Robert Dunham Administer Curriculum-Based Measurement and Report Results
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Dec 6, 2023
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Administer Curriculum-Based Measurement and Report Results
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Administer Curriculum-Based Measurement (CBM) and Report Results
Robert Dunham
Capella University
ED 5706 - Assessment and Planning for Students with Disabilities
Dr. John Fry
November 5, 2023
Administer Curriculum-Based Measurement and Report Results
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Administer Curriculum-Based Measurement (CBM) and Report Results
Curriculum-based measurement (CBM) is a powerful tool in education that allows
educators and administrators to assess students' progress and performance within the confines of
their established curriculum. The results provided from this (CBM) provides valuable insight into
my student's current academic status and provides a snapshot of their strengths and areas in need
of improvement.
The Curriculum Based Assessment that I chose was Open Court Reading Benchmark
Assessment High-Frequency Word Reading provided by McGraw Hill. This curriculum
assessment follows the current reading SOL standards used by the state of Virginia and is the
current curriculum being implemented in Chesterfield County. The child that was selected for this
assessment is a 1
st
Grade male student named “Grey”. The High-Frequency Word Reading and
Passage Reading assessments offer a direct means of evaluating students' reading fluency,
doubling as key indicators of their overall reading proficiency. Students who perform below grade
level in reading fluency typically exhibit shortcomings in decoding skills, struggle with automatic
word recognition, possess limited vocabularies, and face challenges in comprehending the material
they read.
“Grey” present learning challenges have been officially categorized as "Other Health
Impairment" and "Speech Impairment. “Benchmark Assessments at the beginning of the year may
be very difficult for some students. It is important that you explain to students that the Benchmark
Assessments are designed in a way to show student improvement over the school year”. (Bereiter,
2016). The High-Frequency Word Reading and Passage Reading assessment I selected aligns with
one of “Grey” IEP goals and is a part of the curriculum that helps improve and determine reading
fluency progress.
Administer Curriculum-Based Measurement and Report Results
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Over a span of nine weeks, I conducted weekly assessments of "Grey." As anticipated,
during the initial assessment, Grey struggled to read any of the presented sight words. However,
there was a gradual improvement in the subsequent weeks. By the second week, Grey managed to
read five out of twenty-five high-frequency sight words. Notably, his progress became more
evident in weeks three and four, with a gain of five additional sight words. Week five presented a
unique challenge, as Grey exhibited behavioral issues that seemed to be related to his disability.
This anomaly aside, week six marked a significant milestone, with Grey successfully reading and
identifying 20 out of 25 sight words, achieving an 80% accuracy rate.
Unfortunately, week seven saw a regression, with Grey only able to read 15 out of 25
words; his fatigue and unwillingness to complete the assessment that day likely contributed to this
decline. “sleep deprivation and fatigue increase perceptions of task difficulty, promote skipping
instructions, and impair systematic evaluation of unappealing stimuli compared to naturally-
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Administer Curriculum-Based Measurement and Report Results
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experienced sleep.” (Engle-Friedman et al., 2018). Using intensive one on one instruction during
week 8 “Grey” was able to read and identify 25 out 25 high frequency sight words.
Finally, at the end of the nine-week grading period “Grey” took his final assessment for the
quarter and was able to read 20 out 25 high frequency sight words. The challenge moving forward
is to present “Grey” with reading passages that contain these high frequency words and determine
if he is able to read and decode these words in sentences with sufficient fluency.
Administer Curriculum-Based Measurement and Report Results
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REFERENCES
Bereiter, C. (2016).
SRA Open Court reading /grade 1
. McGraw-Hill Education.
Engle-Friedman, M., Mathew, G. M., Martinova, A., Armstrong, F., & Konstantinov, V. (2018).
The role of sleep deprivation and fatigue in the perception of task difficulty and use of
heuristics
. Sleep science (Sao Paulo, Brazil).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6056069/
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