Mathematics Progress Monitoring (Intensive Intervention in Mathematics: Module 2)

Mathematics Progress Monitoring (Intensive Intervention in Mathematics: Module 2)

Module Overview

This module focuses on the assessment components of intensive intervention. We provide an overview of assessments before diving into instruction in order to stress the importance that intensive intervention cannot occur without adequate assessments in place. In this module, educators will learn about:

  • Different types of measures used to gauge and monitor student performance within intensive intervention
  • How to administer progress monitoring measures
  • How to interpret scores from progress monitoring measures to understand whether students meet specific goals

This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.

Complete Slide Deck (508 compliant)

Workbook (508 compliant)

For questions related to course content, please contact ncii@air.org

Introduction

This video introduces Module 2 and provides an overview of the module content and related activities.

 

Related Videos

Video Question: Mr. Flores asks about which math assessments to use within DBI.
(Associated with PowerPoint Slide 2 and 150)

 

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Part 1: What are the different types of assessments used to monitor student progress in mathematics within DBI?

Part 1 provides an overview of different assessments used within intensive intervention. Teachers learn about formative measures, and we highlight the differences between general outcome measures and mastery measurement. We emphasize formative assessments are best for monitoring progress within intensive intervention. Teachers also learn about diagnostic measures and summative measures.

 

Worksheets & Activities

Activity 1 - Identify General Outcome and Specific Skill Measures

Activity 2 - Using a Diagnostic Assessment

Activity 3 - Assessment Survey

 

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Part 2: How do you administer progress monitoring measures with fidelity?

Part 2 reviews formative assessments (i.e., progress monitoring) used to monitor progress. Teachers learn where to locate reliable and valid progress monitoring measures. Teachers also learn how to administer and score early numeracy measures, computation measures, and concepts and applications measures.

 

Worksheets & Activities

Activity 4 - Score Measures and Graph Score

Activity 5 - Score a Computation Measure and Graph Results

Activity 6 - Score a Concepts and Applications Measure and Graph Results

Activity 7 - Navigate the NCII Tools Chart for Progress Monitoring in Math

Journal Entry - Reflect Upon Your Current Progress Monitoring Practices

 

Related Videos

Video Example: A tutor administers the Number Identification measure to a student.
(Associated with PowerPoint Slide 53)

Video Example: A tutor administers the Quantity Comparison measure to a student.
(Associated with PowerPoint Slide 57)

Video Example: A tutor administers the Missing Number measure to a student.
(Associated with PowerPoint Slide 61)

Video Example: A student takes the Number Identification measure.
(Associated with Activity 4 Video 1)

Video Example: A student takes the Quantity Discrimination measure.
(Associated with Activity 4 Video 2)

Video Example: A student takes the Missing Number measure.
(Associated with Activity 4 Video 3)

 

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Part 3: How do you interpret progress monitoring scores?

Part 3 shows how to use the data collected from progress monitoring measures. Teachers learn how to graph progress monitoring scores. Teachers review how to set appropriate goals for students using benchmarks, slopes, or an intra-individual framework. We conclude with information on how to determine response within intensive intervention.

 

Worksheets & Activities

Activity 8 - Determine Skill Needed to Successfully Solve Problems

Activity 9 - Determine Intervention Needs for a Student

Activity 10 - Determine Intervention Needs for a Student

Discussion Board – Share Your Current Structure for Making DBI Decisions

 

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Closing: What are the next steps?

The closing video reviews the content covered in the module and concludes with a classroom application activity.

 

Worksheets & Activities

Classroom Application: Start or Continue Progress Monitoring

 

Related Videos

Video Question: Mr. Flores asks about which math assessments to use within DBI.
(Associated with PowerPoint Slide 2 and 150)

 

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Coaching Materials and Facilitation Guide

"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.

Coaching/Facilitator Guide

 

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