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Based
Assessment

Student
Name:
Eleanor
Wyant

Beginning
Date:
9/14/15

1. GATHER
DATA

Component

Directions

Ending Date:

Possible Resources

Outcomes/Comments

Teacher
Interview

9/14

computation and discuss specific

areas of strengths and weaknesses.

Teacher
Interview

Protocol

K371
CBA
Project

Observation

9/21-9/28

instruction or math seatwork to

analyze how he/she approaches

computation.

Elementary, Nashville IN. The student I have selected is a fourth grade

male who was referred to me by the resource room teacher for being

behind in basic computation. The teacher stated that they believe the

student is behind because they missed a significant amount of school

the previous year and because math is completed at the end of the day

when his ADHD medication is worn off to a degree. The teacher said

that the student has greatest difficulty with place value and

subtraction with regrouping (4 digit). The teacher said the students

strongest math area is addition, however still needs to use his fingers

to compute. Furthermore, she stated his automatic computation skills

are below average compared to other students and that the student

generally needs extra time. However, the student has shown

improvement this year. The teacher has noticed common patterns of

error having to due with basic computation and regrouping. The

student also has trouble solving word problems because he is a low

level reader. He has difficulty identifying the needed operation in the

word problem and needs step-by-step assistance. The teacher stated

that the student understands the underlying concepts of operations

(including multiplication and division), however not regrouping.

The student currently has an LD and OHI IEP. The special education

teacher suspects he also has dysgraphia because he writes his letters

and numbers the wrong direction.

9/21 I observed my student working in a small group in the back of the

general education classroom on a review assessment math packet. I

observed the student for thirty minutes working on the single digit by

single digit multiplication problem section. The student was able to

images to solve each problem. The student showed strong

understanding of multiplication concepts, but didnt have strategies for

addition or multiplication to make the process more fluent. The

student showed a great deal of frustration sustaining attention to

complete the section of the test. The student took many breaks and

wanted to tell me about his weekend. At one point he laid his head on

the table because he didnt want to do the work anymore.

9/28 I observed my student working individually in the resource room

on a subtraction worksheet with 4 digit by 4 digit problems with

regrouping. The student had a hard time focusing in the room despite

the fact that it was silent. He asked to go to the bathroom and for

breaks multiple times during the 45-minute period we were together.

The student completed 8 of 10 problems in this period but did not get

a single problem correct. The student needed to draw tallies to aid is

subtraction of 1-digit minus 1-digit numbers in the problem. The

student consistently used tallies to solve even if the student only

needed to subtract 1. Furthermore, the student showed a

misunderstanding of regrouping. The student borrowed from the

current number he was supposed to be subtracting from and gave that

one to the number to the right instead of vise versa. He basically

flipped the correct order of the regrouping process. The student also

wrote many of his numbers the wrong direction. This is a common

issue. The special education teacher suspects he says Dysgraphia.

9/28 I also interviewed the student today regarding his perceptions of

math and his math abilities. The student reported that math is a little

hard for him, especially getting down the basic facts. He said his

biggest struggles are regrouping and division problems. However, the

student said that he hasnt noticed any pattern in the types of mistakes

he makes when solving these types of problems. The student said his

strongest areas of math include addition and subtraction without

regrouping and multiplication. The student reported that he enjoys

word problems, especially creating his own. The student gave me a few

examples of addition and subtraction word problems. The student said

he doesnt get anxious about math and thinks he is improving. He

Work Samples

analysis.

available, create

worksheets to collect

samples of students

work.

general education classroom because it is quieter and he can focus

better.

Base Ten Worksheet

4 digit by 4 digit subtraction with regrouping worksheet

(See Attached)

Error Analysis

Score and analyze student work.

Summary/Conclusion Using all data gathered on student,

determine the focus of your

intervention.

K371 CBA Project

Background Data Analysis

Worksheet

(See
Attached)

Background
Data
Analysis
Worksheet
(See
attached)

The
most
evident
pattern
of
need
communicated
by
my
teacher
and

observed
by
myself
is
subtraction
with
regrouping.
The
student
does

not
demonstrate
understanding
of
the
regrouping
process;
this
could

be
linked
to
a
misunderstanding
of
place
value,
which
was
also

mentioned
as
an
area
of
weakness
by
my
host
teacher.

The
student
demonstrates
this
misunderstanding
by
borrowing
from

the
current
number
he
is
supposed
to
be
subtracting
from
and
gives

that
one
to
the
number
to
the
right
instead
of
vise
versa
(borrowing
a

ten
from
the
number
to
the
right).
The
student
basically
flips
the

correct
order
of
the
standard
algorithm
regrouping
process.
The
fact

that
the
student
borrows
a
ten
from
the
ones
place
demonstrates
a

misunderstanding
of
the
role
of
place
value
in
the
regrouping
process.

When
the
student
is
required
to
regroup
he
makes
basic
computation

errors,
when
the
problem
does
not
require
regrouping
the
student

generally
does
not
make
computation
errors.

Select strategies

Find one or two evidence based

strategies to use as you instruct your

What
Works

Clearinghouse

with Regrouping

Lesson planning

student.

Interventioncentral.org

Cooperating
teacher

IU
supervisor

K352
Resources

student

Cooperating
teacher

IU
supervisor

Source:
http://www.ernweb.com/educational-research-

articles/teaching-subtraction-with-regrouping-borrowingusing-a-

concrete-representational-abstract-sequence/
&
Huron
Intermediate

School
District

Rational:
I
want
to
use
CRA
evidenced
based
strategy
with
my
student

because
it
builds
off
of
his
previous
knowledge.
The
student
shows
an

understanding
of
the
subtraction
process
when
using
manipulatives.
I

want
to
start
here
with
my
student
and
then
use
his
knowledge
of

visually
subtracting
to
connect
to
the
process
to
regrouping
in
the

standard
algorithm.
The
CRA
method
is
built
on
students
conceptually

understanding
subtraction
first,
and
then
introducing
the
algorithm

using
the
students
visual
knowledge
of
the
concept.

Standard:
4.C.1:
Add
and
subtract
multi-digit
whole
numbers
fluently

using
a
standard
algorithmic
approach.

I
will
work
for
30
minutes
once
a
week
for
5
weeks
with
the
student

following
the
below
lesson
plan
schedule:
(Lesson
plans
attached)

10/19-
Subtracting
4-digit
numbers
with
base
ten
blocks
(Regrouping)

10/26-
Subtracting
4-digit
numbers
using
pictures
(Regrouping)

11/2-
Teach
the
Standard
Algorithm
connecting
regrouping
with
base

ten
blocks/images

11/9-
Create
Standard
Algorithm
steps
for
student
to
reference
and

practice
algorithm
with
4-digit
subtraction
with
regrouping

11/16-
Review
and
practice
algorithm
with
4
digit
subtraction
with

regrouping

4. MONITOR
PROGRESS

Establish
baseline

Create
and
administer
to
your
target

student
three
single
skill
probes

aligned
with
your
instructional
plan

problems. Due to the students age and complexity of the computation

the student was given six minutes per probe. The student completed

one problem on the first probe, three on the second, and two on the

third.

10/16 The median score for correct digit scoring on my students

probes is 3. I used this information to establish my goal and baseline. I

Create Graph

Week 1

Week 2

K371 CBA Project

goal. Plot the baseline and goal. Draw

an aimline. Label graph.

Provide evidence-based instruction.

Administer probes, update data

chart, and analyze progress.

Provide evidence-based instruction.

Administer probes, update data

chart, and analyze progress.

Week 3

Administer probes, update data

chart, and analyze progress.

Week 4

Administer probes, update data

chart, and analyze progress.

Hosp & Hosp Ch. 7

Intervention Central

(for 5 weeks of intervention). I found the increase by multiplying the 5

weeks of intervention by the 1.15 the ambitious weekly growth rate for

a 4th grader (Hosp. pg. 109). I used the ambitious instead of the realistic

growth rate because I need my student to be in the 50-75% norm

range (Hosp. pg. 111) for a fourth grader by the end of the fall. Since

my student scored very low on the probes I need to provide an

ambitious intervention that gets his performance back to that 50-75%

range. Therefore, the rounded goal I got for my student is 9 correct

digits by week 5.

See attached graph and above steps.

10/12
Did
not
start
instruction
this
week
because
student
was
unable

to
complete
probes
within
given
math
class
time

10/19-
Subtracting
4-digit
numbers
with
base
ten
blocks
(Regrouping)

Students
median
score
stayed
the
same
as
original
probes.
This
is

because
the
method
focused
on
today
was
about
conceptually

understanding
subtraction
and
not
focused
on
fluency.
I
suspect

students
score
to
start
moving
up
next
week
when
I
begin
to
build
in

quicker
strategies
such
as
drawing
the
regrouping
process.

10/26-
Subtracting
4-digit
numbers
using
pictures
(Regrouping)
&

began
connecting
to
the
standard
algorithm

Student
finished
3
total
problems
on
the
probes
(1
per
probe)
and
got

an
entire
answer
correct
on
each
probe.
This
led
him
to
move
up

slightly
to
an
average
of
4
correct
digits.
Student
is
showing

improvement
by
using
pictures
and
the
standard
algorithm
to
increase

his
fluency.

11/2-
Teach
the
Standard
Algorithm
connecting
regrouping
with
base

ten
blocks/images

Week 5

Administer probes, update data

chart, and analyze progress.

Week 6

Administer probes, update data

chart, and analyze progress.

algorithm and drawn pictures to improve his probe score. The student

got an average of 5 correct digits on the probes. The student is

showing improvement.

11/9- Create Standard Algorithm steps for student to reference and

practice algorithm with 4-digit subtraction with regrouping

Student furthered solidified his knowledge of the standard algorithm

steps. However, the student had only slight improvement with an

average correct digit score of 5.3. I believe this is because he became

distracted during the probes by a noisy group working close by and

noisy outside transitions. The student has ADHD and therefore is

distracted easily. Next week I will make sure we are in a quieter

environment and will further review the standard algorithm steps.

11/16- Review and practice algorithm with 4 digit subtraction with

regrouping

This week we reviewed the students errors on previously completed 4

digit subtraction problems with regrouping. We used our standard

algorithm and regrouping steps to check our work. Through this

process we were able to catch the students common error borrowing

from the wrong place value. The student was able to use the steps on

his probes. The student greatly improved from the previous week

earning an average of 8.6 correct digits on the probes. This is just

slightly below our 9 digit ambitious CBA goal. The intervention proved

successful.

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