Progress Monitoring in Mathematics
Within a Multi-Tiered System of Supports (MTSS), progress monitoring is vital to know if an intervention is effective. A common error is that the progress monitoring assessment that is administered is not directly assessing the skill that has been remediated with the intervention. If the assessment is not directly aligned, then there is no evidence of the remediation efficacy. Therefore, I have created a Padlet with progress monitoring probes that are aligned to the Three General Levels of Math Skill Development. According to Kroesbergen & Van Luit, 2003, there are three general levels of math skill development. As students move from lower to higher grades, they move through levels of acquisition of math skills, to include:
Number sense
Basic math operations (i.e. addition, subtraction, multiplication, division)
Problem-solving skills: “The solution of both verbal and nonverbal problems through the application of previously acquired information” (Kroesbergen & Van Luit, 2003, p. 98).
While all of these areas are taught simultaneously in high quality tier 1 instruction, the levels need to be broken down for students who are struggling. A targeted intervention should be implemented in one of these areas and weekly progress monitoring in the same area should take place to assess the effectiveness.
In this Padlet you will find 4 columns: Number Sense, Computation (Basic Math Operations), Problem Solving and Additional Resources. This is by no means an exhaustive list. My goal in creating this was to compile some of the available resources in one spot for consideration and planning purposes. If you need guidance or assistance with implementation, you can schedule a free consultation.
