This is part 3 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide participants with an introduction to error analysis of curriculum-based measures for the purpose of identifying skill deficits and providing examples of error analysis in reading and mathematics. Part 4, “Identifying Target Skills,” will further link these skill deficits to intervention.
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This is part 1 of the larger module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part is intended to provide an overview of common general outcome measures (GOM) used for progress monitoring in reading and mathematics, with guidance on selecting an appropriate measure.
Monitoring Student Progress for Behavioral Interventions (DBI Professional Learning Series Module 3)
This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.
This video shows how to use an area model to solve a multi-digit multiplication problem. An area model can serve as a visual representation of the partial products multiplication strategy. Using an area model may be a good option for students who have not yet gained a conceptual understanding of how regrouping works or how the partial products strategy works. The area model method can serve as a visual guide for students until they are ready to use traditional algorithms.
This video illustrates the use of manipulatives to help students practice correspondence and tracking objects as objects are counted in different ways. When children understand that objects may be counted in any order (e.g., left-to-right, right-to-left, in a random fashion) they have developed an understanding of the order irrelevance counting principle. Counting objects in many different ways also allows students to practice tracking objects as the objects are counted to make sure that each objects is counted once and only once, regardless of the order in which the object is counted.
This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.
This video illustrates how to use the traditional addition algorithm with regrouping.
This video demonstrates how to use base-10 blocks and a place value chart to help students subtract multi-digit numbers that require regrouping.
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