The eNumeracy Development Team
Carrie Fortunato, Math Coach
Daniel J. Claffey, School Psychologist
Katie Tomasetti, School Psychologist
Previous Contributors K-1
Scott Andrew Methe, Professor UMASS Boston
Kristin Iodice, School Psychologist
The eNumeracy will developed as part of a partnership between the University of Massachusetts Boston and Burlington Public Schools. The foundation of the eNumeracy measures are in number concept and number sense. By building common definitions and measures of number concept and number sense we can assess student’s early numeric skills. The eNumeracy assessments can be used as universal screeners (benchmarks), progress monitoring tools, or even for diagnostics. The eNumeracy assessment is delivered one to one and takes approximately 8 minutes depending on the student’s grade and performance.
This website provides the materials and directions necessary to compile a working early math assessment. The Burlington eNumeracy website will include how-to videos, intervention resources, and links to research that supports decision making using eNumeracy results. Test administrators will be able to undergo training using online materials and supports.
It is the goal of this website to provide educators with a curriculum based measure that can be used to evaluate a student’s progress in their early math curriculum. This data can be used to tier students, develop normative data for comparisons, and make instructional decisions.
Burlington eNumeracy Team
How eNumeracy Measures are used in BPS
Burlington Public Schools is currently in the process of implementing a response to intervention model (RTI) for literacy and numeracy at the elementary level. Screeners and benchmark assessments are used to differentiate instruction and measure a student’s progress in the curriculum. Progress monitoring tools are used to create data points which indicate a student’s response to an intervention or general classroom instruction. Specifically with early numeracy, Burlington has partnered with UMass Boston to develop early numeracy assessments that measure core components of math literacy. Because the early numeracy measures are based on local normative data, students can be easily tiered and compared on student, class, and school levels.
During school level data meetings, screening and benchmark data is displayed using Google Docs. In elementary schools, literacy and numeracy scores are compared and the team makes a decision about which students receive certain interventions.