Student: SJ
1.SJ is an African American fourth grader in a Newport News elementary school. This student is in the highest reading group of the twelve special education students in this general education classroom. He has an identified learning disability. His math level is average compared to his learning disabled peers. The two weaknesses discussed in his IEP meeting were multiplication and writing. His mother stated that she tries to get him to practice his multiplication facts, but that it is challenging for her as well. His working memory is average, so he will not receive a multiplication chart or calculator on the Virginia SOL tests. In writing, SJ tends to write as he talks. Since he exhibits many of the characteristics of African American English, which we have been discussing in our Language Development and Reading course, appropriate word choice is difficult for him. SJ’s teacher claims that SJ is writing at about the second or third grade level.
We recently discovered that SJ spends a great deal of time alone in the evening while his mom is taking classes. This is greatly affecting his motivation for his homework. Recently, SJ has been exhibiting behavioral problems at school. He trusts his special education teacher, classroom teacher, and myself, but is oppositional towards other teachers, administrators, assistants and substitutes. Due to a low level of effort on homework and some class assignments, he is making C’s, D’s and F’s in school. The C is in writing and the D is in Math. My rationale for choosing SJ for this CBA assignment is to help give him more confidence in these areas. SJ is leader of his peers, and we are trying to give him an opportunity to feel unique by participating in this special project. He was excited about helping me with my homework and he requested a bag of gummy bears if he did his best, which he happily received at the completion of the program.
2.The CBA for SJ will focus on multiplication through the nines table and word choice and sentence creation in writing.
3.The probes for both writing and multiplication were created on Intervention Central. The multiplication probes were created using the single skill math computation generator. The student will be given two minutes to complete as many single digit multiplication problems as possible. The student will be assessed on correct digits per minute. The writing assessments were also prompts found on intervention central. The site has many writing prompts available with forms for the student to write on. The student will be given one minute to think and three minutes to complete the story provided by the prompt. The intervention Central guidelines instruct the teacher to assess the student on spelling and grammar. Instead, I will be assessing the student on correct word choice, due to this being the focus of the fifth grade Writing SOL test.
4.Directions for the student: “Today, you will take a really quick quiz in writing and multiplication. This quiz is just so that I know how quickly and correctly you can complete each quiz. These will not affect your grade. Think of it like a game against your best score, because you will do this several times over the next few weeks.”
Multiplication: “When I tell you to, flip this paper over and you will see rows of multiplication problems. You will work across the page, complete as many as you can, and move to the next row. It is ok to skip a problem you don’t know. You will have two minutes to complete as many problems as possible.”
Writing: “I will read the beginning of a story to you and you will have one minute to think about what should happen next in the story. When I tell you to begin writing, you will continue writing the story for three minutes. You probably will not complete the story. Correct spelling is not as important in this quiz as word choice. I will be more interested in seeing the words you choose to tell your story and the punctuation that you use to create sentences so that your story is understandable.”
5.Giving the test: Please do not give the student any information other than the directions above. Stop the student from writing after two minutes in math and three minutes in writing. Remember that the student will be given one minute to think prior to writing, making the test 4 minutes total. Remember to read the writing prompt to the student. If there is a word that seems particularly difficult in the prompt, like meteorite, you may clarify what the word means for the student. On the multiplication test, do not allow the student to see the problems until the time begins. Thank you for helping me assess this student.
6.SCORING THE TESTS:
MULTIPLICATION:
oUse the provided calculator, if you happen to forget one of the times tables.
oYou are giving the student credit for each digit correct. For example if the answer is 24 and the student answers with either a 2 or a 4, give the student one check for the answer, because he got one of the digits correct. Note: If the student gives an answer of 42 on a question that is supposed to be 24, do not give the student credit, because the numbers are obviously in the wrong place value.
oIf the student gives an incorrect digit, circle the digit incorrect.
oIf the student gives a correct digit(s), mark a check under each correct digit.
oOnce corrected, write the total number of possible digits (TD) at the top of the page. Do not count problems left blank.
oNext, count the total number of correct digits (TCD) and write this score at the top of the page (label with acronyms)
oFinally, you can calculate the average correct digit score (TCD/TD) and write this at the top of the page.
oAdd the assessment score into the next blank on the progress-monitoring data collection sheet, along with the assessment date.
WRITING:
- The writing is more challenging to assess, because it is more subjective. You are assessing the number of correct transitions between words. For example, if you read the sentence, “The dog ran fast.” you would indicate that this sentence has 3 correct transitions as indicated by the arrows between the words: “The^dog^ran^fast.” If the student were to make a mistake in the sentence, like reverse the order of two words, the student would not receive a point for any transition affected. For example, “The dog fast run” does not make sense. Therefore, the student would lose two of the transition points: “The^dog fast run.” Placing fast after dog, makes no sense. Placing run after fast makes no sense within the sentence. Therefore, two transitions were affected by one mistake.
- Spelling, capitalization and punctuation, above and beyond the period, will not be assessed at this time. If you can guess the word and it makes sense within the sentence, the student will get credit, even if it is spelled very incorrectly.
- Here is a list of probable errors which will affect the understanding of the sentence.
incorrect order of words within a sentence
Arbitrary placement of words like and or but
Several run-on sentences together: Allow credit for two compound sentences, but choose an appropriate stopping point: For example: “The^dog^ran^fast^and^then^he^ran^into^a^tunnel and then^he^went^into^the^doggy^door^and^then^he^drank^some^water. ^After^that…”
Incorrect verb tense usage
- To calculate the score, count the number of possible transitions (Total Writing Sequences- TWS) and write it at the top of the paper.
- Next, calculate the number of correct writing sequences (CWS) or transitions, and write it at the top of the paper.
- Calculate the percent accuracy by dividing the CWS by the TWS and write it on the paper.
- Finally, count the number of sentences, indicated by a period, which contain a complete thought (even if it is at the end of several run-on sentences)
- These scores should all be recorded on the progress-monitoring data recording sheet.
7.Present level of Performance (Baseline):
During three days of assessments, between October 11, 2010 and October 14, 2010, SJ completed a single skill multiplication worksheet through the nines table at an average rate of 13.5 correct digits per minute, with an average accuracy percentage of 27.
(***One outlier was ignored in the data, due to the student adding most of the numbers instead of multiplying. The next two days of data had a mix addition and multiplication.)
During three days of assessments, between October 11, 2010 and October 14, 2010, SJ completed a story writing prompt with a word choice accuracy percentage of 76, after one minute of thought and three minutes of writing. His average number of sentences with a period at the end was less than one half. The average number of words he wrote on each assessment was 36, or 12 words per minute.
8.Multiplication: According the handout provided to us during class (p. 56), the researched mean of seeing and writing multiplication facts through the nine’s table is 68 digits per minute, with a range found in research of 40 to 90 digits per minute. However, this does not determine an appropriate level for the student’s age. Therefore, a comparison assessment was given to three non-gifted students in SJ’s class, who were identified by the classroom teacher as being academically average of fourth grade students. The students were given one of the same assessments as SJ. The mean correct digits/minute is 23. The average attempted digit score is 23.5, creating an accuracy percentage of 99.
Writing: The writing assessment yielded a mean score 47 correct transitions per three minutes. The average of the total number of attempted transitions was 53. This creates an accuracy percentage of approximately 89. The average number of written words per minute is 18. The mean number of written sentences, with a complete thought is 2.
9.Behavioral objective:
SJ will write answers to basic multiplication facts problems presented in writing at a rate of 23 digits per minute and at least 90% accuracy in 4 out of 5 trials.
Given the beginning of a story,SJ will continue the story in three minutes in a paragraph with at least two complete sentences which stay on topic, use appropriate word choice, correct word order and correct verb tenses with a transition accuracy percentage of greater than 90 percent, in 4 out of 5 trials.
10. Specific instructional activities:
Immediately following the baseline data collection, IEP meetings and Quarterly Assessments caused the schedule to be affected and I was not able to work with SJ for several weeks. During this time, the multiplication unit occurred during classroom math instruction. This helped SJ differentiate between addition and multiplication. I only had about 20 minutes to work with SJ on multiplication per day during the week of November 15 through November 18. There was about 20 minutes for writing instruction.
MULTIPLICATION:
- Day 1: We will review the concept of multiplication, to ensure that SJ knows the difference between addition and multiplication. We will also use manipulatives to create groupings of objects in the form of various multiplication facts (0-4).
- Day 2: We will review some of the helpful hints and tricks that make multiplication easier.
- Any number multiplied by 0 is 0
- Any number multiplied by 1 is that number
- Any number multiplied by 2 is the number added to itself (2+2)
- 3: Count by 3’s
- 5: Count by 5’s
- 9: Finger trick using your hand
- Other numbers? Can you switch to a smaller number?
- Day 3: SJ will complete the multiplication table from memory and leave the numbers he does not know blank. His homework will be to complete the rest of the table. The teacher will help him highlight the numbers that were added to the table. Additionally, we will play multiplication BINGO for 5 minutes.
- Day 4: We will review the highlighted numbers on the table. Then we will play multiplication BINGO for 15 minutes.
WRITING: Each daySJ will discuss with the teacher the answers to each of the following pages. To increase student buy-in and allow for the most productive use of time, the teacher will write or highlight the answers while SJ provides his ideas (if he prefers). This will be more of a discussion rather than an assignment. The second gradeDaily 6-Trait Writing program was chosen so that it was more aligned with SJ’s current level of performance. The third and fourth grade programs also do not align with the missing skills.
- Day 1: Daily 6-Trait Writing: Word Choice
- Page 73: Strong verbs
- Page 79: Describing action
- Day 2: Daily 6-Trait Writing: Word Choice
- Page 96: Strong verbs
- Page 97: Describing action
- Day 3: Daily 6-Trait Writing: Sentence Fluency
- Page 108: Writing longer sentences
- Page 114: Run-on sentences
- Day 4: Daily 6-Trait Writing: Sentence Fluency
- Page 116: Fixing run-ons
- Page 126: parts of a sentence
11. Graphs of student data are below.
12. Evaluate performance/analyze results:
SJ will write answers to basic multiplication facts problems presented in writing at a rate of 23 digits per minute and at least 90% accuracy in 4 out of 5 trials.
SJ made significant growth throughout this multiplication program. During his final assessment, he wrote his multiplication facts at a rate of 20 digits per minute, at 93 percent accuracy, very close to the above criteria. SJ seems to really enjoy math, and he said that he had fun seeing how fast he could write his math facts. He is also a very competitive child and enjoyed the challenge of writing as fast as he could. During discussion, he said that he felt much more confident in his multiplication facts and wanted to keep trying to improve his rate. As he was taking the assessments, he used the strategies that we worked on whenever possible. For example, he used his fingers to keep track of the multiples as he counted by 2’s, 5’s, and 3’s. While we didn’t have a lot of time to play, SJ enjoyed playing BINGO. He really enjoys any activity that models a challenge or a game. If I had additional time, I would continue the same activities. Furthermore, the multiplication table could be used as a reference for SJ on additional BINGO games, the hope being that eventually he does not need to check his answer. Additionally, the BINGO activity (provided by cooperating teacher) could be played in various formats (answer to problem or problem to answer). Overall, I was very pleased at SJ’s progress in a very short amount of time. He is well on his way to achieving his annual multiplication IEP goal, very early in the year.
Given the beginning of a story, SJ will continue the story in three minutes in a paragraph with at least two complete sentences which stay on topic, use appropriate word choice, correct word order and correct verb tenses with a transition accuracy percentage of greater than 90 percent, in 4 out of 5 trials.
The writing portion of the CBA had a very different outcome than the math. The data was extremely “bouncy”, and while there seemed to be some improvement overall, there wasn’t really an identifiable trend. I believe that there are several reasons for this.
Most importantly, writing should not be taught in a week’s time. Learning to write well is a process that takes years not days. Second of all, the story prompt topic had a very large impact on SJ’s success. Throughout the assessment process, there were two prompts that had a space focus. Initially, he began an upward trend of 64, 77, and 86 percent accuracy in transitions. Then, when given the astronomer prompt, he struggled with continuing the story. His accuracy fell back to 73 percent. Then he continued to improve overall with accuracy percentages of 92 and 86, but his score fell again to an 80 with the meteorite prompt. In both cases, I explained what astronomers and meteorites are, but he seemed to lack connection with these topics.
Additionally, the grading process was very challenging due to the subjective nature of the focus. I decided to focus on word choice and sentence creation, because the fifth grade writing SOL focuses on word choice, sentence structure and content, versus spelling and punctuation. I did examine the responses for effort to create sentences, versus run-ons. Therefore, I did look for the use of a period. I feel that this is the one area of success in this CBA program. SJ’s overall effort to create sentences improved throughout the program, with scores of 0, 1, 0, 1, 0, 2, 2. Two sentences was the program goal, which he met twice consecutively.
I feel confident that with additional practice, his writing will continue to improve. If I were to recreate this writing program, I might use paragraph editing as my main strategy. I do not believe that SJ sees any of his mistakes. He feels very confident when he hands me his paper. However, if we were to examine and edit incorrect passages, we may begin to see greater change. Finally, I would avoid assessing for correct verb form. As I was grading the prompts, it was difficult to decide which mistakes were related to verb tense and which were related to spelling error.