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Assessment for Effective Intervention

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Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

Pamela M. Seethaler and Lynn S. Fuchs

Assessment for Effective Intervention 2011 36:4, 219-229

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Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

Pamela M. Seethaler and Lynn S. Fuchs

Assessment for Effective Intervention 2011 36:4, 219-229

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Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

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, Pamela M. Seethaler¹

1Vanderbilt University, Nashville, TN, USA
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, Lynn S. Fuchs¹

1Vanderbilt University, Nashville, TN, USA
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First Published July 12, 2011 Research Article

https://doi.org/10.1177/1534508411413566

Article Information

Volume: 36 issue: 4, page(s): 219-229

Article first published online: July 12, 2011; Issue published: September 1, 2011

This article is part of the following special collection(s): 36:4- Innovations in Early Numeracy Assessment- Part 1

Pamela M. Seethaler¹, Lynn S. Fuchs¹

¹Vanderbilt University, Nashville, TN, USA

Corresponding Author: Pamela M. Seethaler, 228 Peabody College, Vanderbilt University, Nashville, TN 37203, USA Email: pamela.m.seethaler@vanderbilt.edu

Pamela M. Seethaler, PhD, is a research associate in the Department of Special Education at Vanderbilt University. Her research interests include the early identification of mathematics disability and the development of effective practices for mathematics instruction for students with learning disabilities in the primary grades.

Lynn S. Fuchs, PhD, is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University. She conducts research on instructional and assessment issues pertaining to reading and mathematics learning disabilities.

Abstract

The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students’ mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate forms of the CBM measure twice per month from January to May. Mathematics development was indexed on a standardized mathematics achievement test in May. Findings indicate strong reliability and validity of the CBM system, with coefficients exceeding .80 and .60, respectively. Technical features of the CBM system’s skills analysis suggest implications for teachers’ instructional decision-making.

Keywords

curriculum-based measurement, mathematics, elementary

References

Section:

	Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities, 38, 333–339. Google Scholar \| SAGE Journals \| ISI
	Clarke, B., Baker, S., Smolkowski, K., Chard, D. (2008). An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial and Special Education, 29, 46–57. Google Scholar \| SAGE Journals \| ISI
	Clarke, B., Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234–248. Google Scholar \| ISI
	Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., . . . Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102, 327–340. Google Scholar \| Crossref \| Medline \| ISI
	Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232. Google Scholar \| SAGE Journals \| ISI
	Foegen, A., Jiban, C., Deno, S. L. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41, 121–139. Google Scholar \| SAGE Journals \| ISI
	Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement. School Psychology Review, 33, 188–192. Google Scholar
	Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., Seethaler, P. M. (in press). Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities. Google Scholar
	Fuchs, L. S., Fuchs, D., Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7–21. Google Scholar \| SAGE Journals \| ISI
	Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., Seethaler, P. M. (2007). Mathematics screening and progress monitoring in first grade: Implications for responsiveness to intervention. Exceptional Children, 73, 311-330. Google Scholar \| SAGE Journals
	Fuchs, L. S., Fuchs, D., Hamlett, C. L., Stecker, P. M. (1991). The role of skills analysis in curriculum-based measurement in math. School Psychology Review, 19, 6–22. Google Scholar
	Fuchs, L. S., Fuchs, D., Hamlett, C. L., Thompson, A., Roberts, P. H., Kubec, P., Stecker, P. M. (1994). Technical features of a mathematics concepts and applications curriculum-based measurement system. Diagnostique, 19, 23–49. Google Scholar \| SAGE Journals
	Fuchs, L. S., Fuchs, D., Zumeta, R. O. (2008). A curricular-sampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33, 225–233. Google Scholar \| SAGE Journals
	Geary, D. C., Bailey, D. H., Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool. Journal of Psychoeducational Assessment, 27, 265–279. Google Scholar \| SAGE Journals
	Geary, D. C., Hoard, M. K., Byrd-Craven, J., DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with arithmetical disability. Journal of Experimental Child Psychology, 88, 121–151. Google Scholar \| Crossref \| Medline
	Gersten, R., Jordan, N. C., Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293–304. Google Scholar \| SAGE Journals \| ISI
	Ginsburg, H., Baroody, A. (2003). Test of Early Mathematics Ability (3rd ed.). Austin, TX: PRO-ED. Google Scholar
	Johnson, E. S., Jenkins, J. R., Petscher, Y., Catts, H. W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research & Practice, 24, 174–185. Google Scholar \| Crossref
	Jordan, N. C., Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research & Practice, 18, 213–221. Google Scholar \| Crossref
	Jordan, N. C., Kaplan, D., Locuniak, M. N., Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22, 36–46. Google Scholar \| Crossref
	Lembke, E., Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24, 12–20. Google Scholar \| Crossref
	Martinez, R. S., Missall, K. N., Graney, S. B., Aricak, O. T., Clarke, B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention, 34, 116–125. Google Scholar \| SAGE Journals
	McClish, D. K. (1989). Analyzing a portion of the ROC curve. Medical Decision Making, 9, 190–195. Google Scholar \| SAGE Journals \| ISI
	Methe, S. A., Hintze, J. M., Floyd, R. G. (2008). Validation and decision accuracy of early numeracy skill indicators. School Psychology Review, 37, 359–373. Google Scholar \| ISI
	Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C., Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparison analysis. Journal of Educational Psychology, 96, 265–282. Google Scholar \| Crossref
	Seethaler, P. M., Fuchs, L. S. (2010). The predictive utility of kindergarten screening for math difficulty. Exceptional Children, 77, 37–59. Google Scholar \| SAGE Journals \| ISI
	VanDerHeyden, A. M., Witt, J. C., Naquin, G., Noell, G. (2001). The reliability and validity of curriculum-based measurement readiness probes for kindergarten students. School Psychology Review, 30, 363–382. Google Scholar \| ISI

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	Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities, 38, 333–339. Google Scholar \| SAGE Journals \| ISI
	Clarke, B., Baker, S., Smolkowski, K., Chard, D. (2008). An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial and Special Education, 29, 46–57. Google Scholar \| SAGE Journals \| ISI
	Clarke, B., Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33, 234–248. Google Scholar \| ISI
	Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., . . . Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102, 327–340. Google Scholar \| Crossref \| Medline \| ISI
	Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232. Google Scholar \| SAGE Journals \| ISI
	Foegen, A., Jiban, C., Deno, S. L. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41, 121–139. Google Scholar \| SAGE Journals \| ISI
	Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement. School Psychology Review, 33, 188–192. Google Scholar
	Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., Seethaler, P. M. (in press). Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities. Google Scholar
	Fuchs, L. S., Fuchs, D., Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71, 7–21. Google Scholar \| SAGE Journals \| ISI
	Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., Seethaler, P. M. (2007). Mathematics screening and progress monitoring in first grade: Implications for responsiveness to intervention. Exceptional Children, 73, 311-330. Google Scholar \| SAGE Journals
	Fuchs, L. S., Fuchs, D., Hamlett, C. L., Stecker, P. M. (1991). The role of skills analysis in curriculum-based measurement in math. School Psychology Review, 19, 6–22. Google Scholar
	Fuchs, L. S., Fuchs, D., Hamlett, C. L., Thompson, A., Roberts, P. H., Kubec, P., Stecker, P. M. (1994). Technical features of a mathematics concepts and applications curriculum-based measurement system. Diagnostique, 19, 23–49. Google Scholar \| SAGE Journals
	Fuchs, L. S., Fuchs, D., Zumeta, R. O. (2008). A curricular-sampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33, 225–233. Google Scholar \| SAGE Journals
	Geary, D. C., Bailey, D. H., Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool. Journal of Psychoeducational Assessment, 27, 265–279. Google Scholar \| SAGE Journals
	Geary, D. C., Hoard, M. K., Byrd-Craven, J., DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with arithmetical disability. Journal of Experimental Child Psychology, 88, 121–151. Google Scholar \| Crossref \| Medline
	Gersten, R., Jordan, N. C., Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293–304. Google Scholar \| SAGE Journals \| ISI
	Ginsburg, H., Baroody, A. (2003). Test of Early Mathematics Ability (3rd ed.). Austin, TX: PRO-ED. Google Scholar
	Johnson, E. S., Jenkins, J. R., Petscher, Y., Catts, H. W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research & Practice, 24, 174–185. Google Scholar \| Crossref
	Jordan, N. C., Hanich, L. B. (2003). Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Learning Disabilities Research & Practice, 18, 213–221. Google Scholar \| Crossref
	Jordan, N. C., Kaplan, D., Locuniak, M. N., Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22, 36–46. Google Scholar \| Crossref
	Lembke, E., Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24, 12–20. Google Scholar \| Crossref
	Martinez, R. S., Missall, K. N., Graney, S. B., Aricak, O. T., Clarke, B. (2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention, 34, 116–125. Google Scholar \| SAGE Journals
	McClish, D. K. (1989). Analyzing a portion of the ROC curve. Medical Decision Making, 9, 190–195. Google Scholar \| SAGE Journals \| ISI
	Methe, S. A., Hintze, J. M., Floyd, R. G. (2008). Validation and decision accuracy of early numeracy skill indicators. School Psychology Review, 37, 359–373. Google Scholar \| ISI
	Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C., Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparison analysis. Journal of Educational Psychology, 96, 265–282. Google Scholar \| Crossref
	Seethaler, P. M., Fuchs, L. S. (2010). The predictive utility of kindergarten screening for math difficulty. Exceptional Children, 77, 37–59. Google Scholar \| SAGE Journals \| ISI
	VanDerHeyden, A. M., Witt, J. C., Naquin, G., Noell, G. (2001). The reliability and validity of curriculum-based measurement readiness probes for kindergarten students. School Psychology Review, 30, 363–382. Google Scholar \| ISI

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