Scribd
Upload
46 views

SPED 311 Curriculum Based Assessment I

Kelly conducted a curriculum-based measurement to assess an autistic second grade student, Christopher, on his greeting skills. The assessment evaluated Christopher on body language, eye contact, voice level, and appropriate physical contact when greeting people. Christopher scored highest on voice level and lowest on appropriate contact. Kelly determined they need to focus future lessons on appropriate physical contact and breaking skills into smaller elements. Conducting assessments in different settings and with a lower mastery criterion will help improve future measurements of Christopher's progress.

Uploaded by

api-316831492
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
46 views

SPED 311 Curriculum Based Assessment I

Kelly conducted a curriculum-based measurement to assess an autistic second grade student, Christopher, on his greeting skills. The assessment evaluated Christopher on body language, eye contact, voice level, and appropriate physical contact when greeting people. Christopher scored highest on voice level and lowest on appropriate contact. Kelly determined they need to focus future lessons on appropriate physical contact and breaking skills into smaller elements. Conducting assessments in different settings and with a lower mastery criterion will help improve future measurements of Christopher's progress.

Uploaded by

api-316831492
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

SPED 311 Curriculum Based Assessment I

Name: Kelly Rynd


Date: March 3, 2015
School/Setting: Pebble Creek/Alternative Behavior Classroom
How does this project contribute to your skills as an educator?
This project was extremely helpful in developing my skills as an educator. The
biggest thing for me, was that it was a real life situation. It was a student in my class that
I have been working with for six week and I was able to determine what to assess him on
and how to assess. In the past, we have reflected over examples of students and their
behaviors which is a good way to introduce the concept but being able to see assess a real
student and a real problem behavior was a whole new learning experience. I really
believe that experience is the greatest lesson you can have. Practice makes perfect and
this project was the perfect reflection of that!

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


unauthorized aid on this academic work.
Signature____________________________________________

Curriculum Based Measurement Part 1


Description of student
Christopher is an 8-year-old boy who is in second grade. He is part of the
alternative behavior program. I am assigned to the A.B classroom so when I see
Christopher I work with him on social skills and behavior only. When he was four years
old he was diagnosed with Autism. He received early intervention services through
IDEIA. Last year he was in a general education classroom full time. This year, the school
staff and his parents decided to put him A.B. to see how it could help him. Christopher is
a very happy boy. He has an identical twin brother who does not have Autism. His
brother is high functioning and is in the general education classroom at Pebble Creek.
Having a brother in the same grade has been both a strength and a weakness for
Christopher. Although he is a little more immature compared to the other first grade
students, he gets along with most of his peers. Having his brother has been a weakness
when it comes to his social skills. His brother has been almost like a crutch for him. He
hasnt had to learn independence as much because he has had his brother there for
support.
He is a very sweet little boy. He is also very emotional. His emotions can be a big
weakness for him, especially when it comes to social and learning skills. He has never
really learned how to behave when he is angry. If he does not get his way he begins to
scream and cry. His emotional outburst can range from small tears to screaming tantrums.
Last week there was an instance where he became extremely upset because he was not
able to use the bathroom stall that he wanted to. He refused to go to another bathroom
and began to throw a fit. He refused to use another bathroom and it resulted in him going

to the restroom in his pants. When he is at home, he gets exactly what he wants 100% of
the time. So it is a very big transition to come to school and have to follow the rules. We
are working very hard with Christopher on how to follow directions, even if we do not
like them.
Academically, Christopher excels. He is incredibly bright. He is on academic
level in every subject. His strengths are in math and reading. He shows great interest in
all of the books he reads. He is a very good listener and can retell you all about the story
he just read. Writing is a little more difficult for him. He can write his name and familiar
words but struggles with building sentences. He knows all his numbers and is great at
counting. Math is his favorite subject and he loves to solve problems. The only time he
gets taken out of class is when it is over a behavior problem. Unfortunately, he falls
behind when he has to get taken out of class. Behavior trouble increases when he has to
complete his makeup work. Whenever he has an outburst in class he has to stay in a
recess to complete the work he missed. This almost always results in an emotional
outburst because he is not able to do what he wants to do. The point and reward system
we have in A.B has been extremely helpful in decreasing his problem behavior. Two of
Christophers absolute favorite things to do are mazes and drawing. Throughout the year
he has learned that he will not be able to draw or complete his maze at the end of the day
unless he has all smiley faces on his point card. This has been a very successful way to
teach Christopher how to control his own actions and I have seen an increase in his
behavior in the six weeks I have been in the classroom.
Christophers has three specific goals in his IEP. The three goals are controlling
emotional outburst, learning appropriate social skills, and following directions. I have

spent most of my time with Christopher working on appropriate social skills. He loves to
meet new people. He is a very happy boy so he loves hug and kiss everyone when he sees
them. The problem with this is that a lot of times he hugs and kisses people he does not
know. The first time he met me he grabbed my hand and kissed it. This is very cute for a
first grader, but as Christopher grows older he needs to learn this is not appropriate. A
rule we tell him is If you do not know them, you cannot kiss them! I decided to assess
Christopher over appropriate greetings.

Objective: Christopher will appropriately greet people, in the classroom, as they


walk into the room 100% of the time in 8 out of 9 trials.
Opportunity

Greeting
Body
language
(facing the
person)
Eye contact
Voice level
Appropriate
contact (no
kissing)
Total:
2: Proficient (done independently and correct)
1: Needs Work (slight verbal support given, 1-2 prompts)
0: Not shown

RESULTS:
Opportunity
Greeting
Body
language
(facing the
person)
Eye contact
Voice level
Appropriate
contact (no
kissing)
Total

1
2
0

1
2
0

2
2
0

2
2
1

2
2
1

1
2
2

2
2
2

2
2
2

2
2
2

Administration Discussion
The actual administration process went well overall. I administered the CBM in
the A.B. classroom during Christophers social skills lesson time. He stood at the door
and greeted people as they walked into the classroom. He preformed at the level I
expected him to. I learned quickly that I had set the degree way too high. I should have
made it 80% accuracy, especially with all the different elements that I was testing for.
Breaking it up into the different elements really helped determine what
Christopher needs the most help in. As I expected, the appropriate contact was his
weakest score. The assessment showed me he had mastered appropriate voice level,
something I did not notice before I conducted the assessment. The key worked very well.
There were instances where I had to remind Christian to make eye contact. After he heard
my verbal reminder, he was able to fix his eye contact. Being able to mark 1 for needs
work was beneficial for me. The results showed that I had to prompt him, but he was able
to complete the task. There is a big difference in an element not being shown at all and

just needing a verbal reminder. I will definitely keep the key the same for the next
assessment.
I conducted the assessment in the A.B classroom, which resulted in a weakness. I
did not think about this before, but there is a limited amount of teachers and students who
come into A.B. So throughout the assessment, Christopher was greeted the same people
over and over again. An easy fix to this is conducting the assessment in the cafeteria, or a
popular area where Christopher will have the opportunity to greet a variety of different
people.

Discussion with Mentor


My mentor teacher and I both decided that the results of the assessment were very
similar to what we had expected. We have been working with Christopher on appropriate
greetings for a while, so were both familiar with the level he is on when it comes to this
specific social skill. My mentor teacher was very impressed how I broke it up into the
four big elements we stress when teaching appropriate greetings. He said this is a great
way to assess yourself as a teacher. I was able to see what elements I need to reteach and
focus more time on.
One thing we talked about is breaking up the assessment and testing each element
on its on. For example, body language is one thing Christopher struggles with. So one
day, I could work with Christopher on body language only. Then I could assess him on
the specific elements within his body language (ex. facing the speaker, shoulders up, feet
forward). Breaking the specific elements of appropriate greetings up into their own social
skills lesson would be a great way to lead Christopher to mastery.

Future Teaching
Despite the flaws of the assessment, I was able to get very helpful information on
what specific elements we need to focus on for the next couple days/weeks. As it was
expected, appropriate contact is a big thing we need to stress. I think it would be helpful
to teach Christopher when using real people. For example, it is appropriate for him to hug
and kiss his mom or brother when he sees them. So his mom could come into class and
he could demonstrate appropriate contact with her. Then we could move to appropriate
contact with his teacher. It is appropriate for a 1st grader to hug their teacher but it is not
appropriate to kiss her. We can explain this to Christopher when his teacher is in the
room. We could also have her tell him why it is not appropriate to kiss her. This way, he
is hearing it from the person and it can help him understand.
I would definitely decrease the percentage to 80% instead of 100%. Especially
because it was my first time to use the CBM. As the weeks went on and we continued to
teach Christopher appropriate greetings then I would start to increase the degree. This
assessment was a great learning experience. I feel much more prepared to continue on
with future teaching and assessments.

You might also like