How do Classworks Mathematics Universal Screeners measure early indicators of dyscalculia?

Introduction

1. Classworks Mathematics Universal Screeners do not diagnose dyscalculia. We identify whether additional testing for dyscalculia is recommended based on the student's performance on early indicators.

1. The Classworks Universal Screener is specifically designed to determine a student’s risk for mathematical difficulty and the need for intervention. Once the Universal Screener has been administered to students in grades K - 2 teachers review overall and domain-specific scores.

1. The table below shows specific indicators correlated to the specific skill domains from the Classworks Universal Screener.
   

Early Indicators of Dyscalculia	Classworks Universal Skill Domains
Number Sense Forward counting Backward counting Skip and systematic counting Place value	Numeration Compare whole numbers Apply understanding of number relationships Identify a number ten more or ten less than a given number
Estimation Estimate using place value	Measurement Estimate a measurement
Quantity Discrimination Compare numbers Compare groups and sets	Mathematical Processes Group, count, order, and sort sets of objects Identify equivalent representations of mathematical concepts
Using Formulas and Algorithms Solve operations with whole numbers Solve inequalities	Operations Solve problems using operations Add with regrouping Algebra Relate problem situations to number sentences involving addition and subtraction Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities

Early Indicator Risk Status

1. When formatting the Universal Screener Student Summary report, educators have the option to include a statement about the possible need for evaluation of a mathematics learning disability.

1. Students scoring below the 25th percentile on the skills that may be early  indicators of dyscalculia are recommended for additional testing
   

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About Dyscalculia

1. Dyscalculia is a learning challenge that causes students to have trouble with math. People with this math learning challenge may have difficulty understanding arithmetic concepts and doing addition, multiplication, and measuring. Dyscalculia can make it hard for a person to understand math concepts or do tasks that involve math. 
   
2. Often, individuals with dyscalculia struggle with tasks that require them to determine patterns, compare quantities or measurements, and use numbers for counting.
3. Individual students who struggle with number sense, mathematical processing, and computational operation test items are identified and teachers work with school teams to develop support plans.
   

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