Assignement 7

I have attached assignment 5 ( from session 5) and is this order #00173434 that you completed? I have also attached the textbook I also attached an Excel graph and other CBM attachments I also attached this assignment on word documents Assignment: Week 7 Requirements: Length: Three pages total for Activities 1 and 2, and an Excel graph for Activity 3. 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: Designing Probes Read Curriculum Based Measurement—A Manual for Teachers, Chapters 2 and 3. This activity mirrors the type of work you will need to do to complete the curriculum based measurement project. 1.Create a set of scoring guidelines and administration instructions for the CBM probe (from the Intervention Central website) you created in Session 5. Read Chapter 2 of Curriculum Based Measurement—A Manual for Teachers. 2. List materials needed. Chapter 2 of Curriculum Based Measurement—A Manual for Teachers details testing materials that will be needed in each CBM testing area. For example, Chapter 2 (pp. 2-15) discusses material needed for a CBM writing probe. If you have designed a CBM writing probe, these are the materials you would include in your CBM assignment. 3. Add administration directions. See Chapter 2 of Curriculum Based Measurement—A Manual for Teachers for a discussion of administration directions for reading, spelling, writing, and math. For example, Chapter 2 (pp. 2-11) discusses administration directions for math. If you've constructed a math CBM, you should copy and paste the directions exactly as given. Since CBMs are standardized instruments, the directions should be the same in every instance of test administration, therefore do not paraphrase or summarize. You may copy and paste the directions directly from the manual, or type them out as presented. NOTE: To locate administration directions, materials, etc. that are not listed in the Curriculum Based Measurement—A Manual for Teachers, Go to "Course Material." Locate the folder "CBM Resources." Click on the CBM preparation file, and follow directions for obtaining the necessary administration information from the Intervention Central Website. Remember that CBMs are standardized, so you need the appropriate directions to accompany your probe--you cannot improvise here. 4. Re-attach the probe that you submitted in Session 5. Read Chapter 8 (Salvia et al., 2017) 1. Describe how assessment in the core achievement areas of reading, mathematics, spelling, and writing differs for beginning and advanced students. Activity 2: Scoring CBMs Answer the following questions, based on Chapter 2 of Curriculum Based Measurement—A Manual for Teachers. Study this example before answering question A below: Look at the student’s spelling performance on the following CBM. Determine the correct letter sequence score. If you convert this to the percentage of letter sequences correct, what is the percent? What is the spelling score on the test based simply on the number of words spelled correctly? Word Student’s Spelling Correct Letter Sequence bat bat 4 cat cat 4 sat sat 4 fat fat 4 look lok 4 (possible 5) book book 5 took took 5 cook cook 5 seek seek 5 meek mek 4 (possible 5) 44 (possible 46) ANSWER: • Percentage score: 44/46 = 96% • Score based on words correct = 8/10 = 80 A. A teacher gave a student the following spelling test. Answer the questions/prompts that follow. Word Student’s Spelling Correct Letter Sequence clock clok storm storm lamp lamp sheet shet frame fram • Determine the total correct letter sequences____________ • What is the student’s (1) percentage score, and (2) score based on words correct? B. Given the following problem: 45 + 35 70 • Determine the digits correct. • Explain the student’s error. Activity 3: Graphing CBM Data Based on the attached CBM PPT and Chapter 3 of Curriculum Based Measurement—A Manual for Teachers. Curriculum Based Measurement 1. Review the PPT on Curriculum Based Measurement. Pay particular attention to the slide Determining Progress: Fluency (Slide #6). This slide explains how to (a) determine a baseline when given a set of scores, and (b) establish a goal and plot an aimline. 2. Complete the activity below: a. Jessica was administered 3 math probes to determine her baseline score. The probes were administered on 9/12/16, 9/20/16, and 9/27/16. Her scores were as follows:  17 (9/12/16)  14 (9/20/16)  16 (9/27/16 b. Based on the above scores, what is Jessica’s baseline score? c. Refer to the PPT indicated above. Pay particular attention to the slide: Recommended Weekly Growth for Math. Note the realistic expected growth rate for a first-grade student. There are 28 weeks remaining in the academic year. Determine the goal for this student. Submit 2a, b, and c as a Word document. d. Next, construct a CBM graph with an aimline that represents the goal in (c) for Jessica. You may construct your graph using Excel or a comparable method. You should title your graph and label your X and Y axes appropriately. Please do not submit hand-drawn charts. Submit your Excel graph as a separate document. See the attached Excel graph as an example. Please note that this graph is an example for illustrative purposes; it does not represent the data above. NOTE: If you require assistance with graphing using Excel, see the CBM Resources folder under Course Material, follow the instructions provided in the PDF resource "How to Add Data to the Sample Graph." e. You may either attach your CBM graph separately, or cut and paste it into your Word document containing the completed information in 1, 2, b, and c above.