SPED 311 Curriculum Based Assessment I

!
!

!
Name: Heather Jobling
!
Date: October 12, 2015
!
School/Setting: Rock Prairie/3rd and 4th grade resource room
!
!

How does this project contribute to your skills as an educator?

- Creating a CBM over Tom helped me understand not only the importance of evaluating a
student, but also the importance of how I evaluate each one. I knew it was important to test
students over the material they learn but by using the chart I got a more exact idea of which parts
of the word problems were issues for Tom and which parts he understood. It helped to have the
rubric ahead of time so I could quickly write the correct marking in the box. I also liked this
assignment because I was able to have the results of each assessment next to each other. Filling
out the chart allowed me to view all the data together and easily see how he improved every time
I evaluated him.

!
!

On my honor, as an Aggie, I have neither given nor received unauthorized

aid on this academic work.

!
!
!

Signature____________________________________________

!
!
!
!
!
!

DESCRIPTION: !
- Basics Info: Tom is a 7 year old, male in 3rd grade. He has blonde hair, blue eyes, and is
slightly shorter than the average 3rd grade boy. He is very close to his family and they are
very involved in all of his school success. He spends an hour a day in the resource room to
work on math. !

- IDEIA eligibility: He comes into the resource room for an hour each day to work on math.!
- Social: Tom is a very friendly, out going person. I haven't met a student who doesn't like him.
He always has a smile on his face and tries to find the positive in every situation. He always
has funny jokes and stories to tell and is always willing to help his friends. When he walks in
the hallway teachers and students always say hi to him. He seems to have friends in all grade
levels, plus the teachers. !

- Learning: Tom comes into the resource room for math because he learns it at a slightly slower
pace than this peers. He loves learning and is very competitive when it comes to doing his
work. If he sees someone else is ahead of him he will work harder to complete his work, so
he can get it done first. When he does something really well, he likes to send a picture of it to
his mom and occasionally his mom will send a picture back. Tom learns best when he is able
to either write the problems on the table or on the smart board because he writes big and a
worksheet is too small for him. !

- Academic/DLS areas: Tom is a very smart boy and loves math but struggles to keep pace
with his classmates. We are trying to help him build his math skills using one on one
instruction, so that he can handle math in intermediate school without using a resource room
for math. Tom is at the average 3rd grade reading level and is very good at science and
history. Even though he is in a lower math level than his peers, he does not let it affect his
attitude or willingness to learn. !

!
!

OBJECTIVE: !
- Given 5 two-step word problems, Tom will be able to identify the steps of the problem and
solve it correctly with 80% accuracy 3/4 times. !

MEASURING TOOL: !

- Say: I am going to give you 5 two step problems. Carefully ready each problem and solve it.
You may write on the table if you need to show your work.

- Use the symbols below to track how Tom is doing

- (+) = independently, correct, no verbal prompts needed
- (~) = correct, 1 verbal prompt needed
- (-) = incorrect, more than 2 verbal prompts needed

!
Elements

Question #1

Question #2

Question #3

Question #4

Question #5

Total:

Read the
problem
aloud

1. (+) !
2. (+)!
3. (+)

1. (+) !
2. (+)!
3. (+)

1. (+)
2. (+)
3. (+)

1. (+)!
2. (+)!
3. (+)

1. (+)!
2. (+)!
3. (+)

5/5!
5/5 (15/15)!
5/5

Identify what
is given in
the problem

1. (~)!
2. (~)!
3. (~)

1. ()!
2. (+)!
3. (~)

1. ()!
2. (~)!
3. (+)

1. (+)!
2. (~)!
3. (~)

1. (+)!
2. (+)!
3. (+)

2/5!
2/5 (6/15)!
2/5

Identify what
operation is
needed first

1. (~)!
2. (~)!
3. ()

1. ()!
2. (+)!
3. (~)

1. ()!
2. (~)!
3. (+)

1. (+)!
2. (~)!
3. (+)

1. (~)!
2. (~)!
3. (+)

1/5!
1/5 (5/10)!
3/5

Solve the
first part of
the problem
correctly

1. (+) !
2. (+)!
3. (+)

1. ()!
2. (+)!
3. (~)

1. (~)!
2. (+)!
3. (+)

1. (+)!
2. (+)!
3. (+)

1. (+)!
2. (+)!
3. (+)

3/5!
5/5 (12/15)!
4/5

Identify what
operation is
needed
second

1. (~)!
2. (~)!
3. (~)

1. ()!
2. (+)!
3. (+)

1. (~)
2. (+)
3. (+)

1. (+)!
2. (+)!
3. (+)

1. (~)!
2. (+)!
3. (+)

1/5!
4/5 (9/15)!
4/5!

Solve the
second part
of the
problem
correctly

1. (+) !
2. (+)!
3. (+)

1. (+) !
2. (+)!
3. (+)

1. (~)
2. (+)
3. (+)

1. (+)!
2. (~)!
3. (+)

1. (+)!
2. (+)!
3. (+)

(4/5)!
(4/5) (13/15) !
(5/5)

Total:

9/18

14/18

11/18

17/18

15/18

ADMINISTRATION DISCUSSION: !
All three times I assessed Tom, we sat at a small group table. He was allowed to sit on
a moving stool which allowed him to constantly change positions. I chose to do the
assessment at the small group table, so Tom would be able to write on the table with a
dry erase marker. He tends to get frustrated when having to write on a worksheet
because there isn't enough room, so writing on the table will give him a large space for
his work. A weakness of the assessment was the first time I did the assessment I
allowed Tom select from a stack of cards with five problems he wanted to solve. The
cards were all different levels causing him to do well on some and extremely bad on
others because they were above the level of those he had experienced. In order to
improve the situation for the next two assessments I selected the five problems. This
way they were all the same level of difficulty and they were at Toms level. A strength for
the entire assessment would be keeping Toms attention for the entire assessment.
Instead of just giving him a boring worksheet on white paper, I printed the problems on
colorful cards with funny pictures. This allowed Tom to feel as though he was doing a
fun math activity instead of just taking a test repeatedly. It made it easier for me to only
focus on how he did on the problems because I didn't have to worry about his behavior.
Another strength of the assignment was that I felt like a rubric was clear, so every time I
did the assessment it was easy to decide which marking was appropriate. I knew if he
needed to +,~,or based off my rubric, so the scores would be consistent. !

DISCUSSION WITH MENTOR TEACHER: !

Mrs. Henry was very surprised the first time around because Tom was solving the
problems wrong at first and he is normally pretty good at the math once it is set up

properly. Once I gave Tom the types of problems he was used to doing and not ones
above his level like he picked the first time, the data was how we thought it was going to
be. Mrs. Henry was pleased to see that he could still do the math and wasn't declining in
that. We both knew that Tom had been struggling with setting up the problem and this
CBM proved this. We decided to keep this tool and Mrs. Henry is going to use it again in
a few weeks after some reteaching has been given. She wanted to reuse it so the data
collected would be the same. Changing up the way we collect the data could skew the
results. She had me start on the reteaching with Tom my last day in the classroom. I
printed out a part-part-whole diagram and had Tom record the data he was working. We
only spent about 15 minutes on this because he had to take a test in another subject.
Mrs. Henry plans on continuing the reteaching and using a diagram that has boxes for
what you know, What you need to know, and How are you going to solve the
problem.!

FUTURE TEACHING: !
After observing Tom work in the two-step problems it is evident that he needs the most
work on how to decide what is given in the problem and how to start. He does very well
once he determines his numbers and what the problem is asking, but it takes him awhile
and occasionally with some prompts, to pull the information from the story. I talked with
Mrs. Henry and she says he began by being unable to do any part of a word problem so
she is glad to hear that he just needs to decide on how to attack the problem. We
decided to reteach how to do that and pull information from it using the different
strategies he has learned, such as, part-part whole, change and combined problem
solving skills. Mrs. Henry also printed a diagram which has different boxes that say,

What do you know, What do you need to know, How are you going to solve the
problem, and Answer. Allowing Tom to use this worksheet in the future should help
him find the needed information from the problem and record what he knows, which
should help him solve the problem. She is going to have him use the diagram for the
next few weeks and then hope after that time he will be able to understand how to set
up the problems without the diagram. She will continue to use the chart I made to
assess Tom to see if he improves in the certain areas. !

!
!
!
!