Multi-step at-risk screening process using brief EN-CBM number-sense measures plus teacher recommendation

Design · All designs
Evidence · no claims cited

Description

FUSION-eligible students were identified through a multi-step screening process of all first graders conducted three months into the school year. Brief EN-CBM number-sense measures were administered to identify students with the lowest mathematics performance, and need was further verified by teacher recommendation and rating of classroom mathematics performance. Eligibility additionally required speaking English, regular attendance, and the ability to identify and count numbers 1-10.

Design Implications

Context

Requirements

• Brief measures of number sense (EN-CBM) administered to all first graders in each participating school
• Teacher recommendation and performance rating to verify need

Constraints

• Screening occurred three months into the school year; students had to speak English, regularly attend school, identify numbers 1-10, and count from 1-10

Target Learners

• First graders screened for mathematics difficulty risk

Learning Goals

• Early identification of students needing Tier 2 whole-number intervention

Claims

Related Designs

Examples

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Key Sources

• Strand Cary, M., Doabler, C., Clarke, B., Fien, H., Baker, S. K., & Jungjohann, K. (2013). Evaluating the Promise of the FUSION Tier 2 Math Intervention. SREE Spring 2013 Conference. https://www.sree.org

Page metadata

Field	Value
type	design
id	fusion-multistep-screening-process
title	Multi-step at-risk screening process using brief EN-CBM number-sense measures plus teacher recommendation
description	FUSION-eligible students were identified through a multi-step screening process of all first graders conducted three months into the school year.
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — strand-cary-2013

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