SPD 633 Week 3 Fieldwork
Curriculum-Based Measures (CBMs)
Reading and Writing
Introduction
Special educators are required to keep records of student progress in relation to IEP goals
and objectives in order to show academic benefit. Curriculum-based measurements (CBMs)
are effective and efficient means to assess and monitor students’ progress in the curriculum
for reading, writing, spelling, and mathematics. For this fieldwork assignment you will create
a CBM for a specific skill area in reading or writing to be administered. The required
readings, media, and resources (e.g., California Common Core State Standards (CA-CCSS) for
ELA) will help you to create a CBM assessment and administer, collect, chart/graph, and
analyze the data. Consider the ideas shared by Miller,
Formative Assessment in Distance
Learning
(2020, April 7) located in this week’s resources. Before you begin: (1) complete
Week 2 Activity (The IRIS modules on Progress Monitoring for Math and Reading), (2) Review
the rubric, and (3) refer to the Intervention Central website for examples, tools/templates,
and ideas to create the CBM (
https://www.interventioncentral.org/curriculum-based-
measurement-reading-math-assesment-tests
).
Directions:
1.
Select a small group of students (3-4) with mild/moderate disabilities. One of the
students in the group must be your case study student. Provide a short narrative (brief
description of the group such as age, gender, ethnicity).
2.
Select a sequence of skills from the CA-CCSS in reading or writing.
o
Use the correct nomenclature when referring to the standards and strands.
o
Refer to the
California’s Common Core State Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects
in the Course
Resources.
3.
Include the rational why the standard area (reading, writing, language, foundational
reading* (see below), and speaking and listening), strand, and CBM were selected.
4.
Select technology tools to administer the CBM that are available and familiar to the
students.
5.
Include technology considerations: (a) assessment technique, (b) technology allowance
to meaningfully measure skills, (c) appropriateness to ages and technological skill levels,
and (d) allowance for accommodations for individual differences and needs.
6.
Create an original CBM appropriate to grade level of targeted students.
7.
Include all of the materials for students, student friendly directions, and how students
will be monitored throughout probe.
8.
Administer the CBM and collect and chart the data.
9.
Provide the method of scoring and charting data and provide an example to establish an
authentic baseline using 3-4 probes.
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