 “students need to be efficient and accurate in performing basic computation with whole numbers” (p. 121)
 students must learn to “use an algorithm for computation with multi-digit numbers because it is an important part of developing mathematical proficiency”
(p.7)

 Curriculum-Based Measurement
 Developed more than 25 years ago (Stan Deno)
 Reliable & valid way of assessing student progress in the basic skill areas
 CBM-Probes ~ narrow-band tests ~ are simple to administer and score & sensitive to improvement & time efficient
 Science-based research (Marston, 1989; Thurber &
Shinn, 2002) ~ having students write answers to grade-level computational problems for 2-4 min. is a reliable and valid outcome measure for typically achieving and those with severe problems (all fact probes are 2 minutes)

 Correct digits
 Older students (grades 5 & beyond) – in answer or answer & critical processes but grades 1-4 answer only
 Standardized directions
 “We’re going to take a 2 (or 4) -minute math test. I want you to write your answers to these math problems. Some are ___ and some are _____. Look at each one carefully before you write the answer.
When I say begin, write your answer to the first problem (point) and work across the page (show).
Then go to the next row. Keep doing this until I say stop. Try to work each problem. If you really don’t know how to do it, put an x through it and go to the next problem.” At the end of 2 minutes say, “Stop.”
 Testing ~ not teaching
 No skipping (“try to work each problem”)

 Correct digits
 Each correct digit is underlined and counted
 Incomplete problem ~ count correct digits
 Xed out ~ count correct digits
 Poor legibility & difficult to determine the number ~ count incorrect
 Reversed but obvious ~ (3) count correct

 AIMSweb ~ www.aimsweb.com
 Intervention Central ~ www.interventioncentral.org
 GRAPH RESULTS!!!
 Computer
 By hand

 http://community.learnnc.org/dpi/math/arc hives/instructional_resources/index.php

• Step 1: Analyze errors and make a hypothesis about the cause of the errors
• Step 2: Interview student to determine cause of the error (if not obvious)
• Step 3: Reteach
• Step 4: Test

• Fact Error
• Component Skill Error
• Strategy Error

• Basic facts ~ 100 addition and multiplication facts formed by adding or multiplying any 2 single-digit numbers and their subtraction and division counterparts
• Student follows the correct sequence of steps for solving the problem but misses the problem because of a basic fact error

• Does the student miss a certain fact consistently?
– If so, the remediation must involve practice on that fact
• Does the student miss a fact inconsistently?
– Increase incentives for accurate work (so students do not rush through work and make careless errors)

• Previously taught skills that are integrated as steps in a problem-solving strategy
• Lower grade ~ counting or symbol identification error
• Later grades ~ wider range

Component Skill Error
Remediation
• Is the error occurring consistently?
– If no, don’t remedy
– If yes, reteach the particular component skill for AT LEAST 2 consecutive days.
Once the student can perform that skill with mastery, reintroduce examples of the problem type that was originally missed.

• Student does not know the sequence of steps to solve the problem type

• Reteach the strategy ~
– Using a highly structured presentation