Transcript Using CBM for Progress Monitoring
2008 Data-Based Instruction in Special Education
Introduction to Using CBM for Progress Monitoring in Math
An overview (Sample presentation to present to students)
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.
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2008 Data-Based Instruction in Special Education
MATH CBM
Steps to Conducting CBM
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How to Place Students in a Mathematics Curriculum-Based Measurement Task for Progress Monitoring How to Identify the Level of Material for Monitoring Progress How to Administer and Score Mathematics Curriculum-Based Measurement Probes 4
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 5
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.
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Step 2: How to Identify the Level of Material for Monitoring Progress
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.
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Step 2: How to Identify the Level of Material for Monitoring Progress
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. 8
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.
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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.
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Computation
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Computation
Length of test varies by grade.
Grade Time limit
1 2 minutes 2 2 minutes 3 4 5 6 3 minutes 3 minutes 5 minutes 6 minutes 12
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.
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Computation
Correct digits: Evaluate each numeral in every answer: 4507 2146
2361
4 correct digits
4507 2146
2
4
61
3 correct digits
4507 2146
2
44
1
2 correct digits
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Computation
Scoring different operations: 9 15
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).
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Computation
Scoring examples: Division with remainders: Correct Answer Student ’s Answer 4 0 3 R 5 2 4 3 R 5
(1 correct digit)
2 3 R 1 5 4 3 R 5
(2 correct digits)
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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.
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Computation
Scoring examples: Decimals: 19
Computation
Scoring examples: Fractions: Correct Answer 6 7 / 1 2 Student ’s Answer 6 8 / 1 1
(2 correct digits)
5 1 / 2 5 6 / 1 2
(2 correct digits)
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Computation
Samantha’s Computation test: – Fifteen problems attempted.
– Two problems skipped.
– Two problems incorrect.
– Samantha’s score is 13 problems.
– However, 21
Computation
Sixth-grade Computation test: – Let’s practice.
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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 23
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.
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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.
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Concepts and Applications
Length of test varies by grade.
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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.
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Concepts and Applications
Quinten’s fourth grade Concepts and Applications test: – Twenty-four blanks answered correctly.
– Quinten’s score is 24.
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Concepts and Applications
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Concepts and Applications
Fifth-grade Concepts and Applications test - page 1: – Let’s practice.
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Concepts and Applications
Fifth-grade Concepts and Applications test - page 2 31
Concepts and Applications
Fifth-grade Concepts and Applications test - page 3: – Let’s practice.
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Concepts and Applications
Answer key
Problem
1 2 3 4 5 6 7 8 9
Answer
54 sq. ft 66,000 A center C diameter 28.3 miles 7 P 7 N 10 0 $5 bills 4 $1 bills 3 quarters 1 millions place 3 ten thousands place 697
Problem
10 11 12 13 14 15 16 17 18 19 20 21 22 23
Answer
3 A ADC C BFE 0.293
28 hours 790,053 451 CDLI 7 $10.00 in tips 20 more orders 4.4
5/6 dogs or cats 1 m 12 ft 33
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.
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Number Identification
Student’s copy of a Number Identification test: – Actual student copy is 3 pages long.
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Number Identification
Number Identification score sheet 36
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.
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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.
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Number Identification
Teacher’s score sheet: – Let’s practice.
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Number Identification
Student’s sheet - page 1: – Let’s practice.
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Number Identification
Student’s sheet - page 2: – Let’s practice.
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Number Identification
Student’s sheet - page 3: – Let’s practice.
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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.
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Quantity Discrimination
Student’s copy of a Quantity Discrimination test: Actual student copy is 3 pages long.
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Quantity Discrimination
Quantity Discrimination score sheet 45
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.
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Quantity Discrimination
Lin’s Quantity Discrimination score sheet: – Thirty-eight items attempted.
– Five items are incorrect.
– Lin’s score is 33.
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Quantity Discrimination
Teacher’s score sheet: – Let’s practice.
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Quantity Discrimination
Student’s sheet - page 1: – Let’s practice.
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Quantity Discrimination
Student’s sheet - page 2: – Let’s practice.
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Quantity Discrimination
Student’s sheet - page 3: – Let’s practice.
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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.
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Missing Number
Student’s copy of a Missing Number test: – Actual student copy is 3 pages long.
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Missing Number
Missing Number score sheet 54
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.
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Missing Number
Thomas’s Missing Number score sheet: – Twenty-six items attempted.
– Eight items are incorrect.
– Thomas’s score is 18.
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Missing Number
Teacher’s score sheet: – Let’s practice.
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Missing Number
Student’s sheet - page 1: – Let’s practice.
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Missing Number
Student’s sheet - page 2: – Let’s practice.
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Missing Number
Student ‘s sheet - page 3: – Let’s practice.
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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?
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