Mathematics Progress Monitoring
Mathematics Progress Monitoring
Intensive Intervention in Mathematics Course: Module 2 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)
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
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
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 student takes the Missing Number measure.
(Associated with Activity 4 Video 3)
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 - Graph a Set of Student Scores from an Early Numeracy Measure
Activity 9 – Decision Making Based on Data
Activity 10 – Setting Goals and Making Decisions Based on Data
Discussion Board – Share Your Current Structure for Making DBI Decisions
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
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.
