Assignment: Week 11

please see attached textbook and attached CBM Assignment: Week 11 Requirements: Length: One page for Activity 1; 2-3 pages for Activity 2; 1 Excel graph for Activity 2 APA style: Include in-text citations and a reference list that includes the course text and any additional references. Activity 1—The following assignment is based on Chapters 17 and 18 of Salvia et al., 2017. Instructions: 1. Explain why written language assessments are used and identify the behaviors sampled by such tests. 2. What are the various ways in which language content and form can be measured? 3. What are some of the dilemmas associated with the assessment of written language? 4. Summarize the strengths and weaknesses associated with one written language assessment discussed in the chapter. 5. Explain how intelligence tests may be used to identify learning disabilities. Activity 2—CBM Instructions: Harley, a 4th grade student, was administered three CBM written expression probes to determine baseline performance. Each probe was scored according to total words written (TWW). Her scores were as follows: Week 1: 20 TWW Week 2: 15 TWW Week 3: 18 TWW 1. What is Harley’s baseline score? Go to the Intervention Central website. Click on “CBM/Downloads.” Then click on “CBM Warehouse.” There you will see the chart “Curriculum Based Measurement: Sample Measures and Norms.” The CBM type that is relevant to this problem is Written Expression. Click on “Writing: Directions and Norms.” Find the CBM weekly growth rate for a 4th grade student for Written Expression—TWW. 2. What is the growth rate? 3. If there are 22 weeks remaining in the school year, what is the performance goal for Harley? During progress monitoring (i.e., implementation of weekly probes to assess Harley’s progress in written expression), the teacher reviewed Harley’s scores during the first four weeks following baseline data collection (i.e., Week 4, Week 5, Week 6, Week 7). Her post-baseline scores were as follows: Week 4: 19 TWW Week 5: 16 TWW Week 6: 17 TWW Week 7: 16 TWW Your tasks: 4. 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." 5. Graph the above data (baseline and post-baseline scores for Harley). Make sure to title and label your graph appropriately. a. Include title. b. Label both axes. c. Include baseline and post-baseline data. d. Include an aimline (remember that the tail end of your aimline should point to the performance goal established for Harley). 6. Read "CBM--Graphing and Interpreting Data," also in the CBM Resources folder. Based on the reading indicated above, comment on Harley’s performance. a. Is she making adequate progress towards her goal? b. Do any of her scores fall above the aimline? below the aimline? If so, what scores fall above/below? 7. Based on her performance, do you think Harley's teacher should modify instruction in this skill area (i.e., written expression)? 8. Identify and explain two evidence-based interventions that you would use to help facilitate Harley’s progress in written expression (Be sure to explain how you would use them to help Harley). Note: You can find evidence-based interventions for writing on the Intervention Central website. If you do not use Intervention Central, be sure to provide an APA reference for any evidence-based interventions you select. Below is another site that contains information on evidence-based interventions. WWC | Find What Works! As an initiative of the U.S. Department of Education's Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.