FUNCTIONAL ASSESSMENT: CurriculumBased Measurement Case Studies

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FUNCTIONAL ASSESSMENT Curriculum-Based
MeasurementCase Studies

• North Carolina Department of Public Instruction
• Exceptional Children Division
• Program Improvement Professional Development

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Model Case Study

• Johnny Doe

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Group Practice-Case Study

• Jane Doe

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Case Study - Jane

• Tier I Information
• Kindergarten female, DOB 7/28/01
• Teacher has concerns in all areas (school
  readiness)
• Currently working with a tutor, getting extra
  help from student teacher and classroom assistant
• September
• Reading knows 4 upper case letters
  (inconsistent), no lower case letters, no letter
  sounds, DRA level 0
• Math knows 2 numbers consistently, doesnt
  count with one to one correspondence
• Writing doesnt write name or any letters

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Case Study - Jane

• Tier II Information
• From October 06 to November 06
• Targeting letter ID of letters in name, following
  2-step directions
• Speech/Language pathologist works with her 3
  times a week for 20 minutes
• Results made inconsistent progress, not enough
  to make significant difference in her classroom
  performance

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Case Study - Jane

• Tier III Information
• From November 06 to January 07
• Assessment Plan Development
• Environmental Factors
• Concerned with attention
• Recently sick
• Sister having same difficulties
• Curriculum, Instruction
• Difficulty with language, difficulty with all
  aspects in classroom
• Learner
• Problem behaviors in classroom increasing

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Case Study - Jane

• Tier III Information
• Assessment Plan Analysis
• Letter Identification
• Baseline scores 13, 12, 13
• Goal 20
• Increase of 7 letters in 6(ish) weeks
• Number Identification
• Baseline scores 3, 3, 2
• Goal 10
• Increase of 7 numbers in 6(ish) weeks

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Case Study - Jane

• Tier III Information
• Intervention Plan
• Attend preK classroom for 2 hours each morning
• Continue with following directions intervention
  with language therapist for 3 times a week, 30
  minutes
• Work with Resource Teacher in a scripted reading
  program 4 days a week, 40 minutes
• Work with Resource Teacher in a scripted math
  program 4 days a week, 40 minutes
• Decision-making plan if data points are
  consistently below aim line, increase to 5 days a
  week if still consistently below aim line, 5
  days a week for 50 minutes (reading and math)

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Case Study Jane Progress Monitoring Data
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Case Study - Jane

• Tier III Information
• Team decided that despite intense intervention,
  Jane did not make significant progress towards
  goals in number ID
• Although Jane came close to her goal in letter
  ID, this performance is still severely discrepant
  from the performance of her peers
• Jane made limited progress towards other goals
  (following two-step directions, counting with one
  to one correspondence, shape recognition)

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Case Study - Jane

• Tier IV Information
• IEP team determined eligibility with progress
  monitoring data as well as other data
• Other interesting information
• KBIT-2 Verbal 81, Nonverbal 96, Composite
  87
• Bracken-R School Readiness Composite 93,
  Total Test - 85
• 11/11 colors
• 8/8 upper case letters, 8/8 lower case letters
• 4/10 numbers, did not count with 1 to 1
  correspondence
• 6/12 size concepts
• 8/10 comparisons
• 14/20 shapes

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Questions?

• Susan H. Laney, School Psychologist
• Guilford County Schools
• laneys_at_gcsnc.com
• 336-370-8170
• Sherry Abernethy SAbernethy_at_dpi.state.nc.us
• http//www.ncpublicschools.org/ec/development/lear
  ning/intervention/
• Special Thanks to Dr. Tom Jenkins, Director -
  Educational Consultation Services, LLC for
  allowing me to adapt his power point presentation
• www.educationalconsultationservices.com