May 20, 2024

CBM and IEP Review the RtI and CBMs presentation slides. Ch

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.

Classroom Assessment

Name of Student

Lecturer Name

Course

Date

Task Analysis Chart

Life Skill: Baking Chocolate Chip Cookies

Step	Task
1	Gather all necessary ingredients and equipment
2	Preheat the oven to the required temperature
3	Cream the butter and sugar together until light and fluffy
4	Add the eggs and vanilla extract, mixing well after each addition
5	In a separate bowl, sift together the flour, baking soda, and salt
6	Gradually add the dry ingredients to the wet ingredients, mixing until just combined
7	Fold in the chocolate chips
8	Scoop dough onto a greased baking sheet, spacing them apart
9	Bake for the recommended time or until golden brown
10	Remove from the oven and let cool on a wire rack

Rubric for Assessing Chocolate Chip Cookies

Criteria	Excellent (4)	Good (3)	Fair (2)	Poor (1)
Appearance	Evenly golden brown color, slightly cracked on top	Slightly over or under-baked, but still visually appealing	Unevenly baked, pale or dark spots	Burnt or underbaked, unappealing appearance
Texture	Chewy on the inside, crispy on the outside	Slightly too chewy or too crispy, but still enjoyable	Dry or tough texture	Extremely hard or doughy, inedible
Flavor	Well-balanced sweetness and chocolate flavor	Slightly too sweet or not enough chocolate flavor	Bland or overpowering flavors	Burnt or unpleasant flavors
Chocolate Chips	Evenly distributed, melted and gooey	Slightly too many or too few chips	Unevenly distributed chips	No chocolate chips or chips not melted
Overall Quality	Exceptional cookie, would bake again	Good cookie, but could use minor improvements	Acceptable, but needs work	Inedible or unacceptable quality

Test Questions:

True/False Questions:

1. Creaming the butter and sugar together helps incorporate air into the dough, creating a light and fluffy texture. (True)

2. It's better to use melted butter when making chocolate chip cookies. (False)

These true/false questions are clear, concise, and focus on testing essential knowledge and concepts related to baking chocolate chip cookies. They cover important techniques like creaming and using the right ingredients, which are crucial for successful cookie baking.

Multiple Choice Questions:

1. Which of the following ingredients helps cookies to spread and become crispy on the edges? a. Baking soda b. Butter c. Eggs d. Flour

2. If your cookies come out dry and crumbly, what might be the cause? a. Too much butter b. Too much sugar c. Not enough flour d. Over-mixing the dough

These multiple-choice questions assess the students' understanding of ingredient functions and their ability to troubleshoot common cookie-baking issues. The questions are clear, and the answer options are plausible, making the students think critically before selecting the correct response.

Short Answer Questions:

1. Explain the importance of properly creaming the butter and sugar together when making cookies. (The answer should mention incorporating air, creating a light and fluffy texture, and evenly distributing the sugar.)

2. What is the purpose of chilling cookie dough before baking? (The answer should mention that chilling helps prevent spreading and maintain shape during baking.)

These short answer questions evaluate the students' comprehension of baking techniques and their ability to articulate the reasoning behind specific steps. They require the students to demonstrate a deeper understanding of the concepts and apply their knowledge effectively.

Fill in the Blank Questions:

1. Chocolate chip cookies should be baked at a temperature of _____ degrees Fahrenheit. (325-375 degrees, depending on the recipe)

2. To prevent cookies from spreading too much, it's important to use _____ butter. (cold/chilled)

These fill-in-the-blank questions test the students' knowledge of specific baking details and their ability to recall important information accurately. They are straightforward and directly related to the subject matter, making them effective assessment tools.

Technology Tool: Kahoot! Quiz

I've created a Kahoot! quiz with multiple-choice questions to informally assess students' understanding of baking chocolate chip cookies. Students can access the quiz using the provided game PIN and answer the questions in a fun and engaging manner.

The link to the quiz: https://create.kahoot.it/share/chocolate-chip-cookie-baking-quiz/4eff4ace-7101-488d-9ddc-97a3089810cd

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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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