Kindergarten CBM Case Study – Jessica Jung

In looking at the information presented for Marcus at week 14 I would

make a change in instruction by providing small group work within the
classroom. The small group could also include other students who may
show similar results to Marcus on the progress monitoring. The small
group could be run by the classroom teacher or any other support staff
that may be available.

As a classroom teacher I would do a whole group warm up and

introduction to the skill then provide center or independent work for
students to practice. While other students are doing that the small
group instruction can occur. I would run the small group for 15 – 20
minutes ideally 3 days a week. I would revisit around week 6 to
determine if the small group instruction worked for him.

I would provide more hands on manipulatives provide visuals in the

classroom. The small group or center activities could be set up in a
game format for skill practice. These games could then be sent home
for additional practice with parents. I would also include some type of
daily spiral review practice like a math mat that could be completed in
the small group, with peer support or independently.

If Marcus continues to show limited progress after 6 weeks of

implementing the small group I would consult with the intervention
staff to see if they had any suggestions.
Third Grade CBM Case Study – Jessica Jung

One of the points that stood out to me in the information presented on

Hilda is the teacher concern that Hilda does not appear to pay
attention during instruction. One of the instructional practices I would
implement in the whole group is questioning and/or having Hilda repeat
directions given so that she is engaged in the conversation. I would
also conference with her during independent work time to ensure that
she knows the expectations and understands the concept. If she did
not understand, I would try to do some small group or 1-1 reteaching of
the skills addressed during instruction. Perhaps Hilda would also
benefit from having a go-to peer that she could ask for support if she
didn’t understand.

I think the first thing I would try is preteaching concepts to Hilda. I

feel she would then have some background knowledge of the concepts
being taught and that would help her to stay engaged during
instruction. This could be done in small group, if there are other
students who would also benefit, in advance of the introduction of a
concept. I would most likely focus on the vocabulary of the lesson so
that she and any other students would have some knowledge before
hand. Vocabulary study in a game format could also be done with the
whole class to avoid any one student being singled out.

I would probably recheck for understanding in 4-6 weeks to see if the

preteaching is providing her the support needed. If she didn’t make
the expected gains I would try to implement a different small group
plan or see if we could do some one-on-one instruction.
8th Grade CBM Case Study – Jessica Jung

In reviewing Brad’s growth chart he it appears that the 4 weeks he

spent in the math lab intervention was successful for him as he made
significant gains at that time. At week 12 I would try a peer support
strategy with him to help maintain the success of the math lab
intervention. I would find a peer who is working at a level above Brad
to support him during work time in the classroom. I would check his
level of understanding after about 4-6 weeks. If he does not show
growth I would consider going back to the math lab as that was
successful for him. In addition I would make sure that he is given
spiral practice that will continue to reinforce past learning and also
include practice with current skills being taught. I would also look to
see if there are any web based programs that he could do at home for
additional practice. I would monitor his progress frequently to ensure
that he is showing growth and conference with him on a regular basis
to help clear up any misunderstandings and ensure that his needs are
being met.