Assignement 9

Please see attached textbook ,attached CBM attachments Assignment: Week 9 Requirements: Length: 2-3 pages total for Activities 1 and 2; 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— The following assignment is based on Chapter 14 of Salvia et al., 2017. 1. Identify at least four important considerations in selecting a specific achievement test for use with the third graders in your local school system. 2. Go to the website for Pearson Clinical Assessments. Identify one multiple-skill achievement test that is not featured in the textbook. Briefly summarize the Overview and Product Details for that test. Activity 2— The following assignment is based on Chapter 15 of Salvia et al., 2017. 1. Explain what is assessed in word-attack, reading recognition, oral reading, and reading comprehension. 2. Explain two potential problems in diagnostic testing of reading. 3. Identify strengths and weaknesses of one diagnostic reading test. Activity 3—CBM Carefully read the following problem, and then complete the tasks that follow: • Myang, a 1st grader, was administered three probes over three weeks to determine her baseline score for quantity discrimination. Her scores were 15, 10, and 20 (quantity discriminations read correctly). Based on the above, her baseline, which is the median score, is 15. This means that when Myang is presented with a probe indicating pairs of numbers ranging from 1-20, she would likely be able to accurately identify the larger number in each pair, yielding a score of 15 correct each time, if the probe were implemented multiple times. So a score of 15 represents her baseline, or current performance. • The Intervention Central website identifies CBM norms (i.e., growth rates) for different types of probes. Early math fluency encompasses quantity discrimination, missing number, and number identification. The website specifies that the weekly growth rate for a first-grader in the skill area of quantity discrimination is 0.44. • The teacher established a performance goal for Myang based on a school term of 25 remaining weeks, a baseline of 15, and a growth rate of 0.44. o 0.44 (weekly growth) X 25 (school weeks remaining) = 11 o 11 + 15 (baseline) = 26 (performance goal) o Myang should be able to accurately discriminate 26 quantities per minute at the end of 25 instructional weeks. • During progress monitoring (implementation of probes to assess her development in quantity discrimination), the teacher reviewed Myang's scores during the first four weeks (i.e., Week 4, Week 5, Week 6, Week 7) of testing (i.e., This is after the first three weeks of collecting baseline data). Myang's post-baseline scores were as follows: Week 4: 17, Week 5: 21, Week 6: 19, and Week 7: 22 (quantity discriminations read correctly). Your tasks: 1. Go to the CBM Resources folder under Course Material. Carefully review the Excel graph " CBM Template with Post-Baseline data." You may also need to review "How to Add Data to the Sample Graph." 2. Graph the above data (baseline and post-baseline scores for Myang). Make sure to label your graph appropriately. 3. Read "CBM--Graphing and Interpreting Data," also in the CBM Resources folder. 4. Based on the reading in (3) above, comment on Myang's performance. Is she making adequate progress towards her goal? Do any of her scores fall above the aimline? below the aimline? If so, how many above/below? Based on her performance, do you think Myang's teacher should modify instruction in this skill area (i.e., quantity discrimination)?