K 1st Grade Number Orally identify Individually Total – Identification numbers numbers between 1 and 1 minute correctly Early numeracy for 100 identified students do not know basic facts or are unable to Missing Number Identify Individually Total compute concepts & missing numbers applications number in 1 minute correctly identified Note: Technical adequacy sequence still being evaluated Quantity Array Identify the Individually Total number of numbers dots in a box 1 minute correctly identified Quantity Identify larger Individually Total Discrimination number from numbers set of two 1 minute correctly number identified Grades 1 6 Computation Single or Individually or in Number of – multi-skill groups digits correct probes Use computation probes until the concepts & applications probes are appropriate for the grade-level curriculum material Select a task for CBM progress monitoring & use same task (level and type of probe) for the entire year See below for resources to find probes Concepts & Multi-skill Individually or in Total number Grades 2 6 – Application probes that groups of blanks include 18-25 Time varies by correct problems- grade: more than just 2nd - 8 minutes computation 3rd - 6 minutes (e.g., 4th - 6 minutes measurement, 5th - 7 minutes time, graph 6th - 7 minutes interpretation) Step 2: Identify level of material (Fuchs & Fuchs, 2005) 1) Use computation or concepts and application probes at expected grade level OR 2) Administer two probes at the grade level below the expected grade level (on separate days and be sure to use the correct time administration for the probe):
K – 1st Grade Early numeracy for students do not know basic facts or are unable to compute concepts & applications Note: Technical adequacy still being evaluated Number Identification Orally identify numbers between 1 and 100 Individually 1 minute Total numbers correctly identified Missing Number Identify missing number in sequence Individually 1 minute Total numbers correctly identified Quantity Array Identify the number of dots in a box Individually 1 minute Total numbers correctly identified Quantity Discrimination Identify larger number from set of two number Individually 1 minute Total numbers correctly identified Grades 1 – 6 Use computation probes until the concepts & applications probes are appropriate for the grade-level curriculum material Select a task for CBM progress monitoring & use same task (level and type of probe) for the entire year See below for resources to find probes Computation Single or multi-skill probes Individually or in groups Number of digits correct Grades 2 – 6 Concepts & Application Multi-skill probes that include 18-25 problems- more than just computation (e.g., measurement, time, graph interpretation) Individually or in groups Time varies by grade: 2nd - 8 minutes 3rd - 6 minutes 4th - 6 minutes 5th - 7 minutes 6th - 7 minutes Total number of blanks correct Step 2: Identify level of material (Fuchs & Fuchs, 2005) 1) Use computation or concepts and application probes at expected grade level OR 2) Administer two probes at the grade level below the expected grade level (on separate days and be sure to use the correct time administration for the probe):
IA.Math-CBM.docx