The CBE Process and Math

The CBE Process and Math

Step 3: Validation

Specific Level Assessment

My hypothesis was confirmed!

Step 1: Fact Finding

• According to Hosp, Hosp, Howell and Allison (2014) if you are able to verify a problem, then "we can design and implement the intervention that will solve the problem" (Hosp, Hosp, Howell, Allison p.91)
• Because I was able to confirm my hypothesis, I can now move onto designing and implementing effective instruction to improve Summer's skills

• Converting improper fractions and mixed numbers
• 5 minutes, 10 problems
• 5 problems were improper to mixed, the other 5 were mixed to improper

Assessment Description

Assessment Results cont.

Assessment Results

• AIMSweb Math Computation (M-COMP) survey level assessment
• 8 minute time limit, no calculators allowed
• Students told to work problems in order
• Mark any problems they have to skip with an "X", and come back to them if they have time

Student Description

Specific Level Status Sheet

Common Core State Standards

Item

Skill

Discrepancy?

Expected to Pass?

Pass % Correct

• Non-Academic Strengths
• Summer has strong attendance, and is always on time for class
• Has a large group of friends, but keeps a few close friends
• She has a strong, healthy relationship with her family
• Always excited and eager to learn, coming prepared for class
• Always pushes herself to do her best
• Prior Knowledge
• Summer correctly solved 1/1 problems solving two step equations; the expected standard is 100%
• Summer correctly solved 1/1 subtracting mixed numbers with like denominators, the expected standard is 100%
• Summer solved 1/1 problems involving one step division equations, the expected standard is 100%
• Summer solved 1/1 problems involving one step multiplication equations, the expected standard is 100%
• Summer solved 1/1 algebraic equation where the value of the variable must be found, the expected standard is 100%
• Summer correctly solved 1/1 calculating the square of a whole number, the expected standard is 100%
• Summer correctly solved 1/1 one step addition problems, the expected standard is 100%
• Summer correctly solved 1/1 multiplying a negative and positive number problems, the expected standard is 100%
• Summer correctly solved 1/1 adding mixed numbers with like denominators without regrouping, the expected standard is 100%

YES

7.NS, 8.NS

1-10

Converting improper fractions and mixed numbers

4/10

40%

Summer's Survey Level Assessment

• Errors
• Summer solved 0/1 problems calculating the square of a whole number; the expected standard is 100%.
• Summer solved 0/1 problems subtracting three negative numbers; the expected standard is 100%
• Summer solved 0/2 problems converting and improper fraction to a mixed number, the expected standard is 100%
• Summer solved 0/1 problems multiplying fractions, reduced to lowest terms, the expected standard is 100%
• Summer correctly solved 0/1 calculating percentages less than 100%; the expected standard is 100%
• Summer correctly solved 0/1 multiplying fractions, with reducing to lowest terms; the expected standard is 100%
• Summer correctly solved 0/1 solving two step equations; the expected standard is 100%
• Summer solved 0/1 adding mixed numbers with different denominators, the expected standard is 100%
• Summer solved 0/1 dividing fractions, reduced to lowest terms, the expected standard is 100%
• Summer solved 0/1 problems involving adding and subtracting three numbers with negative and positive integers, the expected standard is 100%
• Summer solved 0/2 converting a fraction to a decimal, the expected standard is 100%
• Summer solved 0/2 converting a decimal to a fraction, the expected standard is 100%
• Summer solved 0/2 problems calculating the cube of a whole number, the expected standard is 100%
• Summer solved 0/1 multiplying 2 negative numbers, the expected standard is 100%
• Summer solved 0/1 one step division equations, the expected standard is 100%
• Summer solved 0/1 mixed number multiplication problems, the expected standard is 100%
• Summer solved 0/1 problems converting a decimal to a fraction, the expected standard is 100%
• Summer solved 0/1 problems adding three digit negative numbers, the expected standard is 100%
• Summer solved 0/1 dividing two decimal numbers, the expected standard is 100%
• Summer solved 0/1 subtracting mixed numbers without regrouping, the expected standard is 100%
• Summer solved 0/1 problems calculating a percentage less than 100%, the expected standard is 100%
• Summer solved 0/2 problems calculating a percentage greater than 100%, the expected standard is 100%
• Summer correctly solved 0/2 problems involving multiplying two decimal numbers, the expected standard is 100%

• Summer Sanchez, 9th grade student at Timberline High School
• She enjoys reading and writing in her spare time, and excels in her English classes
• She plays on the Varsity Softball team, and is in choir
• Dedicated and hard working, and has done well in school overall

Step 4: Summative Decisions

PLEP Statements

Non-academic Strengths

Instructional Objective

• Summer enjoys playing softball, writing songs on her ukulele and reading in her spare time
• Summer has strong attendance, and is always on time for her classes
• Summer has a large group of friends, but keeps a few close, well trusted friends
• Summer has a strong, healthy relationship with her family
• Summer is always eager to learn and comes to class prepared with all her supplies
• Summer is highly motivated and pushes herself to do her best

Prior Knowledge

• Summer correctly solved 1/1 subtracting mixed numbers with like denominators, the expected standard is 100%
• Summer correctly solved 1/1 adding mixed numbers with like denominators without regrouping, the expected standard is 100%
• Sumer solved 1/1 problems involving one step multiplication equations, the expected standard is 100%
• Summer correctly solved 1/1 problems solving two step equations; the expected standard is 100%

By April 1st, 2017 when given 10 problems with converting improper fractions and mixed numbers Summer will solve 10/10 problems with 100% accuracy on 3 consecutive occasions without using a calculator

These are all skills that will help Summer when learning to convert improper fractions and mixed numbers!

Errors

• Summer solved 0/1 problems converting and improper fraction to a mixed number, the expected standard is 100%
• Summer solved 0/1 adding mixed numbers with different denominators, the expected standard is 100%
• Summer solved 0/2 converting a fraction to a decimal, the expected standard is 100%
• Summer solved 0/2 problems converting a decimal to a fractions, the expected standard is 100%

Step 2: Developing Assumed Causes

References

Step 5: Formative Decisions

Mastery Measure and Progress Monitoring

• According to Hosp, Hosp, Howell and Alison (2014), assumed causes are "Hypothesized explanations for student learning or behavior problems" (Hosp, Hosp, Howell Alison p.145).
• By generating a hypothesis, I'm able to start contemplating why Summer is showing a discrepancy in her math skills
• Hypothesis: I think that Summer is not able to convert improper fractions into mixed numbers because she lacks the strategy for converting.

• Tracking Summer's progress towards her instructional objective, and changing instruction if necessary
• Mastery Measures will contain 10 problems, all converting improper fractions and mixed numbers
• Five minutes to complete, no calculators

Hosp, J. L., Hosp, M. K., Howell, K. W., & Allison, R. (2014). The ABCs of curriculum-based evaluation: a practical guide to effective decision making. New York: The Guilford Press.

Howell, K, Hosp J. L., & Kurns (2008). Best practices in school psychology, V Chapter 20. Bethesda, MD: National Association of School Psychologists.

• According to Howell, Hosp and Kurns (2014) mastery measures can be used for “the determination of proficiency on discrete skills” (Howell, Hosp, Kurns p.68)
• Giving mastery measure will allow me to monitor Summer's progress towards the instructional objective
• Help in measuring whether or not she is learning, and if instruction is effective