Considerations for Single-Skill Math CBM Under Varying Instructional Conditions (OS246)

  • PMD: 1,9
  • Skill Level: Intermediate
  • Session 4: Assessment and Intervention in an RTI Framework
  • Live Chat:
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. explain how set size and goal setting influences the precision of single-skill math CBM slopes observed during intervention.
  2. describe considerations for the development of single-skill math CBM probes.
  3. identify ways to evaluate growth under intervention in basic whole-number operation interventions.

Description

This presentation will report on the results of a study examining the precision of growth slopes of single-skill math CBM assessment probes across four conditions: two set sizes and intervention with and without goal setting, for students participating in an explicit timing intervention. Researchers and practitioners will learn of recommended timelines and schedules for monitoring growth in single-skills under varying instructional conditions as well as tips for probe construction.

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Presenter(s)

Alexandra Payne, University at Albany, SUNY
Benjamin Solomon, University at Albany, SUNY
Erika R. Korzeniewski, University at Albany
Brian C. Poncy, Oklahoma State University

Contributor(s)

Sara Sleiman-Tellaoui, Louise M. Olson, Samuel F. Sutton, Carmela Battista

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