SPED 311 Curriculum Based Assessment I

Name: Jesseca Kallini

Date: February 26, 2016
School/Setting: Houston Elementary, READY room
How does this project contribute to your skills as an educator?
This project contributed to my skills as an educator for several reasons. This
allowed me to pay close attention to the students IEP and read the goals. I was able to
look at their goals and determine the best way to accommodate them to create the most
success for them. I also realized how important it is to be flexible and have back up plans
to everything you do. Being well prepared and organized is a crucial aspect to being a
teacher. When creating a CBM, you truly need to think of everything that could possibly
happen and be prepared for that situation.

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

this academic work.

Signature: ______________________________________________________________

Description of student:
The student Casey* is an eight year old boy with Autism. He spends the day in the
READY room at Houston Elementary, with inclusion during special times such as P.E,
music, art and R.E.A.L time. He is at the first grade level with several needs for
improvements. Casey needs constant social skill instruction and will hit or bite any child
that he is not familiar with when they get in his personal space, because of this this
Casey is only allowed to go out to recess between assigned periods for his grade. Casey is
able to read tier one words, such as help, yes, no write his name, rhyme words and is
able to form some complete sentences. (I want safe place, please). He struggles with
writing, and is only able to do so with an extra large pencil with grips. He needs to be
prompted several times before he speaks, but he is able too. Casey did have assistive
technology, but the family discontinued the use of it. Casey is able to learn new words
and quickly use them in the correct context, for example last week we learned the word
more for core word of the week and he was quickly able to say a complete sentence
using this new word. Casey wants more coco puffs. Casey struggles with focusing
during lesson time and easily gets agitated. He does not like to color or write and when he
is prompted too, he often starts hitting or throwing items that are close to him. As part of
his IEP goals, he requires breaks between lessons, verbal prompts, pictures describing
activity when necessary, and minimized distractions (*Fake name is given)
Objective:
TEKS 1.1.C
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how
English is written and printed. Students are expected to:

(C) Demonstrate the one-to-one correspondence between a spoken word

and a printed word in text
Given a picture card that is labeled with the weeks vocabulary words, the student will be
find the corresponding picture card after hearing the spoken word from the teacher or
paraprofessional, with 100% accuracy, getting at least 4 out 6 correct.
Administration Discussion:
This CBM will be administered from 9:30 to 10:00 on Monday, February 8 and
Wednesday, February 10 at the small group table in the back half of the classroom, one
on one. Student will be sitting directly across from teacher. After speech therapy, Casey
was given a small five-minute break before getting back to work. When the timer went
off, signaling time was up. I asked Casey to sit at the table, while the other two students
worked on Teacher Town on the computers. Before beginning the CBM, I did not expect
the actual measurement to go well. Casey is easily agitated and does not work well with
others, unless it is with Ms. Jackson, his teacher. He was having difficulties during speech
therapy, which ended in him throwing the iPad on the floor. When I told Casey it was
time to begin work, he started to scream. Ms. Jackson took away his noise cancelling
headphones, which calmed him down. He does not like loud noises, so without the
headphones on he rarely screams. As I went through the directions with Casey, he was
very attentive and had his focus on me the whole time. As I went through the vocabulary
list, he would find a card that had the first letter of the word read. He would laugh after
doing this, because he wanted to play. As we went further down the list, Casey began to
follow directions with minimal trouble. It did go better than I expected, because we were
able to get through all the words without any interruptions. I thought there were several

strengths of the measurement tool that benefited Casey. The directions were quick and
precise, he was able to follow along and pick up what he was expected to do. The legend
clearly defined the expectations and skills of the student and was easy to follow along
with. Some weaknesses of the tool were that it did not exactly produce useful information
related to the students current skill level. Casey was already agitated after working so
hard during speech and having him talk more after was upsetting to him. Speech is
something he struggles with so having the assessment during a different time of the day
may have produced better results.
Discussion with Mentor
Upon discussion with my mentor teacher on Wednesday after the second session,
we determined that he did better than we could have expected. Casey responded to my
directions and verbal prompts. When he would get agitated and start to scream, I was able
to quickly redirect him back to the lesson instead of him having to go to his safe place to
come down and finish his tantrum. The results are different from what we expected,
because we did not think he would actually try to read the words and match it to the
spoken word. Since we used vocabulary words, they are new words that Casey may not
necessarily be familiar with. He struggled with certain words, but genuinely tried to make
an effort to match it the closest word he could find with similar letters. My mentor
suggested introducing this measurement tool before actually taking data on it. Casey had
never matched spoken words to text cards before, so that is why she thinks he struggled
with the assignment at the beginning. She had mentioned that I would be able to use this
type of measurement again, because the legend addressed any possible situations that

may occur. The directions were precise and allowed for anyone to understand what skill
was being focused on.
Future Teaching:
As a result of my measurement, there will be several changes in teaching that will
need to be considered for this student. Moving any speech related assignment to the
second half of the day, would work best for Casey since he would have several hours to
recover from the stressors of speech therapy. Since speech is something that is struggles
with, he shuts down during and afterwards because he is so frustrated from not knowing
what to do during the therapy session. Even having a small break halfway through the
measurement would be beneficial for him so he is able to compose himself and come
back to work refreshed. If I were to do this type of measurement again, I would put the
picture cards with text on the iPad so he is able to do something with his hands to prevent
stemming. If I were not able to use an iPad, I would even consider giving him a fidget
during the lesson to keep his hands calm while he is searching for the correct card.

Measurement tool:
Directions:
Student will be read a vocabulary word and will find the correct picture card with
label that matches spoken word. Collect data.
o I am going to read a word to you, so listen carefully.
o After hearing the word, I want you to find the correct picture card with
label to match the spoken word.
Vocabulary Word
1. Rug

Date

Date

Total

2. Ball
3. Table

4. Help

5. More

6. Stop

Legend:
N: No, student is incorrect. Student does not pick a card at all or student picks a
card that does not have the same first letter.
~: Student self corrects within 6 seconds. Student picks a card with the first letter
correct, but then switches to the card that is correct.
Y: Students is correct within 6 seconds. Student picks the correct picture card
after hearing the spoken word.