read the detailed Module 6 CBM Assignment instructions and use the Grade 2 and Grade 8 CBM documents to complete your assignment.

Assessment Critique Assignment

Choose one Curriculum Based Measure (measures used most frequently in schools to determine how students are functioning in the general education curriculum) and one Diagnostic Assessment (those often used by school personnel in the IEP process) to review and critique. The purpose of these critiques is to provide additional information to your colleagues in understanding whether, when, and how to use and interpret common assessments and what information is most useful for a special education teacher in planning for your students. Feel free to ask school staff which assessments are most commonly used in your school setting.

The final product will be a user-friendly handout that addresses the following components.

Introduction

A. Test Title, Publisher, Publication Date

B. Materials

C. Cost

D. Target Client Populations (e.g., age range, areas of

concern)

E. Recommended Uses/Purposes

Psychometric Properties

A. Norms

B. Reliability

C. Validity

D. Special Issues/Other Research

Test Administration

A. Procedures for Administering Test(s)

B. Recording Responses

C. Scoring Responses

Test Interpretation

A. Theoretical Foundation

B. Types of Scores

C. Score Meaning/Interpretation

Test Uses/Abuses/Evaluation

A. Recommended Uses

B. Uses to Avoid

C. Your Evaluation of Strengths & Weaknesses

D. Additional Resources (e.g., test reviews, articles, web sites)

Critique

A one-page narrative critique is included that provides the following:

A. Rationale for the recommendations uses and what to avoid

B. Rationale for the strengths and weaknesses

C. Practical Applications for IEP and Lesson Planning

Be sure to include in-text citations and a complete reference list. Once complete, you will upload your handout to the discussion board and the assignments tab.

Utilize the National Center for Intensive Intervention website and Guide to Special Education Evaluation Tools can be used as guides.

SPE 501: Educational and Diagnostic Assessment for Children and Adolescents

with Disabilities

Module 6: CBM Scoring, Graphing and Analysis

You have:

9 unscored CBM prompts from easycbm.com in Passage Reading Fluency

Norm tables that show scores and percentile ranks for fall, winter and spring testing

Blank sheet of graph paper

Here is what you need to do:

1. Determine the CWPM or correct works in one minute for all 9 prompts.

2. Determine the baseline score based on the first three prompt CWPM scores. Two methods of

determining a baseline are included in the RtI and CBMs PowerPoint.

3. Plot the baseline score on the graph (blank graph paper is included if you want to use it. You

may also use any other technology or tools to create the chart)

4. Create an aimline based on a target for improvement that moves the student closer to cut

scores for intervention at the end of the intervention period. The prompts you have are for

FALL testing. You want to set your end point for the next season’s testing, which in this case

would be winter. This is important because just as the student you are working is improving so

is the peer group. So if you are going to catch the student up, you need to look at comparison

with where peers will be performing at the end of the intervention period. Consider the cut off

score for your district’s consideration of Tier 2 and Tier 3 intervention groups.

5. Plot the remaining scores on the graph.

In a narrative you will address the following questions:

What did the baseline score tell you about the student’s reading fluency ability?

Use statistical language to compare the student’s performance to typically

developing peers. Why did you set the target where you did? What tier for

intervention do you think the student should receive? What type, duration and

frequency of interventions are you recommending? At the end of the 6-week

intervention period answer the two questions: 1) What is the evidence that the

student has made progress? 2) How does the student compare to typically

developing peers? (Use statistical language to compare the student’s

performance to typically developing peers) And last: What do you recommend

moving forward?

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Instructions for CBM assignment.pdf
Grade 2 CBM assignment
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