Running head: HOLLOMAN CBM BASELINE REPORT
CBM Baseline Report
Leah Holloman
200035955
ECI 681
NCSU
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CBM BASELINE REPORT
Student Profile
Landon is a 12-year-old boy in the 6th grade at Friendship Christian School.
Educational, Medical and Social Background
Educational Background
Landon was diagnosed with autism at the age of 3. Upon entering kindergarten,
Landon received special education services based on his eligibility as a student with
autism spectrum disorder.
Landon attends school on a regular basis and has shown excitement about being at
a new school. This is his first year at Friendship Christian School in the 6th grade.
Previously, Landon attended Durant Road Elementary where he was receiving pullout
services for language arts and mathematics. At Friendship, Landon is receiving resource
pullout services in language arts and mathematics as well as middle school inclusion for
science, history, and Bible courses where he receives extensive modifications to class
assignments and assessments. It is noted in Landon’s previous IEPs that he has shown an
overall weakness in comprehension making grade level material very difficult for him to
understand.
There is no previous behavior issues noted in Landon’s file from previous
schools. His previous teachers reflect that Landon is a pleasant student who is easy to
work with in an academic environment.
Medical Background
Landon was diagnosed with autism at the age of 3, but no further medical
information is pertinent.
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Social Background
Landon is the youngest of three in his family. His brother and sister are both in
college. His mom and dad are divorced; both are remarried. His parents share custody of
Landon and both parents are involved in Landon’s education. He also has supportive
stepparents who show involvement in his academics and various other activities.
Landon’s social-emotional behaviors place him on in the mild to moderate end of
the continuum for autism. Landon has the tendency to become easily obsessed with
different topics and items. Currently, he is highly interested in cars and pug dogs. Landon
is also very sensitive if any piece of his clothing becomes wet or damp. Having wet or
damp clothing triggers problematic behaviors for Landon. Transitions and changes in
schedules are often difficult for Landon as well. It is important that he is adequately
prepared before abrupt changes take place. If drastic, unexpected changes occur without
proper prepping, Landon tends to lose his composure, tantrum, and may eventually shut
down. This happens rarely, but it is noted as a possible behavior that could potentially
affect his academic and social well-being.
Observational Data
Observational data is somewhat limited given that it is my first year working with
Landon. Based on what I have observed thus far in the school year, Landon is a pleasant
student to have in the classroom. He complies with requests and is rarely disrespectful.
Occasionally, Landon will have days where a change in routine will cause anxious
behaviors. Landon performs better academically in a small group setting. In an inclusive
classroom, Landon has a tendency to become more timid and complacent in his work. He
advocates very well for himself in a smaller setting but has a more difficult time in the
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larger class setting. He is adjusting well to being in a new school. Landon attended
summer day camp at Friendship, which helped with his transition into school. Landon is
well liked by his peers, but he becomes increasingly frustrated with distributive behaviors
from other students especially in a large group setting. He will correct other students
when problematic behaviors are occurring.
Landon acts like he does not enjoy writing or reading and will briefly protest
when asked to do so. He will comply shortly after his protest is made known. Although
when asked, Landon said that his favorite subject is reading and least favorite subject is
math. Often in reading, Landon focuses on the small details of the story and becomes
very literal and inflexible with his thinking making comprehension and recall a difficult
task.
Observations as Related to Test Data and Current Needs
It was evident that Landon enjoyed the one-on-one attention that he received
during the testing sessions. He protested slightly when asked to read, but he complied
with instructions after making his opposition known. Landon was not excited about when
asked to write but was relieved to know that he only needed to write for 5 minutes. He
was also allowed to write in a “fun” colored pen, which alleviated some of Landon’s
stress. Landon was also excited about counting his words after he wrote. It was evident
that he felt accomplished when doing so. After the initial opposition, Landon was
pleasant with lots of laughter and smiling taking place during the testing session. He
thinks of the one-on-one time as a special privilege and generally looks forward to
sessions.
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Diagnostic Data and Implications
Report on Measure of Vocabulary Level (Word Lists) in Oral Reading
Landon was confident when reading the word lists. His ability to decode is
impressive. It is evident that he has been taught strong decoding skills in the past. There
were several instances where Landon made many quick glances at words and assumed he
knew what the words would be without fully reading them. For example, when reading
the word guarantee, Landon misread the word as “congratulate.” He did not try to decode
but rather assumed he knew what the word as by picking up subtle clues from the word’s
composition. Landon also misread the word “lobby” for labor. He also hesitated twice on
words that begin with “en” such as “engage” and “energy.” He read both words correctly
but made noticeable hesitations. Graded word lists are included in Appendix B.
Landon scored 100% on pre-primer through level 2. On level 3, he scored 95%,
90% on level 4, 90% on level 5, and 60% on level 6. Landon began making more
mistakes with level 6 six words and did not attempt to read several of the words on the
list. Landon attempted to read words such as nostrils, hypothesis, dazzle, and hearth but
was misled by the vowel sounds in each of those words. Landon misread nostrils as
“nersals”, dazzle for “d𝑎̌zzle”, and hearth for “herth.”
Interventions for Landon will include recognizing long and short vowel sounds
for single and multi-syllabic words. Landon also misread polite as “pol𝑖̌t.” The
intervention will also briefly review silent long e at the end of words. Overall, Landon is
preforming well in decoding and shows a strong phonemic sense.
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Word Fluency Level (Paragraphs) in Oral Reading
Landon read fluently while reading the graded paragraphs. He reached
independent level from primer level through level three. Landon appears to be a wordcaller given his accuracy in decoding and fluency level but his overall struggle with word
meaning and understanding. Landon was very comfortable reading orally but displayed
an “annoyance” in his tone while reading. There were also some misplaced voice
inflections that occurred while Landon was reading orally. Graded paragraphs are
included in Appendix C.
Measure of Comprehension Level in Oral Reading
Although Landon read fluently, his core struggle is in the area of comprehension.
He lacks understanding in word meaning and gives vague details when asked specific
questions about orally read paragraphs. There were several questions throughout the
assessment that Landon chose to answer by stating, “I don’t know.” He reached
frustration level on level 2; one question was answered correctly on that level. Landon
also responded to questions by stating, “I forgot.” Landon is at independent level at level
one. Comprehension interventions will consistent of sequencing events, taking frequent
pauses in reading selections to recall information, and identifying unfamiliar vocabulary
by examining context clues.
Combined Score of Word Recognition and Reading Comprehension
Landon’s independent range was reached in level one. He did not reach an
instructional level throughout the assessment, but rather varied between independent and
frustration. Landon’s interventions will primarily consist of level two instruction with
some level one used initially used given that he reached an independent range in level
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one and frustration at level two. A graph representing Landon’s expected growth rate for
words read correctly is provided in Appendix D.
Primer
Independent
Level 1
Independent
Level 2
Frustration
Level 3
Frustration
Level 4
Frustration
Level 5
Frustration
Report on Measure of Listening Capacity
Landon seemed to enjoy listening to the stories I read to him. He listened
attentively, but he was not excited about answering questions when I finished reading.
Landon was only able to answer one question correctly on level four and five. Even when
listening to text being read to him, Landon still shows a weak ability to comprehend.
Most of his answers seemed unreasonable. Landon also answered many questions by
stating, “I don’t know.” On a few questions, Landon asked for clarification by stating “I
don’t know what that means” after being asked a question. The listening capacity data
sheets are included in Appendix F.
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Standardized and Intelligence Tests
An analysis of the subtests scores of the Reynolds Intellectual Achievement Scale
(RIAS) shows some variation. A relative strength is indicated in visual discrimination.
Relative weaknesses are suggested in verbal reasoning and vocabulary usage. Based on
his assessment, it appears that Landon is better able to acquire information through the
visual channel than through the auditory channel. One must insure that they have his full
attention before proceeding with instruction or he may have problems acquiring
information. Holding information in his working memory appears to be below average
for his age, making comprehension a general weakness.
Generally, Landon is achieving as one would expect of a child his age who is a
very slow learner. His word identification skills in reading are significantly better than
would be expected given his ability level. His basic reading skills fell within the average
range for his age. Relative academic strengths are displayed in letter/word identification
in reading and knowledge of letter sounds.
Wechsler Intelligence Scale for Children, 4th edition (WISC-IV)

General Ability Index- 77 Borderline

Verbal Comprehension- 63 Extremely Low

Perceptual Reasoning- 94 Average

Working Memory- 62 Extremely Low

Processing Speed- 65 Extremely Low

Verbal Index- 52 Mentally Delayed

Nonverbal Index- 81 Low Average
RIAS
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Woodcock-Johnson Tests of Achievement 3rd edition

Basic Reading Skills- 83 Low Average

Reading Comprehension-61 Very Low

Math Calculation- 60 Very Low

Math Reasoning- 74 Low

Writing Expression-70 low
Unedited (Baseline) Writing Sample
Because Landon completed his initial writing sample the day we resumed school
after fall break, he chose to write about his trip to the beach.
“I went to the easten Part of north carlina. We went
to a motel and we went to dinner. The 2 day it was the
big day We saw the Jeeps and we went to a tresre hunt
it toke to long. 3 day we went to the beach and went
home.”
Total Words Written = 52
This writing sample (Appendix G) shows Landon’s ability to compose some basic
thoughts based on a topic. He was able to sequence the events (days) in his trip logically
by adding some details concerning the events. Landon used conjunctions (most
commonly “and”) improperly to separate thoughts rather than using correct ending
punctuation. (See Appendix H for the writing rubric and Appendix I for a graph depicting
Landon’s writing baseline data.)
Analyze Data for Strengths and Areas of Weakness
Landon’s fluency and accuracy when reading is consistent. He uses decoding
skills as well as sight word recognition. He is confident when he reads and uses
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appropriate pauses and responses to punctuation in sentences. His voice tone and
inflection could use some improvement. Landon’s overall weakness is in the area of
comprehension. Because his fluency is rather average, it is misleading as a representation
of what he truly understands when reading. Landon’s vocabulary knowledge is weak as
well as his ability to recall observations and facts from reading selections.
Interpret the Data
By helping Landon “chunk” words and slow down when reading, errors in word
lists as well as reading passages will decrease. Although he was able to read the large
majority of words, Landon has a poor understand as to what the words mean. This is
evident in Landon’s assessment data based on his scoring in the grade paragraph portion.
For example, in level two he scored at an independent level for SIG WR and frustration
level for COMP. There is a significant gap between his ability to read well and his ability
to understand what he is reading. With a 95% on graded word lists for level 5, Landon is
showing a strong ability to use phonic rules to interpret words.
Draw Conclusions About How These Data Relate to Reading Proficiency
Landon requires interventions that will help him “chunk” unfamiliar words as
well as “chunk” content in reading selections. By taking frequent pauses in reading while
recapping information, Landon will be more successful in his recall of text. By
identifying story elements such as characters, setting, beginning, middle, and end, the
task of recalling details will come more easily for Landon and increase his
comprehension.
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Develop an Intervention Plan Based on Diagnostic Data
By giving Landon the opportunity to stop and processing while reading is crucial
to his comprehension success. By using the Sketch in Sequence activity, Landon will be
given opportunities to stop and draw a quick picture based on what he read in a story or
other selection of text. Landon enjoyed drawing, so this will be a motivator for him as
well. To strengthen Landon’s inferring skills and activate prior knowledge, interventions
will be used to help him examine book covers, book titles, and other clues that can be
found before opening the book to make logical predictions about what will occur. Using a
K-W-L chart will be helpful for nonfiction texts that Landon is exposed to in history and
science class. Landon will also benefit from instruction on how to identify the 5 Ws in
reading (who, what, when, where, why, how). This will also help Landon to stretch his
writing by giving more details.
The use of graphic organizers will be a key component in interventions with
Landon. Using organizers will allow Landon a systematic way of recalling read
information. Graphic organizers such as the one used in the Herringbone Technique will
be used to foster logical organization of text for comprehension as well as to prompt
writing ideas. A portion of the intervention time will be spent on sentence composition
such as expressing a complete thought and ending it with punctuation (rather than one
long sentence with a conjunction used to separate thoughts).
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Appendix A
Guardian’s Permission To Allow Student Participation
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Appendix B
Graded Word Lists
(Classroom Reading Inventory, 2012)
Wheelock, W. H. & Campbell, C. J. (2012). Classroom Reading Inventory (12th ed). New
York: McGraw-Hill
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Appendix C
Graded Paragraphs/Comprehension Checks
Pretest Inventory Record (Summary Sheet)
(Classroom Reading Inventory, 2012)
Wheelock, W. H. & Campbell, C. J. (2012). Classroom Reading Inventory (12th ed). New
York: McGraw-Hill.
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Appendix D
Landon’s Oral Reading Fluency Graph Using Dibels
Two baseline points from Landon’s first three Dibels oral reading fluency assessments of
words read correctly in one minute = 96, 98,104. The median is 98. To compute the target
for this intervention, insert this number into the growth rate formula from Hosp (2003).
The equation for determining the target and the goal line, using a realistic second grade
growth rate of 1.5 (Hosp, 2003), is below.
98 WRC + (7 weeks* x 1.5) = 98 + 10.5 = 108.5 WRC
*Seven weeks of intervention is based the intervention starting on Monday, October
8, 2014, and a projected completion date of November 19, 2014.
The graph below shows a baseline point of 98 and a target of 108.5 words read correctly
by the end of the intervention on November 19, 2014.
Word Read Correctly (WRC)
140
120
100
80
60
40
20
0
Session 1
Session 2
Sessions
Baseline
Words Read Correctly
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Hosp, M. K., & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling
and math: How to do it and why. Preventing School Failure, (48)1. 10-17.
UO Dibels Data System. (2013). Retrieved September 7, 2013 from
https://dibels.uoregon.edu/
Appendix E
Retelling Graph
(Words spoken during retelling in one minute using Dibels Probe)
45
40
Total Words Spoken
35
30
25
20
15
10
5
0
Probe 1
Probe 2
Probe 3
Probe 4
Probe 5
Dibel Probes
Probe 6
Probe 7
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Appendix F
Listening Capacity Data Sheets
Summary Sheet
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Appendix G
Landon’s Initial Writing Sample
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Appendix H
Writing Rubric for Landon
Fall 2014
Punctuation
Capitalization
Conjunctions
3
2
1
Correctly uses
periods, exclamation
points, and question
marks at the ends of
sentence 100% of the
time.
Correctly uses
periods, exclamation
points, and question
marks at the end of
the sentence 50% of
the time.
Correctly uses
periods, exclamation
points, and questions
marks at the end of
the end sentence less
than 50% of the
time.
Capitalizes the first
word of a sentence,
names of people,
places, major
holidays, days
of the week, months
of the year, and the
pronoun I 100% of
the time.
Correctly uses
conjunctions to join
components rather
than combining
sentences when a
punctuation should
be used 100% of the
time.
Capitalizes the first
word of a sentence,
names of people,
places, major
holidays, days
of the week, months
of the year, and the
pronoun I 50% of the
time.
Correctly uses
conjunctions to join
components rather
than combining
sentences when a
punctuation should
be used 50% of the
time.
Capitalizes the first
word of a sentence,
names of people,
places, major
holidays, days
of the week, months
of the year, and the
pronoun I less than
50% of the time.
Correctly uses
conjunctions to join
components rather
than combining
sentences when a
punctuation should
be used less than
50% of the time.
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Appendix I
Landon’s Graph for Writing Using Baseline Point
Landon's Writing Graph
80
70
Total Words Written
60
50
40
30
20
10
0
Baseline
Session 1
Session 2
Session 3
Sessions
Session 4
Session 5
Session 6