CBMmath Automaticity Progress Goals

CBMmath Automaticity Skills

Below is a summary of the skills covered at each level of CBMmath Automaticity.  Each of the skills listed at each level is included in a Mastery Measure form.  All of the skills listed within a level are represented in the GOM for that level.

Selecting a CBMmath Automaticity Progress Monitoring Form

In general, FastBridge recommends the GOM be used for progress monitoring because it includes all of the skills needed for a student to become proficient at a level. In some cases, the GOM might not be the best progress measure because a student has not yet mastered enough prerequisite skills to complete all of the skills represented.  When a student’s skills are substantially below grade level, and the student’s intervention focus is mastery of a specific math fact skill area, the MM matched to the intervention skill is recommended as the progress measure. 

Setting CBMmath Automaticity Progress Goals

The process for setting progress goals with CBMmath Automaticity is different for the GOM and MM forms. There are national norms and benchmarks for the GOM forms, and the FastBridge system will suggest a rate of improvement for the student based on typical growth on the GOM during a school year.  When using the GOM forms, FastBridge recommends using the default progress goal calculations.

Due to the fact that the MM are used by a limited number of students who require intervention, there are not national norms and benchmarks for these forms. Instead, the best indicator of student progress is accuracy. A student needs to reach 95% accuracy before moving on to a new skill.  In order to determine if a student has reached mastery, the student needs to attempt enough items in a session to indicate reliable mastery.  For this reason, we recommend that a student needs to attempt at least 80% of the items on a form and be accurate on 95% or more of the items to reach mastery. The following scores can be used as goals for students using the MM for progress monitoring. These can be used with all MM forms and problem types. The MM goals are based on the number of items on each form.  

The above progress goals are much higher than the benchmarks for the GOM. This is because The GOM forms include multiple problem types and students require more time to identify the problem type and answer each item.  The MM items are all the same and students can complete them much more quickly. Students might need to be reminded to attempt all the items during each progress monitoring session.  When a student reaches the above goals, the student can switch to a different MM or transition to a GOM.  GOM goals should be based on the Benchmarks.

Creating a Progress Monitoring Schedule with CBMmath Mastery Measures

It is important for the student to complete the screening version of the MM prior to setting up a progress monitoring plan using an MM.  Doing so ensures accurate goal calculation.  When using the MM for progress monitoring, the following steps are recommended.

1. Conduct screening with the mastery measure form that will be used for monitoring.  Access to these screening forms can be found in the screening section of FastBridge.  Here is an example for a fourth-grade class.

Here is what the student will see when logging in to the screen with CBMmath Automaticity.

Before starting the test, the teacher needs to change the level of the assessment in the top right corner.  Next, the teacher or student needs to select the correct MM.

After the student completes the assessment, the teacher will see the score in the teachers’ Screening tab.

In this example, the student who requires intervention is Tiana.  Although she is in the fourth grade, she needs to learn addition facts to 20 before moving on in math.  As shown above, the CBMmath Automaticity level was changed to ONE and Tiana completed the screening version of the MM for ADD_TO_20.  She earned a score of 35 and demonstrated 33% accuracy on the problems.  

After the student has completed the screening with the selected mastery measure form, the teacher can set up the progress monitoring schedule using that same MM. Here is the setup screen for Tiana.

1. Select the specific MM to be used.
2. Select which MM form to start with. The default is 1. Change it to another form if the student will join a group already in place so that the form numbers are the same.
3. Enter the start and end dates for the intervention and progress monitoring.
4. Select the monitoring frequency.  Weekly is recommended.
5. Review the goal calculation.  Enter the screening score in the box for Start Score.  This will result in a Goal calculation.  The realistic growth level will be the default. The Weekly Gain can be adjusted to a higher number if the team thinks that more growth is likely. 

After creating the progress monitoring schedule, the student’s name will appear in the list of students on the progress monitoring tab.

After conducting each monitoring session, the teacher can view the student’s Progress Monitoring Report. For students using mastery measures, it is very important to review the student’s accuracy on each progress measure. Accuracy information is found under the main graph on the progress report.

The symbol that indicates accuracy is a blue downward arrow.  When this arrow displays, it means that the student’s accuracy on the assessment was below 95%.  A student needs to reach at least 95% accuracy in order to demonstrate mastery and move on to a new skill.  For the MM, teachers should monitor the student’s accuracy over time in order to determine if the student has reached mastery of the skill.  A student should demonstrate the goal score in the table above with 95% or more accuracy on 3 progress assessments before moving on to a new skill.