Ashley, Ben, and Carter are in Dr. Cohen's 4th grade resource math class. All students have IEPs which qualify them for special education services in Math Calculation. For Bell Work, the students have been working on a 30 item multiplication fluency tests for the past 10 weeks. The test measures all multiplication facts 0-10 and the students have 2 minutes to complete as many items as they can. Carter consistently attends school and his home life is stable.

Math Fluency Scores
Name	1	2	3	4	5	6	7	8	9	10
Ashley	5	6	8	9	13	15	17	15	13	18
Ben	4	8	5	9	14	15	13	17	20	21
Carter	7	4	8	9	5	6	10	12	8	7

1. Numerical scores rarely tell the whole story. Therefore, besides how many problems Carter solved correctly, what information is missing?What do you need to know regarding his performance on these Math Minutes in order to plan effective instruction/remediation? In other words, what information would you be able to gain if you were able to actually look at the work on Carter's assessments?

Please note: The focus of this question is on data not available when just looking at a problems solved correctly; data that would be necessary in order to plan effective an appropriate remediation instruction. Therefore, constraints such as Carter's ELL status, time of day the assessments were administered, the setting for the assessments, his eye sight, his motivation level, or other similar factors should NOT be included in your response.

2. Analyze the data provided in the above chart.

1. Do you think Carter made adequate progress? Why or why not?
2. Is there any point at which there should have been a change in Carter's instruction? Why or why not?
3. Thinking about your answer to #1, why might it be difficult to truly determine if Carter made "progress?"