1. 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. 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. 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. 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. 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. 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. 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. 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. 9 Concepts and Applications GradeTime limit Second8 min. Third6 min. Fourth6 min. Fifth7 min. Sixth7 min. Length of test varies by grade.

10. 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.