Assignement 5

• Please see attached textbook and attachements Complete all components of Assignment: Week 5. o Activity 1: Respond to questions and prompts based on Chapters 10 and 11 of Salvia et al., 2017. o Activity 2: Design a CBM probe. o Activity 3: Complete an activity on basals and ceilings. • See attachment(s) for complete instructions. • Length: Complete all 3 activities in 3–4 pages • APA style: Include in-text citations and a reference list that includes the course text and any additional references. Single MS Word document, Activities 1 and 3: PDF, Activity 2 Assignment: Week 5 Requirements: Length: 3-4 pages for all activities APA style: Include in-text citations and a reference list that includes the course text and any additional references. Instructions: Activity 1: Curriculum Based Measurement (Chapter Prompts and Questions) Read Chapters 10 and 11 of Salvia et al. (2017). Respond to the following questions/prompts: 1. Briefly define progress monitoring. 2. Briefly define probe. 3. What are the defining characteristics of curriculum-based measurement? 4. What are two ways to set goals using CBM? Provide a brief example of each. 5. What are some potential problems in using progress monitoring to inform the nature of instructional changes one might make? 6. In Chapter 11, review the charts that display progress-monitoring data, explain what the following features of these charts typically indicate: (a) vertical y axis, (b) horizontal x axis, (c) baseline, (d) aimline, (e) dots 7. What is the four-point rule? Activity 2: Curriculum Based Measurement (Designing CBM Probes) 1. Choose an academic area (reading, spelling, writing, or math). 2. Design one CBM probe that you would use to assess a student (any grade level). To do this, go to http://www(dot)interventioncentral(dot)org/cbm_warehouse for assistance with this task. 3. Attach the actual probe that you would distribute to students. At this point, you do not need directions, scoring procedures, etc.--just the probe itself (either a clear PDF or Word document, not a picture of the probe). Please carefully re-read the portion of the assigned readings that pertains to curriculum-based measurement. This activity is designed to help you with the CBM project you will complete later in the semester. It may also be helpful to read the directions for that project (see syllabus) in order to understand how this activity fits within the CBM process. Activity 3: Norm-Referenced Assessment (Basals and Ceilings) See below. Basals and Ceilings (Assignment: Week 5—Activity 3) 1. A third-grade boy answered the items on a math calculation subtest in the following manner. The basal for this subtest is 5 consecutive items correct and the ceiling is 5 consecutive items incorrect. What is this student’s raw score?_______________ 1. 11. 21. 1 31. 1 2. 12. 22. 1 32. 0 3. 13. 23. 1 33. 0 4. 14. 24. 0 34. 0 5. 15. 1 25. 1 35. 0 6. 16. 1 26. 1 36. 0 7. 17. 1 27. 0 37. 8. 18. 1 28. 0 38. 9. 19. 1 29. 0 39. 10. 20. 0 30. 0 40. 2. The basal for Test 1 is 5 consecutive correct. The student’s responses are indicated below. Identify the basal below. Test 1 (Basal: 5 consecutive correct) 1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. 1 7. 1 8. 1 9. 1 10. 1 11. 0 12. 1 13. 0 14. 1 Basal items are #s ______ through ______ . 3. The basal for Test 2 is 7 consecutive correct. The student’s responses are indicated below. Identify the basal below. Test 2 (Basal: 7 consecutive correct) 25. _____ 26. _____ 27. _____ 28. _____ 29. _____ 30. _____ 31. 1 32. 1 33. 1 34. 1 35. 1 36. 1 37. 1 38. 0 39. 1 40. 0 Basal items are #s ______ through ______ .