CBE Decoding

Abstract

This chapter describes the process for curriculum-based evaluation (CBE) decoding. The chapter is structured around the four phases of the CBE process and will walk the reader through the entire process for decoding. The chapter discusses specific assessment techniques and intervention recommendations based on the results.

Appendix 6A

1.1 Reward-Based Assessment Instructions

Purpose:

To determine if the student has a performance-deficit or a skill-deficit.

Materials Needed:

• Writing tool

• Timer

  • Handout 6.6 for directions; Handout 6A.1 to record scores

  • Rewards and prizes

  • Three passages for each grade-level that will be assessed

  • Student copies and evaluator copies

Directions:

• 1. Transfer the median scores from Handout 6.6 to Handout 6A.1 under the column “without reward.”

• 2. Determine a small reward for the student by interviewing them for preferences.

• 3. Tell the student he or she may earn the reward if score improves by one correct word.

  • Explain that you will administer three grade-level probes and that the median score will be used to determine the student’s success.

• 4. Readminister three new grade-level reading CBM passages and use the median score. Provide the reward if student’s score improves.

  • Consult Handout 6.6 for CBM directions.

Interpretation Guidelines:

• 1. Record the student’s scores on Handout 6A.1.

• 2. Ask: Did the student’s score improve to criterion under the reward condition?

  • If yes, consult with those who work with the student the need for reinforcement in regular setting.

  • If no, conclude that the student has a skill-deficit.

Handout 6A.1 Reward-Based Assessment Recording Sheet