1 Math Uses calculation problems consistent with curricular expectations Uses Digits Correct score permitting partial credit scoring Uses Blanks Correct score for concepts and applications

2 Place Students in a Math Curriculum-Based Measurement Task for Progress Monitoring Kindergarten and first grade: – Quantity Array – Number Identification – Quantity Discrimination – Missing Number Grades 1–6: – Computation Grades 2–6: – Concepts and Applications » Fuchs, 2005

3 Identify the Level of Material for Monitoring Progress To find the appropriate Instructional level: – Determine the grade-level probe at which you expect the student to perform in math competently by year’s end. OR...

4 Identify the Level of Material for Monitoring Progress On two separate days, administer a CBM test (either Computation or Concepts and Applications) at the grade level lower than the student’s grade-appropriate level. Use the correct time limit for the test at the lower grade level, and score the tests according to the directions. – If the student’s average score is between 10 and 15 digits or blanks, then use this lower grade-level test. – If the student’s average score is less than 10 digits or blanks, move down one more grade level or stay at the original lower grade and repeat this procedure. – If the average score is greater than 15 digits or blanks, reconsider grade-appropriate material. Fuchs, 2005

5 Math Scoring Rules Individual correct digits counted as correct: – Reversed or rotated digits not counted as errors unless change in position makes them appear to be another digit (e.g., 9 and 6) Incorrect digits counted as errors: – Digits which appear in wrong place value, even if otherwise correct, scored as errors Credit given for “place-holder” digits

6 Math Scoring Rules In more complex problems, credit given for all correct numbers appearing below line Credit not given for any numbers appearing above the line (e.g., numbers for regrouping)

7 Concepts and Applications For students in grades 2–6. Student is presented with 18–25 Concepts and Applications problems representing the year-long grade-level math curriculum. Student works for set amount of time (time limit varies by grade).

8 Concepts and Applications Student Copy of a Concepts and Applications test This sample is from a third grade test. The actual Concepts and Applications test is 3 pages long. Fuchs, 2006

9 Concepts and Applications GradeTime limit Second8 min. Third6 min. Fourth6 min. Fifth7 min. Sixth7 min. Length of test varies by grade.

10 Concepts and Applications Students receive 1 point for each blank answered correctly. The number of correct answers within the time limit is the student’s score.