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					Serafina Scholl
Student Teaching
Curriculum Based Measurement
1 May 2012

                       Summary of Curriculm Based Measurement

Student Background Information
       Jordan is a 7th grade student at Riverwoods School in the Youth Learning Center
program. He has been there for three months but was also there for six months during
academic year 2010-2011. He has four classes a day and a morning social skills session.
Jordan typically likes school, but is only reading at a second grade level.

Individualized Education Plan
        Jordan was tested on 1/18/12 and received a score of 111. On 1/19/12 Jordan
received a score of 89 and on 1/20/12 received a score of 93. This makes his baseline
score a score of 93. All lessons and testing were done at Riverwoods School. I had no
access to Jordan’s peer’s performance in reading fluency.

Long Range Goal
      Jordan’s long range goal is that he will increase her reading fluency from 93 to
109 words per minute over a course of eight weeks.

Short Term Objective
       Jordan’s short term objective is to increased words read correctly by two per
weeks.

Rational For Selection of Base Skills and Goals
        I chose to help Jordan with his reading fluency because it is a skill that he needs
to be able to have to finish school and gain employment.

Evaluation of the Program
Goal Attainment: Jordan was close to obtaining the goal. He did reach 109 words a
minute, twice, but there was not enough time to test to see if he would reach four above.
Effectiveness of Intervention: I felt that my interventions were effective. Jordan felt
confident when he was reading with me, but when he had to read in class, he did not want
too.
Recommend: I would recommend that Jordan have forty minutes of reading time a day
after school and 100 minutes over the weekend. This extra time will help Jordan gain
confidence and self-esteem.




Measurement Procedure Journal
1/18/12-I spent some time talking with Jordan about what we are going to be doing. We
will be testing with DIBELS and then after three times we will do an intervention during
the day and then read the DIBELS passage. He seemed eager to help me. We read in the
vestibule next to the classroom.

1/19/12- I tested Jordan again with DIBELS. He wondered if he would be missing the
movie we were watching. I told him know and that I would try to not have the readings
interfer with films.

1/20/12-Jordan read the DIBELS passage today. He spent some time talking to me
about his little brother before he was focused enough to read.

1/23/12. Today was the today of the first intervention. Jordan read focused and had no
behaviors.

1/24/12-Jordan had some behaviors today with a student in the class. We read upstairs in
the cafeteria instead of downstairs in class.

1/25/12-Jordan read but said that he wanted to do some math instead of reading. I told
him that we would have to do reading.

1/30/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

1/31/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

2/1/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

2/6/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

2/7/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

2/8/12-Jordan read the Reading Naturally passage and then the DIBELS passage.

2/13/12- Jordan read the Reading Naturally passage and then the DIBELS passage.

2/14/12- Jordan read the Reading Naturally passage and then the DIBELS passage.

2/15/12- Jordan read the Reading Naturally passage and then the DIBELS passage.

2/21/12- Jordan read the Reading Naturally passage and then the DIBELS passage.

2/22/12- Jordan read the Reading Naturally passage and then the DIBELS passage.
2/23/12- Jordan read the Reading Naturally passage and then the DIBELS passage.
2/27/12- Jordan read the Reading Naturally passage and then the DIBELS passage.

2/28/12- Jordan read the Reading Naturally passage and then the DIBELS passage.




                               Instructional Blueprint
Student Name:          Grade/Age: 12/7th    Sch: Riverwoods      Academic Area:
Jordan Smith           grade                                     Oral Reading
                                                                 Fluency




Gender: Male                                Allocated Time: 8 weeks




Instruction     Instruction   Teacher/St    Time          Materials    Motivation
Objectives:     Activities:   udent Ratio                              al
Why?            What and                                               Strategies
                How?
Baseline-T     I will have   1:1   30 minutes   Reading     Positive
o have         Jordan read                      Naturally   Feedback
Jordan         a reading                        2.0         and
increase his   naturally                        DIBELS      occasional
reading        2.0 passage                      Binder      candy.
fluency        and then                         Timer
               have
               myself read
               it back to
               him three
               times
               before
               reading and
               testing the
               DIBELS
               passage.


Interventio    Jordan is     1:1   30 minutes   Reading     Positive
n #1           losing his                       Naturally   Feedback
               track while                      2.0         And
               reading. I                       DIBELS      occasional
               will give                        Binder      candy.
               him a ruler                      Timer
               to keep her
               place.



Interventio    I will take   1:1   30 minutes   Reading     Positive
n #2           Jordan to                        Naturally   Feedback
               read before                      2.0         and
               he comes                         DIBELS      Occasional
               into Mr.                         Binder      Candy.
               Smith’s                          Timer
               room
               because he
               becomes
               too
               distracted
               and doesn’t
               want to
               leave.
  Serafina Scholl
  CBM Project
  1 May 2012

                                GOM: Moving Median

  Baseline Data

Day                 Date                 Raw Scores        Moving Median
Wednesday           1/18/12              111               X
Thursday            1/19/12              89                X
Friday              1/20/12              93                93
Baseline            Baseline             Baseline          Baseline
Monday              1/23/12              92                X
Tuesday             1/24/12              84                X
Wednesday           1/2512               80                84
Monday              1/30/12              87                84
Tuesday             1/31/12              84                84
Intervention #1     Intervention #1      Intervention #1   Intervention #1
Wednesday           2/1/12               74                X
Monday              2/6/12               92                X
Tuesday             2/7/12               87                87
Wednesday           2/8/12               91                91
Monday              2/13/12              105               91
Intervention #2     Intervention #2      Intervention #2   Intervention #2
Tuesday             2/14/12              92                X
Wednesday           2/15/12              108               X
Monday              2/21/12              109               108
Tuesday             2/22/12              107               107

Wednesday           2/23/12              114               109
Monday              2/27/12              107               107
Intervention #3     Intervention #3      Intervention #3   Intervention #3
Tuesday             2/28/12              109               109

				
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