Ashley Fajkus

SPED 311-500
November 2, 2016
Curriculum Based Measurement Tool
Description of Student:

Student: Joe
Age: 9
Gender: Male
Autism, Learning Disability
CASL
3rd grade
o Social Skills:
Social to those who he is comfortable around and knows he can trust
Though Joe needs frequent redirection, he complies with redirection when reminded of incentives for working hard and completing work
Gets off task VERY easily, has a hard time focusing if not given specific direction, frequent outbursts to get teachers attention, praise from
teacher is needed to know that he is succeeding and complying with demands
Gets very discouraged if thinking that he is not doing a good job at completing his work repeats Am I doing bad? when

thinking he will not get incentive after work or a note home in his folder
Has the tendency to bite on his hand as a way to get his emotions/ stress out
o reminded to use safe hands and safe mouth when this occurs

Learning Skills
Student suffers in almost all subjects; inclusion for social studies/ science
Struggles with sight words/ reading still for his age, very smart in math
Often has to have sentences written on white board to copy because of lack of spelling and sentence formation on own
o Will tell teacher the sentence he wants to write but cannot figure out the spelling overall.
o Understands punctuation and basic grammar rules (ie. sentence starts with a capital letter)
Student benefits most from Velcro and kinesthetic activities and other visual modes of learning.

TEKS:
English Language Arts and Reading 3.1.Bv, 3.1.E
(1) 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:
(B) use common syllabication patterns to decode words including:

Ashley Fajkus
SPED 311-500
November 2, 2016
(v) vowel digraphs and diphthongs (e.g., ei-ther);
(E) monitor accuracy in decoding
Objective:

Using vocabulary cards, the student will orally state vocabulary words getting 100% correct.

Measurement Tool:
For student:
After picking the activity youre working for. Today I will show you some words. You are going to read the words one by one aloud, using your level 1 reading
voice. We will start whenever you tell me you are ready.
For administrator of CBM:
Student will choose what activity they want to work for on personal incentive chart. Pull vocabulary word cards, assigned by teacher, and place in front of self
(could, out, the, is, that). Tell student to read word out loud when shown card. Repeat with remaining four vocabulary word cards, showing each word two times
per trail at random order. Record responses with appropriate symbol on graph below; each time word exposed to student, record in same trail box for day.
+ : accurately identifies word; within 10 seconds
- : incorrectly identifies; indicate word student provided; or 10< seconds
~ : self-correction, indicate initial word student provided; prompting; within 10 seconds

Skill

Day 1

Day 2

~, prompting

Orally identifies could accurately

Total Correctly Identified

75%

Ashley Fajkus
SPED 311-500
November 2, 2016

-, ut

-, t sound

~, prompting

Orally identifies out accurately

25%

Orally identifies the accurately

100%
+

~, it

-, the

~, prompting

50%

80%

Orally identifies is accurately

75%

Orally identifies that accurately

Total Correctly Identified:

50%

Key:
+ : accurately identifies word; within 10 seconds
- : incorrectly identifies; indicate word student provided; or 10< seconds
~ : self-correction, indicate initial word student provided; prompting; within 10 seconds

Administration Discussion:
A lesson had been taught on vocabulary words the week prior to administration of the assessment. The student used a variety of kinesthetic activities to aid in the
learning of the vocabulary words being assessed. Joe chose activities such as sand box writing, tic tac toe, writing with magnets, a painting as modes of kinesthetic
instruction. During the lesson, the student would practice both writing and orally stating the vocabulary words presented. The student would say the word, write
the word, and then complete by orally pronouncing the word one last time. During the independent practice and assessment of the lesson, the teacher decided after

Ashley Fajkus
SPED 311-500
November 2, 2016
watching Joes progress, to only test for oral identification of the vocabulary words at hand because Joes letter formation was still needing some extra practice.
The teacher did not want to set Joe up for failure when it came time for assessing because that would be an area where he would likely be docked grade
percentages. For the assessment, I sat the student down at a table in the front of the classroom where his usual reading and vocabulary instruction is performed.
The other students in the classroom were working on various assignments and lessons with the teacher and paraprofessional as usual for the classrooms schedule.
Joe started by choosing what activity he would like to work for during the task at hand; choosing computer time as usual. Joe is highly motivated by computer time
inceptives so the decision on his part heavily aided in reinforcement when he would get distracted or overwhelmed. Joe was told to simply read each word on the
vocabulary cards when presented by myself. An example was given with the word a so he would understand exactly what the expectation and administration
would be like. The words were all terms that the student had been working on for at least 2 instructional days. The measurements were taken over the span of two
different class days during the usual time that his reading and vocabulary instruction would take place (8:10 am). The student was well focused, needing a few
redirections to stay on task and not look about at the other students in the classroom. Joe did have a few instances of feeling overwhelmed where he would bite his
hand as his way of releasing his pent up emotions, but with redirections to use safe hands and safe mouth he was able to continue with focus and determination.
The student is generally a happy-go-lucky child so his mood was very normal; wanting to talk to anyone and everyone that he is comfortable around. Joe is very
much so the kind of student who has to get to know someone before he opens up and doesnt feel on the defense about. He has a good vocabulary to the extent that
he can make his needs, thoughts/ opinions, and emotions known; though his speech may be a bit slurred at times. When looking overall at how the assessment was
delivered, I believe that Joe did fantastic. He was able to redirect his focus to the assessment when given redirections was well as give his best effort. He responded
extremely well to positive praise such as You are trying your best, keep it up! Wonderful job sounding out the word. The way you brought your focus back to the
vocabulary card is great and reminding me that you are working hard for your computer time.
Mentor Discussion:

Ashley Fajkus
SPED 311-500
November 2, 2016
Upon further discussion with Rons teacher after the assessment was given, it was identified that Joes results were fairly true to his progress in class; as well as a
majority of the other students who are at about the same reading level as him in the CASL room. The results showed that Ron has a fairly clear understanding of
the words could, the, and is. He did have to sound out the words a majority of the time, but in the end was able to identify the correct word at hand. Over week
between the vocabulary instruction and the assessment, Rons teacher noticed that he was able to identify could and the almost every time presented the words with
ease. She also told me that Joe has been working on the word could for about a 6 days in total, whereas the other words had only been presented about 2 to 3 days
in total. Could is a word that Joe has been long struggling with to understand and be able to identify. The assessment also revealed that he is heavily struggling
with the words out and that. Joes teacher told me that these are typically harder words for her students so multiple instructional periods and exposures are
generally needed for a firm knowledge background to be formed for the student; much like the word could. Overall, the assessment seemed to align with what
Joes teacher has been seeing for his progress in vocabulary instruction. When talking about where to go from here, I mentioned reading stories where the words
are frequently mentioned so that he would be able to develop a context to associate the words with. His teacher agreed that that would probably work well for him
because Joe enjoys having stories being read to him .She also mentioned that with the continuation of kinesthetic activities, his success should increase. The
findings from my assessment thus were aligned with what his teacher has been seeing as well. The assessment also revealed that he greatly struggles with the two
vocabulary words that with further instruction can be achieved successfully.
Future Teaching Direction:
Overall upon review of Joes CBM results, his score suggests that an in-depth reteach of the words out and that is in need, as well as some focus on it. For further
teaching would I would reteach these vocabulary words through written story telling; making the words out, it, and that characters in the story and talking about
scenarios that the words would be used/ associated with. This would give Joe a context to associate the vocabulary word with as well as a fun way to interact with
the words. Throughout the story, Joe would track the words with his finger. I would also have Joe say the vocabulary words himself rather than myself saying them
every time so I could check constantly for that understanding in word identification. I would also then start to focus on writing and saying the word altogether to

Ashley Fajkus
SPED 311-500
November 2, 2016
help develop those writing skills Joe is lacking; saying the word, writing the word and sounding out the letters/ blends as hes writing, and saying the word finally
once more. Writing is such a fundamental part of being an independent person that combining this instruction with the oral communication would help him so
much when looking at the big picture of being independent on his own every day and throughout his life. I wouldnt focus as heavily on the words could and the
since Joe already has an understanding of those vocabulary words. Occasional exposure to these words once fully mastered will be beneficial to make sure that he
isnt just learning and dumping the information once assessed and passed. Overall, this CBM give valuable information that can be used to determine where to
go from this point on with his future instruction.