2nd Grade RCAS Progress Monitoring Tool Tier II

Student’s Name: ______

#1 ___ out of 20Date: ____

Materials: piece of paper or white board and marker for child to write on, 15 red counters, 10 blue or black counters, two screens, 20 arithmetic rack

NWN Score ___ out of 6
  1. “I am going to say a number and I would like you to say the number that comes after the number I say. What number comes just after 55…103…79…110?””
55___103 ___ 79___ 110___
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “I am going to write a number and I would like you to tell me what number it is.” Use white board or paper to write number for child to see.
44___ 31 ___ 29___ 48___21__32__50__
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “Count backwards from 43 please. I will tell you when to stop.” Stop child at 36.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)

Advanced Counting, Addition and Subtraction Score ___ out of 10
  1. Place out seven counters and ask, “How many counters?” Place the seven counters in a cup and cover the cup. Place five more countersin the cup (12 in all) and cover. Ask, “How many counters in the cup now?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Place one more in the cup (now 13 counters) and again cover. Ask, “How many now?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correctbut Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Remove four counters. Allow child to see how many you took away then cover these four with screen and ask “How many now?”(9 counters left in the cup).
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Place out 10 red counters. Say, “Here are 10 red counters.” Screen these 10 counters. Place out 9 blue counters. Say, “Here are 9 blue counters.” Leave the blue counters visible to child. “How many counters are there altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Place out 8 red counters. Say, “Here are 8 red counters.” Screenthese 8 counters. Place out 3 blue counters. Say, “Here are 3 blue counters.” Leave the blue counters visible to child. “How many counters are there altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)

Structuring Numbers Score __ out of 4
  1. Doubles Patterns “I am going to show you a number very quickly on the rack. Tell me what number you see.” Build number on rack using pair-wise/doubles patterns and use screen to cover and flash.
___6 (3 on top, 3 on bottom) ___ 10(5 on top, 5 on bottom)
___4 (2 on top, 2 on bottom) ___ 8 (4 on top, 4 on bottom)
  • Correct & Fluent, Identifies Patterns w/o counting (2)
  • Not Fluent, Identifies Patterns but Counts by 1s (1)
  • Unsuccessful (0)
  1. Five-wise Patterns “I am going to show you a number very quickly on the rack. Tell me what number you see.” Build on rack using five-wise patterns and use screen to cover and flash.
___9 (5 on top, 4 on bottom) ___ 6 (5 on top, 1 on bottom)
___8 (5 on top, 3 on bottom) ___ 7 (5 on top, 2 on bottom)
  • Correct & Fluent, Identifies Patterns w/o counting (2)
  • Not Fluent, Identifies Patterns but Counts by 1s (1)
  • Unsuccessful (0)

#2 ___ out of 20Date: ____

Materials: piece of paper or white board and marker for child to write on, 15 red counters, 10 blue or black counters, two screens

NWN Score __ out of 6
  1. “I am going to say a number and I would like you to say the number that comes after the number I say.”
80___ 66 ___ 72___ 91___
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “I am going to say a number and I would like you to write that number.” Allow child to use white board or paper to write number.
88___ 61 ___ 56___ 12___100___ 21__
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “Count backwards from 103.” Stop child at 95.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)

Advanced Counting, Additionand Subtraction Score __ out of 6
  1. Place out 12 red counters. Say, “Here are 12 red counters.” Screen these 12 counters. Place out 6 blue counters. Say, “Here are 6 blue counters.” Leave the blue counters visible to child. “How many counters are there altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Place out 7 red counters. Say, “Here are 7 red counters.” Screen these 7 counters. Place out 5 blue counters. Say, “Here are 5 blue counters.” Leave the blue counters visible to child. “How many counters are there altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)
  • Correct, but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Briefly display and then screen9 red counters. Say, “Here are nine red counters.” Briefly display and then screenthree blue counters. State, “Here are three blue counters. How many counters altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)*able to add two screened collections
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)

Structuring Numbers Score __ out of 8
  1. Write 4 + 3 for child to see. Say, “Read this please.” Allow child to read to you. Ask, “Can you work it out?” Observe closely and, if necessary, enquire about how the student thought through the task. Now repeat for 3 +6.
  • Both Correct, Uses Non-Count-By-One Strategies (2)
  • Both Correct, but Uses Count by Ones Strategies (1)
  • Unsuccessful (0)
  1. Write 8 - 5 for child to see. Say, “Read this please.” Allow child to read to you. Ask, “Can you work it out?” Observe closely and, if necessary, enquire about how the student thought through the task. Now repeat for 9 - 7.
  • Both Correct, Uses Non-Count-By-One Strategies (2)
  • Both Correct, but Uses Count by Ones Strategies (1)
  • Unsuccessful (0)
  1. What is 10 plus four?
  • Correct & Automatic (2)
  • Any delay but correct, some problem solving taking place (1)
  • Unsuccessful (0)
  1. What is 10 plus seven?
  • Correct & Automatic (2)
  • Any delay but correct, some problem solving taking place (1)
  • Unsuccessful (0)

#3 ___ out of 20Date: ____

Materials: numeral cards 76-85, 15 red counters, 10 blue counters,piece of paper or white board and marker for child to write on, and two screens

NWN Score __out of 6
  1. “I am going to write a number and I would like you to tell me what number it is.” Use white board or paper to write number for child to see.
47___ 13 ___ 99___ 123___21___206___65___
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. Say, “I will say a number and you say the number that comes just before it?”
__67__100__83__50__41__38__99
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “Count by 10’s starting from 24. I will tell you when to stop.” Stop child at 124.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)

Advanced Counting, Addition and Subtraction Score __ out of 8
  1. “What is seven more than 18?”
  1. Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct, but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. “What is three less than 14?”
  • Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct, but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Briefly display and then screen15 red counters. Say, “Here are 15 red counters.” Briefly display and then screen4 blue counters. State, “Here are four blue counters. How many counters altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)*able to add two screened collections
  • Correct, but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)
  1. Briefly display and then screen11 red counters. Say, “Here are 11 red counters.” Briefly display and then screen4 blue counters. State, “Here are four blue counters. How many counters altogether?”
  • Correct, Uses Non-Count-By-One Strategy (2)*able to add two screened collections
  • Correct, but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)

Structuring Numbers Score __out of 6
  1. Ask, “What is six plus six?” Allow child to answer. Write that equation down so child can see (6+6=12). “Can you use 6+6 to help you solve 6+7?” Write the equation 6+7 under 6+6.
  • Correct & Fluent, used relational thinking (2)
  • Correct but Solved Problems Separate (1)
  • Unsuccessful (0)
  1. Ask, “What is nine plus nine?” Allow child to answer. Write that equation down so child can see (9+9=18). “Can you use 9+9 to help you solve 9+10?” Write the equation 9+10 under 9+9.
  • Correct & Fluent, used relational thinking (2)
  • Correct but Solved Problems Separate (1)
  • Unsuccessful (0)
  1. Say, “Tell me two numbers that go together to make 7?” Allow child to respond.State, “Tell me another two numbers that go together to make 7?”
  • Correct Automatic Response (2)
  • Correct but Some Problem Solving Takes Place(1)
  • Unsuccessful (0)

#4 ___ out of 20Date: ____

Materials: numeral cards 61-65, 15 red counters, 10 blue counters,piece of paper or white board and marker for child to write on, two screens

NWN Score __ out of 6
  1. Write 107, 108, 109, __ on a white board or paper for student. Ask, “What number goes here?” pointing to the blank.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. Place numeral cards 61 – 65 outrandomly arranged. Say, “Point to the number 62. Point to the number 65. Point to the number 63. Point to the number 61. Point to the number 64.” Allowing for some think and response time in between. Do not ask in order of cards. __62__65__63__61__64
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. Say, “Write the number three hundred and forty-two.” Have child write the number on paper or white board with marker.
  • Correct & Fluent (2)
  • Any Delay Yet Correct (1)
  • Incorrect (0)

Advanced Counting, Addition and Subtraction Score __out of 10
  1. Briefly display and then screennine red counters. Say, “Here are nine red counters. I am going to add some blue counters.” Place four blue counters with the red counters without allowing child to see them. Say, “I added some blue counters to the nine red counters and now there are thirteen counters altogether. How many blue counters did I add?”
  • Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct but Uses Count By Ones Strategy (1)
  • Unsuccessful (0)
  1. Briefly display and then screeneleven red counters. Say, “Here are eleven red counters. I am going to add some blue counters.” Place six blue counters with the red counters without allowing child to see them. Say, “I added some blue counters to the eleven red counters and now there are seventeen counters altogether. How many blue counters did I add?”
  • Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct but Uses Count By Ones Strategy (1)
  • Unsuccessful (0)
  1. “What is five less than 70?”
  1. Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct but Uses Count By Ones Strategy (1)
  • Unsuccessful (0)
  1. “What is ten more than 92?”
  1. Correct, Uses Non-Count-By-One Strategy (2)
  • Correct but Uses Count By Ones Strategy (1)
  • Unsuccessful (0)
  1. Write the equation 54 - 10in front of student. Read, “Fifty-four minus ten” to student and ask child, “Please solve this problem.”
  1. Correct, Uses Non-Count-By-Ones Strategy (2)
  • Correct but Uses Count by Ones Strategy (1)
  • Unsuccessful (0)

Structuring Numbers Score __out of 4
  1. Ask, “What is eight plus eight?” Allow child to answer. Write that equation down so child can see (8+8=16). “Can you use 8+8 to help you solve 8+9?” Write the equation 8+9 under 8+8.
  • Correct & Fluent, used Relational Thinking (2)
  • Correct but Solved Problems Separate (1)
  • Unsuccessful (0)
  1. Ask, “What is four plus three?” Allow child to answer. Write that equation down so child can see (4+3=7). “Can you use 4+3=7 to help you solve 14+3?” Write the equation 14+3 under 4+3=7.
  • Correct & Fluent, used Relational Thinking (2)
  • Correct but Solved Problems Separate (1)
  • Unsuccessful (0)

#5 ___ out of 20Date: ____

Materials:piece of paper or white board and marker for child to write on, two screens, #5-7 task card located on last page on this document

NWN Score __out of 6
  1. “Count backwards from 115. I will tell you when to stop.” Stop child at 109.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “I am going to say a number and I would like you to say a number that comes right after the number I say. What number comes right after 120…372…966…111…881?”
120__372__966__111__881__
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. “I am going to say the same set of numbers and now I would like you to say the number that comes right before the number I say. What number comes right before 120…372…996…111… 881?”
__120__372__996__111__881
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)

Advanced Counting, Addition and Subtraction and Place Value Score __out of 8
  1. Write 4 + 2 + 1 = ___for child to see. “Four plus two plus one. Solve this please.” Allow time to solve and then write 40 + 20 + 10 = ___also for child to see. Ask, “Could that problem (pointing at 4 + 2 + 1) help you solve this problem pointing to (40 + 20 + 10)?”
  • Correct, Solved using Relational Thinking (2)
  • Correct but solved problems separate not seeing relationship (1)
  • Incorrect (0)
  1. Write 3 + 2 + 3 = ___for child to see. “Three plus two plus three. Solve this please.” Allow time to solve and then write 30 + 20 + 30 = ___also for child to see. Ask, “Could that problem (pointing at 3+2+3) help you solve this problem pointing to (30 + 20 + 30)?”
  • Correct, Solved using Relational Thinking (2)
  • Correct but solved problems separate not seeing relationship (1)
  • Incorrect (0)
  1. Have 3 + 2 + 3 and 30 + 20 + 30 still written for child and also write 300 + 200 + 300 below these. “Could those problems (pointing at 3+2+3 and 30 + 20 + 30) help you solve this problem pointing to 300 + 200 + 300?”
  • Correct, Solved using Relational Thinking (2)
  • Correct but solved problems separate not seeing relationship (1)
  • Incorrect (0)
  1. Show card #5-7 to child.

  1. Correct & Fluent, Uses non-count-by-ones strategy (2 )
  • Correct but uses count by ones strategy to solve (1)
  • Unsuccessful (0)

Structuring Numbers Score __out of 6
  1. Say, “Eight kidsare playing tag. Five more kids join their game. How many kids are playing tag? Explain your strategy.”
  • Correct Automatic Response (2)
  • Correct but Some Problem Solving Takes Place(1)
  • Unsuccessful (0)
  1. Say, “Nancy’s class counted the number of fish they had at home as pets. One student had two fish. Another had nine fish. A third had six fish. How many fish did they have in all?”If child can NOT solve using mental math allow student to draw a picture or write a number sentence to show how they found their answeronlyif needed.
  • Correct & Fluent, Quick problem solving took place, used mental math (2)
  • Not Fluent but correct, Problem Solving Took Place, needed pictures, used fingers, counted by ones(1)
  • Unsuccessful (0)
  1. Say, “Eight children are playing tag. Three children are on the swings. The rest are on the monkey bars. If fifteen children are at the park, how many are on the monkey bars?” If child can NOT solve using mental math allow student to draw a picture or write a number sentence to show how they found their answer if needed.
  • Correct & Fluent, Quick problem solving took place, used mental math (2)
  • Not Fluent but correct, Problem Solving Took Place, needed pictures, used fingers, counted by ones(1)
  • Unsuccessful (0)

#6 ___ out of 20Date: ____

Materials: numeral cards 120, 101, 113, 210, 770, 500, 47, and 14 (make these cards using the blank numeral cards from the AVMR kit), piece of paper or white board and marker for child to write on, 20 arithmetic rack, screen

NWN Score __ out of 10
  1. Say, “Start counting backwards from 205. I will tell you when to stop.” Stop child at 194.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. Say, “Start counting forwards from 418. I will tell you when to stop.” Stop child at 432.
  • Correct & Fluent (2)
  • Any Delayed Yet All Correct (1)
  • Any Incorrect (0)
  1. Numeral Identification/ Order Cards: indicate if response is automatic (√), delayed (…), or incorrect (X) “I am going to show you some cards…please read them to me.” Present cards in random order and indicate response.
120______101 ______113 ______210 ______
770 ______500 ______47 ______14______
  • All Correct & Fluent (2)
  • Any Delayed yet All Correct (1)
  • Any Incorrect (0)
  1. For this task use the Numeral Identification/Order cards from task three. Say, “Order these numbers from the smallest to the largest.” When student has arranged numbers say, “Point to the numbers and read them to me from smallest to largest.”
  • Correct (2)
  • Incorrect (0)
  1. Say, “Write down the numbers you say when you skip count by fives. Start at 5 and I will tell you when to stop.” Stop the child at 30.
  • All Correct & Fluent (2)
  • Any Delayed yet All Correct (1)
  • Any Incorrect (0)

Structuring Numbers Score __out of 10
  1. Doubles Use the arithmetic rack to flash the following doubles 8 plus 8 (8 on top and 8 on the bottom), 10 plus 10 (10 on the top and 10 on the bottom), 6 plus 6 (6 on top and 6 on bottom), 9 plus 9 (9 on top and 9 on the bottom), and 7 plus 7 (7 on the top and 7 on the bottom). Use screen to flash and cover.
  • Correct & Automatic (2)
  • Correct but some problem solving took place (1)
  • Unsuccessful (0)
  1. Ask, “What goes with 17 to make 20?” (4)
  • Correct & Automatic (2)
  • Correct but some problem solving took place (1)
  • Unsuccessful (0)
  1. Ask, “If I have 18 counters in a bag. And I take out 9 counters. How many counters are left in the bag?”
  • Correct & Automatic (2)
  • Correct but some problem solving took place (1)
  • Unsuccessful (0)
  1. Write 3 + 4 = ___for child to see. “Three plus four. Solve this please.” Allow time to solve and then write 30 + 40 = ___also for child to see. Ask, “Could that problem (pointing at 3+4) help you solve this problem pointing to (30 + 40)?” Now write 300+400=__ under 3+4 and 30+40 for child to see. Ask, “Can you use those problems to help you solve this one...300+400?”
  • Correct, solved using relational thinking (2)
  • Correct but solved problems separate not seeing relationship (1)
  • Incorrect (0)
  1. Write 7-3 = ___for child to see. “Seven minus three. Solve this please.” Allow time to solve and then write 70-30 = ___also for child to see. Ask, “Could that problem (pointing at 7-3) help you solve this problem pointing to (70-30)?” Now write 700-300=__ under 7-3 and 70-30 for child to see. Ask, “Can you use those problems to help you solve this one…700-300?”
  • Correct, solved using relational thinking (2)
  • Correct but solved problems separate not seeing relationship (1)
  • Incorrect (0)

#7 ___ out of 20Date: ____