Myang, a 1st grader, was administered three probes over three weeks to determine her baseline score for quantity discrimination. Her scores were 15, 10, and 20 (quantity discriminations read correctly). Based on the above, her baseline, which is the median score, is 15. This means that when Myang is presented with a probe indicating pairs of numbers ranging from 1-20, she would likely be able to accurately identify the larger number in each pair, yielding a score of 15 correct each time, if the probe were implemented multiple times. So a score of 15 represents her baseline, or current performance. The Intervention Central website identifies CBM norms (i.e., growth rates) for different types of probes. Early math fluency encompasses quantity discrimination, missing number, and number identification. The website specifies that the weekly growth rate for a first-grader in the skill area of quantity discrimination is 0.44.

• The teacher established a performance goal for Myang based on a school term of 25 remaining weeks, a baseline of 15, and a growth rate of 0.44.
  • 0.44 (weekly growth) X 25 (school weeks remaining) = 11
  • 11 + 15 (baseline) = 26 (performance goal)
  • Myang should be able to accurately discriminate 26 quantities per minute at the end of 25 instructional weeks.
• During progress monitoring (implementation of probes to assess her development in quantity discrimination), the teacher reviewed Myang's scores during the first four weeks (i.e., Week 4, Week 5, Week 6, Week 7) of testing (i.e., This is after the first three weeks of collecting baseline data). Myang's post-baseline scores were as follows: Week 4: 17, Week 5: 21, Week 6: 19, and Week 7: 22 (quantity discriminations read correctly).

1. Graph the above data (baseline and post-baseline scores for Myang). Make sure to label your graph appropriately.