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ToolS for Early aSSESSmEnT in maThToolS for Early aSSESSmEnT in maThGrades PreK-2

MHEonline.com

Program goals

assess:a one-on-one screening tool used to identify each student’s math skill level.

rePort:Identifies student proficiency on each learning track and understanding of state and nCTm math standards.

aPPly:Informs and prescribes individual student and class activities that influence math curriculum and rTI.

research tested and Validated

aBoUt the aUthorsDouglas H. Clements is a Professor at the University at Buffalo, State University of New York. He has conducted research and published widely on the early development of mathematical ideas. Along with Julie Sarama, Dr. Clements has directed several research projects funded by the National Science Foundation and the U.S. Department of Education’s Institute of Educational Sciences.

Julie Sarama is an Associate Professor of Mathematics Education at the University at Buffalo, State University of New York. She conducts research on the implementation and effects of software and curricula in mathematics classrooms, young children’s development of mathematical concepts and competencies, implementation and scale-up of educational reform, and professional development.

Easy to use research based assessment that helps inform Response to Intervention (RTI)

Why is assessment imPortant?Diagnostic assessment provides teachers with information about their students’ math knowledge and can be used to document accountability.

Tools for Early MaTh assEssMEnT (TEAM):

measures math skills and knowledge through a diagnostic assessment.

Identifies students learning trajectory track for core math topics.

reports on students’ understanding of math skills and standards.

Prescribes activity reports that tie back to math curriculum.

For the complete validity and reliability report, visit www.sraonline.com/TEAM

DETErMinE whAT sTuDEnTs knowassessTEAM covers skills in all five strands of mathematics and is available in English and Spanish.

sTuDEnT MATEriAls for GrADEs PrEk-2 Flip Book

all manipulatives for assessment items

EAsy To ADMinisTEr AnD quickly scorE sTuDEnT rEsPonsEsTEAM Online has the capability to manage your students, administer the assessment, and create reports for individual students and class.

TEAchEr MATEriAls for GrADEs PrEk-2

Teacher Script on back of Flip Book

Teacher’s Guide

online access for scoring, tracking, and reporting

26

Assess

*Strategy codes give further insight into student thinking and result in more accurate reporting.

Next Item

Response Code Strategy Codes

Results See Teacher’s Guide for Analyzing Results.

2. “Find all the shapes that match each

other exactly. They must be the same shapes

and the same size. You can pick them up if you

want to.” guras que son

exactamente iguales. Deben ser de la misma

forma y del mismo tamaño. Si quieres, las

puedes levantar.” Child can indicate matches

by pointing to shapes or laying them on top of

each other. Child has to indicate explicitly that

they believe they are matches.

1. Arrange the

manipulative shapes

in front of the child

as shown, but do

not show child the

picture. You may wish

to arrange shapes on

paper �rst then slide the paper in front of

the child.

28A:Did the child match the

squares (#2 and #8)?

0 = incorrect (no)

1 = correct (yes)

9 = no response

28B Did the child match the

right isosceles triangles

(#1 and #3)?0 = incorrect (no)

1 = correct (yes)

9 = no response

28C Did the child incorrectly

match any shapes?

0 = incorrect (yes)

1 = correct (no)9 = no response

28D Did the child misinterpret

the directions and sort

the triangles (or other cations) into

a pile or group?0 = incorrect (yes)

1 = correct (no)9 = no response

Part B Item 28 • Comparing Shapes

Item 28

(Assessor)

(Child here)

15

If… nished Then…ask, “OK?” “¿bien?”

Comparing ShapesComparing Shapes

6

Assess

*Strategy codes give further insight into student thinking and result in more accurate reporting.

11A:0 = incorrect

1 = correct (child counted to 5 or

higher successfully)

9 = no response

11BWhat is the highest

number achieved error–

free?Code 11B:Write the number on

Assessment Record

11CWhat is the highest

number achieved with 1

“minor” mistake?Code 11C:Write the number on

Assessment Record

11DWhat did the child say in

making any mistake made

(e.g., “…29–20–ten, 20–

eleven…”)?Code 11D:Describe what the child

said at fi rst mistake on

Assessment Record

Response Code Strategy Codes*

Next ItemResults See Teacher’s Guide for Analyzing Results.

Numbers and Operations

Item 11 • Counting

Item 103 Classifying and Analyzing Data

If … the child stops counting Then … say, “What comes next? Can you go

higher?” “¿Qué número le sigue? ¿Puedes seguir

contando?” You can continue to prompt once

per stop, at as many diff erent points in counting

as necessary.

“When we shop, we have to count a lot of

things. How high can you count? Start at 1 and

tell me.” “Cuando vamos de compras, tenemos

que contar muchas cosas. ¿Hasta que número

puedes contar? Comienza con el número uno

(1) y continua.”

If child wishes to count objects, child can

count any objects he or she happens to choose

such as the tiles on the floor. IF CHILD MAKES

TWO MISTAKES, OR PASSES 100, GENTLY STOP.

8

page 5

8

28

Assess

*Strategy codes give further insight into student thinking and result in more accurate reporting.

Next Item

1. Give the child the set of pattern blocks

randomly mixed and the pattern block puzzle.2. “Use pattern blocks to fill this puzzle.

Put them together with full sides touching.”

“Usa los bloques de patrón para completar este

rompecabezas. Coloca los bloques de manera

que sus lados enteros toquen.” Do not let child

work for more than 1 minute. End before that if

child says she or he is done.

Results See Teacher’s Guide for Analyzing Results.

Response Code Strategy Codes

7A:

0 = incorrect (placed no

shapes or placed shapes,

but not one fit the puzzle

form; fit equals at least

one side aligned, with no

hangover)

0.5 = partially correct

(one or more shapes fit

but there were one or

more gaps or hangovers;

very small gaps or

mistakes are acceptable)

1 = correct (completed

puzzle accurately; no

gaps or hangovers)

9 = no response

7B Code 7B:For all but 1–2 of the

shapes,1 = was hesitant or not

systematic (e.g., used

cycles of trial and error)

2 = completed the puzzle correctly, systematically, but may be halting

3 = completed the puzzle correctly, immediately, and confidently

9 = NA

7C Code 7C:For all but 1–2 of the

shapes,1 = turned shapes after

placing on puzzle in an attempt to get

them to fit

2 = turned shapes into correct orientation prior to placing them

on the puzzle

9 = NA

7D Code 7D:For all but 1–2 of the

shapes,1 = tried out shapes

by picking them seemingly at random,

then put them back

if they did not look right, so seemingly trial and error

2 = appeared to search for

just the right shape

he or she knows will

fit and then finds and

places it.

9 = NA

Geometry, Measurement, and Patterns Item 7 • Composing Geometric Shapes

Item 7 Measuring

5

5

Set of Pattern Blocks

4

Assess

*Strategy codes give further insight into student thinking and result in more accurate reporting.

Strategy Codes*Response Code

4A:0 = incorrect1 = correct (5; and either said “5” or

enumerated each item

out loud up to 5, keeping one-to-one

correspondence)

9 = no response

4B Did the child point to or

touch items?Code 4B:0 = no1 = yes 9 = NA

4C What did the child do?

Code 4C:1 = said an incorrect

number (assumed guess)

2 = pointed at some bananas more than

once

3 = skipped some bananas

4 = “skim” or “flurry” error,

pointing over all or

several at a time

5 = omitted saying some

number words

7 = repeated saying some

number words

8 = other (describe on Assessment Record)

9 = NA

Next Item

Results See Teacher’s Guide for Analyzing Results.

Numbers and Operations

Item 4 • Counting

Item 4 Counting

2. “I bought these bananas. Count these

bananas to tell me how many there are.” “Yo

compré estos plátanos. Cuenta estos plátanos

y dime cuántos hay.” Child is allowed to touch

bananas.

1. In front of the child on the shopping

cart place 5 bananas in a horizontal line,

equally spaced.

page 33

4

page X

5

26

Assess

*Strategy codes give further insight into student thinking and result in more accurate reporting.

Next Item

Response Code Strategy Codes

Results See Teacher’s Guide for Analyzing Results.

2. “Find all the shapes that match each

other exactly. They must be the same shapes

and the same size. You can pick them up if you

want to.” “Encuentra todas las fi guras que son

exactamente iguales. Deben ser de la misma

forma y del mismo tamaño. Si quieres, las

puedes levantar.” Child can indicate matches

by pointing to shapes or laying them on top of

each other. Child has to indicate explicitly that

they believe they are matches.

1. Arrange the

manipulative shapes

in front of the child

as shown, but do

not show child the

picture. You may wish

to arrange shapes on

paper first then slide the paper in front of

the child.

2A:Did the child match the

squares (#2 and #8)?

0 = incorrect (no)

1 = correct (yes)

9 = no response

2B Did the child match the

right isosceles triangles

(#1 and #3)?

Code 2B:0 = incorrect (no)

1 = correct (yes)

9 = no response

2C Did the child incorrectly

match any shapes?

Code 2C:0 = incorrect (yes)

1 = correct (no)9 = no response

2D Did the child misinterpret

the directions and sort

the triangles (or other

shape classifi cations) into

a pile or group?

Code 2D:0 = incorrect (yes)

1 = correct (no)9 = no response

Geometry, Measurement, and Patterns Item 2 • Recognizing Geometric Shapes

Item 3 Comparing Shapes

(Assessor)

(Child here)

15

If… unsure child is fi nished Then…ask, “OK?” “¿bien?”

Flip Book Grades PreK-2Manipulatives Grades PreK-2

Teacher Flip Book pages Grades PreK-2

Compatible with Apple’s iPhone, iPad, and iPod touch®

Online data gathering is quick and instant

influEncE your MATh insTrucTion for All sTuDEnTsaPPlyTEAM prescribes activities for each student based on the math skill ability. Each activity will help accelerate or reteach lessons in your current math curriculum. applying the assessment results will help shape classroom instruction and continue to help refine rTI best practices.

TEAM is a great tool to use for rTI with all (or any student). TEAM helps assess a curriculum or math programs, to determine the value of different approaches and document areas of strengths and weaknesses. The online reporting tool graphs students’ progress so you can identify if the student is responding to the interventions put in place.

Implement math curriculum prescriptions

Evaluate rTI implementations

Drive students’ success based on the data

3-Tier Instructional Model

Students who requireongoing, intensive intervention

Students who require additional supportand highly structured instructional intervention.

Students at or near grade-level pro�ciency. Research-based corecurriculum with evidence of producing adequate levels of achievement.

Tier3

Tier2

Tier1

Find prescriptions based on assessment data to help accelerate or reteach specific math skills with these programs.

sTuDEnT sTAnDArDs rEsulTs Color coding helps to view where students are proficient in state standards.

ViEw AnD AnAlyzE MEAninGful DiAGnosTic rEPorTsrePortreports online include:

Individual student standards results and progress summary

Class progress and average

District Data

sTuDEnT ProGrEss suMMAry Easy to view student scores in subject and learning trajectory among expected average.

suGGEsTED lEssons rEPorTQuickly sort enrichment and remediation lessons that correlate to your current math curriculum, instantly improving student instruction.

activities for: