1. 2008 Student Progress Monitoring & Data-Based Instruction in Special Education Introduction to Using CBM for Progress Monitoring in Math An overview (Sample presentation to present to students)

2. 2 Note About This Presentation Although we use progress monitoring measures in this presentation to illustrate methods, we are not recommending or endorsing any specific product.

3. MATH CBM 2008 Student Progress Monitoring & Data-Based Instruction in Special Education

4. 4 Steps to Conducting CBM 1. How to Place Students in a Mathematics Curriculum-Based Measurement Task for Progress Monitoring 2. How to Identify the Level of Material for Monitoring Progress 3. How to Administer and Score Mathematics Curriculum-Based Measurement Probes

5. 5 Step 1: How to Place Students in a Mathematics CBM Task for Progress Monitoring Grades 1–6: –Computation Grades 2–6: –Concepts and Applications Kindergarten and Grade 1: –Number Identification –Quantity Discrimination –Missing Number

6. 6 Step 2: How to Identify the Level of Material for Monitoring Progress Generally, students use the CBM materials prepared for their grade level. However, some students may need to use probes from a different grade level if they are well below grade-level expectations.

7. 7 To find the appropriate CBM level: –Determine the grade level at which you expect the student to perform in mathematics competently by year’s end. OR –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, then 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, then reconsider grade-appropriate material. Step 2: How to Identify the Level of Material for Monitoring Progress

8. 8 If students are not yet able to compute basic facts or complete concepts and applications problems, then consider using the early numeracy measures. However, teachers should move students on to the computation and concepts and applications measures as soon as the students are completing these types of problems. Step 2: How to Identify the Level of Material for Monitoring Progress

9. 9 Step 3: How to Administer and Score Mathematics CBM Probes Computation and Concepts and Applications probes can be administered in a group setting, and students complete the probes independently. Early numeracy probes are individually administered. Teacher grades mathematics probe. The number of digits correct, problems correct, or blanks correct is calculated and graphed on student graph.

10. 10 Computation For students in Grades 1–6: –Student is presented with 25 computation problems representing the year-long, grade-level mathematics curriculum. –Student works for set amount of time (time limit varies for each grade). –Teacher grades test after student finishes.

11. 11 Computation

12. 12 Computation Length of test varies by grade. GradeTime limit 12 minutes 2 33 minutes 4 55 minutes 66 minutes

13. 13 Computation Students receive 1 point for each problem answered correctly. Computation tests can also be scored by awarding 1 point for each digit answered correctly. The number of digits correct within the time limit is the student’s score.

14. 14 Computation Correct digits: Evaluate each numeral in every answer: 4507 2146 2 4 61 4507 2146 2361 4507 2146 2 44 1 4 correct digits 3 correct digits 2 correct digits

15. 15 Computation Scoring different operations: 9

16. 16 Computation Division problems with remainders: –When giving directions, tell students to write answers to division problems using “R” for remainders when appropriate. –Although the first part of the quotient is scored from left to right (just like the student moves when working the problem), score the remainder from right to left (because student would likely subtract to calculate remainder).

17. 17 Computation Scoring examples: Division with remainders: Correct AnswerStudent’s Answer 4 0 3 R 5 24 3 R 5 (1 correct digit) 2 3 R 1 54 3 R 5 (2 correct digits) 

18. 18 Computation Scoring decimals and fractions: –Decimals: Start at the decimal point and work outward in both directions. –Fractions: Score right to left for each portion of the answer. Evaluate digits correct in the whole number part, numerator, and denominator. Then add digits together. When giving directions, be sure to tell students to reduce fractions to lowest terms.

19. 19 Computation Scoring examples: Decimals:

20. 20 Computation Scoring examples: Fractions: Correct AnswerStudent’s Answer 67 / 1 28 / 1 1 (2 correct digits) 56 / 1 2 (2 correct digits) 6 51 / 2

21. 21 Samantha’s Computation test: –Fifteen problems attempted. –Two problems skipped. –Two problems incorrect. –Samantha’s score is 13 problems. –However, Samantha’s correct digit score is 49. Computation

22. 22 Sixth-grade Computation test: –Let’s practice. Computation

23. 23 Computation Answer key –Possible score of 21 digits correct in first row –Possible score of 23 digits correct in the second row –Possible score of 21 digits correct in the third row –Possible score of 18 digits correct in the fourth row –Possible score of 21 digits correct in the fifth row –Total possible digits on this probe: 104

24. 24 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 mathematics curriculum. –Student works for set amount of time (time limit varies by grade). –Teacher grades test after student finishes.

25. 25 Concepts and Applications Student copy of a Concepts and Applications test: –This sample is from a second- grade test. –The actual Concepts and Applications test is 3 pages long.

26. 26 Concepts and Applications Length of test varies by grade.

27. 27 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.

28. 28 Quinten’s fourth- grade Concepts and Applications test: –Twenty-four blanks answered correctly. –Quinten’s score is 24. Concepts and Applications

29. 29 Concepts and Applications

30. 30 Concepts and Applications Fifth-grade Concepts and Applications test - page 1: –Let’s practice.

31. 31 Concepts and Applications Fifth-grade Concepts and Applications test - page 2

32. 32 Concepts and Applications Fifth-grade Concepts and Applications test - page 3: –Let’s practice.

33. 33 Concepts and Applications ProblemAnswer 103 11 A  ADC C  BFE 120.293 13  1428 hours 15790,053 16451 CDLI 177 18$10.00 in tips 20 more orders 194.4 20  215/6 dogs or cats 221 m 2312 ft ProblemAnswer 154 sq. ft 266,000 3A center C diameter 428.3 miles 57 6P 7 N 10 70 $5 bills 4 $1 bills 3 quarters 81 millions place 3 ten thousands place 9697 Answer key

34. 34 Number Identification For students in kindergarten and Grade 1: –Student is presented with 84 items and asked to orally identify the written number between 0 and 100. –After completing some sample items, the student works for 1 minute. –Teacher writes the student’s responses on the Number Identification score sheet.

35. 35 Student’s copy of a Number Identification test: –Actual student copy is 3 pages long. Number Identification

36. 36 Number Identification Number Identification score sheet

37. 37 Number Identification If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Number Identification score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on score sheet. Teacher counts the number of items that the student answered correctly in 1 minute.

38. 38 Number Identification Jamal’s Number Identification score sheet: –Skipped items are marked with a (-). –Fifty-seven items attempted. –Three items are incorrect. –Jamal’s score is 54.

39. 39 Number Identification Teacher’s score sheet: –Let’s practice.

40. 40 Number Identification Student’s sheet - page 1: –Let’s practice.

41. 41 Number Identification Student’s sheet - page 2: –Let’s practice.

42. 42 Number Identification Student’s sheet - page 3: –Let’s practice.

43. 43 Quantity Discrimination For students in kindergarten and Grade 1: –Student is presented with 63 items and asked to orally identify the larger number from a set of two numbers. –After completing some sample items, the student works for 1 minute. –Teacher writes the student’s responses on the Quantity Discrimination score sheet.

44. 44 Quantity Discrimination Student’s copy of a Quantity Discrimination test: Actual student copy is 3 pages long.

45. 45 Quantity Discrimination Quantity Discrimination score sheet

46. 46 Quantity Discrimination If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors. Teacher writes student’s responses on the Quantity Discrimination score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of items that the student answered correctly in 1 minute.

47. 47 Quantity Discrimination Lin’s Quantity Discrimination score sheet: –Thirty-eight items attempted. –Five items are incorrect. –Lin’s score is 33.

48. 48 Quantity Discrimination Teacher’s score sheet: –Let’s practice.

49. 49 Quantity Discrimination Student’s sheet - page 1: –Let’s practice.

50. 50 Quantity Discrimination Student’s sheet - page 2: –Let’s practice.

51. 51 Quantity Discrimination Student’s sheet - page 3: –Let’s practice.

52. 52 Missing Number For students in kindergarten and Grade 1: –Student is presented with 63 items and asked to orally identify the missing number in a sequence of four numbers. –Number sequences primarily include counting by 1s, with fewer sequences counting by 5s and 10s –After completing some sample items, the student works for 1 minute. –Teacher writes the student’s responses on the Missing Number score sheet.

53. 53 Missing Number Student’s copy of a Missing Number test: –Actual student copy is 3 pages long.

54. 54 Missing Number Missing Number score sheet

55. 55 Missing Number If the student does not respond after 3 seconds, then point to the next item and say, “Try this one.” Do not correct errors. Teacher writes the student’s responses on the Missing Number score sheet. Skipped items are marked with a hyphen (-). At 1 minute, draw a line under the last item completed. Teacher scores the task, putting a slash through incorrect items on the score sheet. Teacher counts the number of items that the student answered correctly in 1 minute.

56. 56 Missing Number Thomas’s Missing Number score sheet: –Twenty-six items attempted. –Eight items are incorrect. –Thomas’s score is 18.

57. 57 Missing Number Teacher’s score sheet: –Let’s practice.

58. 58 Missing Number Student’s sheet - page 1: –Let’s practice.

59. 59 Missing Number Student’s sheet - page 2: –Let’s practice.

60. 60 Missing Number Student ‘s sheet - page 3: –Let’s practice.

61. 61 Discussion How would you incorporate Math CBM into your curriculum? What assignments will you assign? –3 Computation probes (grades 1-6) –What assignments for students teaching middle or high school? –How will these assignments be graded?