Description
The following is a progress monitor for a first grade math intervention program. Few things in this assessment will monitor students automaticity. If automaticity is being monitored it will be noted. It is important that students have an opportunity to select appropriate resources or tools that can aid in problem solving. Have these materials in eye site available for the student to select from. Students might start with one tool, and quickly switch to another. This is an important developmental skill for students to practice when problem solving.
This resource was created to monitor kindergarten students in math intervention for a solid school years time. Students that are placed in math intervention based on state and district assessment results need progress monitoring to ensure growth is taking place.
The following resource can be modified or adjusted to fit the needs of your program. The progress monitoring term is one year. This resources was designed to progress monitor students twice each quarter of the year. The following resources was designed to be used as an individual assessment given by one adult to one student. The assessment is scripted, allowing any adult to deliver the assessment and score the results.
One page one, the student name and start date are recorded. Following is the assessment tracker. Student scores are calculated each time the students progress is monitored. Growth will be measured as the difference between scores.
Each time progress is monitored by an adult to a student, a new score is measured. The “skil” tab lets the test administrator know what skill is being assessed. The “Administering test” tab scripts the testing administrator in what to do and say. The “Scoring Rubric” tab tells the test administrator how to score the student in each skill. Last, the “Student score/date” allows for multiple attempts to be scored and recorded.
The “student score/ date” tab have multiple scoring space available for test administrators to record. Twice a quarter students will have their progress monitored. If a student does not pass a skill, the next PM time they will get another attempt until the time that they are able to pass that skill.
If a student does pass a skill, the Instructions help guide the testing administrator where to start the test each time the test is administered.
“I’d Rather be Teaching”
Kyndall Thomas M.Ed
Highlights
Description
The following is a progress monitor for a first grade math intervention program. Few things in this assessment will monitor students automaticity. If automaticity is being monitored it will be noted. It is important that students have an opportunity to select appropriate resources or tools that can aid in problem solving. Have these materials in eye site available for the student to select from. Students might start with one tool, and quickly switch to another. This is an important developmental skill for students to practice when problem solving.
This resource was created to monitor kindergarten students in math intervention for a solid school years time. Students that are placed in math intervention based on state and district assessment results need progress monitoring to ensure growth is taking place.
The following resource can be modified or adjusted to fit the needs of your program. The progress monitoring term is one year. This resources was designed to progress monitor students twice each quarter of the year. The following resources was designed to be used as an individual assessment given by one adult to one student. The assessment is scripted, allowing any adult to deliver the assessment and score the results.
One page one, the student name and start date are recorded. Following is the assessment tracker. Student scores are calculated each time the students progress is monitored. Growth will be measured as the difference between scores.
Each time progress is monitored by an adult to a student, a new score is measured. The “skil” tab lets the test administrator know what skill is being assessed. The “Administering test” tab scripts the testing administrator in what to do and say. The “Scoring Rubric” tab tells the test administrator how to score the student in each skill. Last, the “Student score/date” allows for multiple attempts to be scored and recorded.
The “student score/ date” tab have multiple scoring space available for test administrators to record. Twice a quarter students will have their progress monitored. If a student does not pass a skill, the next PM time they will get another attempt until the time that they are able to pass that skill.
If a student does pass a skill, the Instructions help guide the testing administrator where to start the test each time the test is administered.
“I’d Rather be Teaching”
Kyndall Thomas M.Ed
