EDEX 790 Student Report
Data Collection, Observation and CBM
Sample for Practice Purposes only
| Name: Isabel |
(use alias for report and scoring) |
| D.O.B.: 7/2/94 |
(include correct DOB & C.A.) |
| C.A.: 8-4 |
|
| Grade: 2.2 |
Evaluation Procedures and Dates:
| Observation |
10/2/02 & 10/30/02 |
|
|
|
| CBM |
11/13/02 |
Reason for Referral: Isabel
was chosen by her teacher and evaluated to meet the requirements for EDEX
790 in order to be assessed on her performance in academic areas. She
is having difficulty in her reading group and following up with written assignments.
Relevant Background: Isabel is currently is her third year but second grade at Hurricane Elementary. She began special education services in 1999 as a Kindergartner. She is currently placed in a self-contained for students with mild disabilities and is included in general education for mathematics.
Classroom Observations: During the first observation in the
self-contained classroom, Isabel was working on reading. I used time sampling
with three behaviors defining on-task and three behaviors defining disruption.
The on-task behaviors I looked for were: 1) reading, either aloud (when called
to), along with the group, or silently 2) writing, and 3) attending to the
lesson, shown by giving eye contact to the speaker of the moment. The disruptive
behaviors were 1) talking out on topic, before being recognized by the teacher,
2) talking out off topic 3), not attending (looking elsewhere or otherwise
occupied). For comparison I observed a peer during the session who was in
Isabel’s same instructional group, but sat at least five feet from her.
The peer was also closer to the instructor than Isabel, who was sitting in
one of the farthest seats from the instructor. I observed Isabel and the peer
at intervals of 30 seconds.
During the initial nine-ten minutes a teacher-lead discussion of the reading
selection took place. During this time, Isabel displayed passive attending
during seven intervals (out of 20) and answered questions by the instructor
when asked, during four intervals. She was inattentive, looking elsewhere
or laying her head down, during three intervals, and spoke out of turn, but
on topic, during four intervals. By contrast, her peer was attentive during
six intervals, inattentive during four, spoke out of turn (on topic) on three
occasions and participated when called upon on seven occasions. This resulted
in Isabel being either mildly disruptive or off-task for 8/20 intervals and
her peer for 7/20, not a remarkable difference. On task percentage were 60%
for Isabel and 65% for the peer.
The subsequent five minutes were devoted to a “round robin” style
reading of the story. At this time Isabel seemed inattentive- looking mostly
at his desk or lap- for seven out of ten intervals. She attended to other
readers once and attempted to read when called upon for one minute. Her peer
only seemed inattentive for two intervals, raised his hand once for a comment,
and read for one interval. Thus, while Isabel was very passive during this
time, she did not appear to be on task.
The final five minutes of the observed period were spent on a writing assignment.
During this time a fairly significant change in Isabel was noted; she was
inattentive during the entire writing session, and was disruptive- talking
with classmates- for five consecutive intervals, about 2.5 minutes out of
five. This contrasts with the observed peer, who was on-task for six of the
ten intervals, and was not disruptive the entire five minutes.
From this observation it appeared that Isabel did not exhibit significant
behavior problems and was not greatly disruptive. The only minor disruption
she displayed was talking, and this was in a normal tone of voice and during
a narrow, specific time frame. She was overall a passive student and not a
participant in class activities. She showed a greater inattentiveness during
reading and writing segments than during the pre-reading “walk-through”
and discussion.
I observed a second time when Isabel attended her general education math classroom.
This was her first day in the math class because her teacher rearranged her
morning schedule to allow more one-on-one time with Isabel to work on reading
and writing. The math class was working in a large, teacher lead group on
money and then “doubles.” Isabel appeared fidgety or restless
(moving around in her chair, biting her fingernails) at times but eager to
answer even though she was not sure of the correct answer. I again used time
sampling with three behaviors defining on-task and three behaviors defining
disruption. Compared with her peers, Isabel remained on task 90% of the time
while her near and far peers were on task 75% and 65% of the time, respectively.
Isabel seemed to like math, only appearing to have difficulty when she answered
before thinking the whole problem out in her head.
Curriculum Based measurement of Reading Fluency: Isabel read for me three different times from three different selections in an alternative second grade reading text. Her reading fluency for one minute reading samples were 32, 35 and 33 words per minute (CWPM). She was able to read on the second grade level but she was reading slower than other students in her class who were reading 50 words a minute in the same book. I used a sample second grade reader because that is her current grade placement. I located passages that were representative of the entire text and also did not include a number of proper nouns. Compared to national norms from AimsWeb, students at the beginning of second grade are typically reading 50 or more words per minute. In contrast Isabel is reading slightly above the 25th percentile for her grade.
Isabel was attentive during the reading samples. She held the page with the reading passage and following along with her finger. If she did not know a word, she would hesitate and then look at me. At that point I would tell her the word and encourage her to keep on reading all the words that she could read. Based on these initial probes by the end of the year Isabel should be reading at least 87 WPM gaining 1.5 words per week.
Example Goal: Given a second grade reading text, Isabel will increase her reading fluency from 33 words a minute to 87 words a minute at the end of the 36 weeks.
Summary: Isabel is performing below her general education classmates
in reading. She is reading slower and has difficulty comprehending at the
second grade level. Working with Isabel on repeated reading and conducting
bi-weekly curriculum based assessment will assist her in developing fluency
skills. Additional assessment in the areas regarding her ability to apply
phonics when she reads and types of comprehension skills is needed. In addition
evaluation of her ability to apply what she knows to written language is critical.
Behaviorally she has problems maintaining attention and needs assistance
from the teacher to manage the environment. Isabel will need to be observed
in perparation for future large scale assessment to determine if she will
need small group testing. Review of Points for this Project - total points 30: Technical (3) CC8S1 Gather relevant background information. Basic information about student preserving identity and maintaining ethics. No technical, grammatical, spelling or punctuation errors. Classroom Observations (10) CC8S2 Administer nonbiased informal assessments. Two clear objective observations of student in different situations. Comparison of work habits over situations and between students. Over one paragraph for each observation. Include % comparisons of student and near/far peers. CBM discussion (8) CC8S2 Administer nonbiased informal assessments. Clear documentation of development of the CBM probes, Evidence of 3 distinct probes. Provide comparison to class or national norms or aim data. Justify level of content material. CBM Observation (2) CC8S2 Administer nonbiased informal assessments. Clear objective observation of student during CBM testing situation. Comments related to attitude, work habits, comments related to changes in testing situation to assist student. Summary (2) (interpretation) Summary included relates CBM with observations and ideas for future assessment. Return to EDEX 790 Syllabus: http://www.ed.sc.edu/caw/edex790.html 