Hannah Illges

Curriculum Based Measurement

Identifying information: Student R attends Vestavia Hills East Elementary

School. She was born with low muscle tone and hydrocephalus. She has a
diagnosis of hydrocephalus, right-sided hypertrophy, and hypotonia, she also
wears SMO splints on her feet and has a shunt to drain fluid from her head.

Reason for referral: Based on Student Rs diagnosis she has IEP goals that
were set on August 13th, 2014 and are in place until May 15th, 2015. One of her
IEP goals stated: By May 2015, R will name 9 out of the 9 colors when asked
for 3 consecutive school days. M.3.1.4 The actual assessment was given
strictly as practice administering a curriculum based assessment to a student.

Background information: Student R is a four year old girl. She lives with
both parents and she loves to play with Barbies, purses and dress up. Her
parents are concerned about her motor development. They would like for her
to work towards being able to do activities independently. They feel that her
physical limitations have set her back in her social skills. When given a
developmental assessment in January- March of 2014, Student R showed
significant delays in all areas of development.

Behavioral observations: Student R is incredibly social. She loves being

with other people but struggles to keep up with her classmates. She does not
like to do work if she feels she does not have her teacher or her aids full
attention. It is very hard to keep her on task, she tends to freely walk around
the room and travel from center to center throughout the day. She struggles
crossing her legs and sitting down and standing up quickly during circle time.
She has trouble forming phrases to answer questions, and her speech is
difficult to understand the majority of the time. She struggles recognizing
colors independently and has a hard time counting objects. She loves to play
on the Ipad and watch a movie. She enjoys singing the songs at circle time
and overall she is pleasant. She moves at a slower pace than the majority of
the other students, but she does not show signs of noticing this at her young
age.

Results & Impressions: Student R was given an assessment where she was
shown the 9 primary colors and asked to first identify which was which with
verbal prompting and then she was given a choice between two colors and
was asked to identify certain colors. Out of the twenty trials, she improperly
identified three of the colors.
Command

Correct

Shown Red and Blue:

find red
Shown Red and
Green: find red
Shown Red and
Yellow: find red

Correct
Correct
Correct

Incorrect

Shown Blue and

green: find green
Shown green and
yellow: find green
Shown Green and red:
find green
Shown Yellow and
orange: find yellow
Shown Yellow and
pink: find yellow
Shown Pink and
Purple: find pink
Shown Pink and black:
find pink
Shown yellow and
orange: find orange
Shown Green and
Orange: find orange
Shown White and
Blue: find white
Shown White and
purple: find white
Shown blue and
green: find blue
Shown blue and pink:
find blue

Correct

Shown pink and grey:

find grey
Shown green and
grey: find grey
Shown green and
purple: find purple
Shown orange and
purple: find purple

Correct

Correct
Correct
Correct
Incorrect
Correct
Correct
Incorrect
Correct
Correct
Hesitated
Correct
Incorrect

Correct
Correct
Correct

She was also shown all nine colors and asked to point to a certain color and
she missed one.
Color
Blue
White
Green

Correct
Correct
Correct
Correct

Incorrect

Yellow
Red
Orange
Pink
Purple

Correct
Correct
Incorrect
Correct
Correct

Overall she is doing exceptionally well when given a choice between two
colors. She was able to listen to the color that the examiner named and
correctly locate it. She excelled in her work today, and she only hesitated
once.

recommendations: While she is working towards her goal of being able to

correctly identify all 9 colors, Student R still has some work to do. I would start
by refreshing her memory with an assessment like the one she was given
today. She can start by having a choice of two colors and she is asked to point
to a certain color. Then I would work it up to three choices, this was it is a bit
more challenging. I feel that also finding every day objects that correspond
with the colors would be great for Student R. The more reiteration that can be
put on these colors the better. Each week has a theme, if there could be a
way to incorporate the colors into the theme. For example with Halloween the
moon is yellow, a pumpkin is orange, a bat is brown, a witch is green, and
haunted house is black. Showing her pictures of these objects then having her
color these objects these certain colors would be a good way to reemphasize
the colors and she could also work on her color skills because that is another
IEP goal of hers.

summary & signature