This article describes a statewide project in which weekly progress monitoring of mathematics was implemented with 120 special education students. Curriculum-based measurement probes for computation and concepts/applications skills were administered weekly over seven months. Students were assessed at levels identified as instructional by their teachers, and goals for performance were set based on recommendations from the research literature. Improvements of 0.38 digits per week (in computation) and 0.38 points per week (in concepts/applications) were found across students. A total of 66% of students achieved the expected goals in computation and 37% in concepts/applications. These levels of improvement were comparable to those reported in the literature for general education students. Perceived benefits and challenges of conducting progress monitoring in mathematics are discussed.
Get full access to this article
View all access options for this article.
References
1.
Calhoon, M.B., & Fuchs, L. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235-245.
2.
Deno, S. (1992). The nature and development of curriculum-based measurement. Preventing School Failure, 36(2), 5-10.
3.
Deno, S.L., Espin, C.A., & Fuchs, L.S. (2002). Evaluation strategies for preventing and remediating basic skill deficits. In M.R. Shinn, H. W. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches (pp. 213-241). Bethesda, MD: National Association for School Psychologists .
4.
Deno, S.L., Fuchs, L.S., Marston, D., & Shin, J. (2001). Using curriculum based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507-524.
5.
Fuchs, L.S. (1992). Classwide decision making with computerized curriculum-based measurement. Preventing School Failure, 36(2), 30-33.
Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
8.
Fuchs, L.S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment . School Psychology Review, 28(4), 659-671.
9.
Fuchs, L.S., & Fuchs, D. (2001). Computer applications to curriculum-based measurement . Special Services in the Schools,17(1), 1-14.
10.
Fuchs, L.S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with and without co-morbid reading disabilities. Journal of Learning Disabilities, 35(6), 563-573.
11.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Allinder, R.M. (1989). Reliability and validity of skills analysis within curriculum-based measurement. Diagnostique , 14, 203-221.
12.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N., & Karns, K. (1995). General educators' specialized adaptation for students with learning disabilities. Exceptional Children , 61, 440-459.
13.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Stecker, P.M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28(3), 617-641.
14.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Thompson, A., Roberts, P.H., Kubek, P., et al. (1994). Technical features of a mathematics concepts and applications curriculum-based measurement system. Diagnostique , 19, 23-49.
15.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, C., & Germann, S. (1993). Formative evaluation of academic progress: How much growth can we expect?School Psychology Review, 22(1), 27-48.
16.
Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
17.
Fuchs, L.S., Hamlett, C.L., & Fuchs, D. (1998). Monitoring basic skills progress: Math computation . Austin, TX: Pro-Ed.
18.
Fuchs, L.S., Hamlett, C.L., & Fuchs, D. (1999). Monitoring basic skills progress: Concepts and applications. Austin, TX: Pro-Ed .
19.
Jitendra, A., DiPipi, C.M., & Perron-Jones, N. (2002). An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding . Journal of Special Education, 16(1), 23-38.
20.
Maccini, P., & Hughes, C.A. (2000). Effects of a problem solving strategy on the introductory algebra performance of secondary students with learning disabilities. Learning Disabilities Research and Practice, 15(1), 10-21.
21.
National Council of Teachers of Mathematics. ( 1989). Curriculum and evaluation standards for school mathematics . Reston, VA: Author.
22.
Owen, R.L., & Fuchs, L.S.( 2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial & SpecialEducation, 23, 268-278.
23.
Shapiro, E.S. (1996). Academic skills problems: Direct assessment and intervention (2nd ed.). New York : The Guilford Press.
24.
Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
25.
Shinn, M. R. (Ed.). (1989). Advanced applications of curriculum-based measurement. New York: Guilford.
26.
Shinn, M.R., Shinn, M.M., Hamilton, C., & Clarke, B. (2002). Using curriculum-based measurement in general education classrooms to promote reading success. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches (pp. 113-142). Bethesda, MD: National Association of School Psychologists .
27.
Stecker, P.M., & Fuchs, L. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research and Practice, 15(3), 128-134.
28.
Thurber, R.S., Shinn, M.R., & Smolkowski. K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498-513.
29.
Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with learning disabilities. Journal of Special Education , 36, 89-101.
