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Progress Monitoring: Mathematics
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Progress Moitoring: Mathematics
Ms. Wu has a problem, a mathematics problem.
A 2nd-grade teacher at Penbrook Elementary, Ms. Wu is preparing
for her third year. It is the pre-planning week before her students
arrive and she’s just received the results of the end-of-year state
assessment for the prior academic year.
The mathematics results are disappointing to say the least.
Overall, her students did not perform as well as other
2nd-graders at Penbrook or across the state, and the scores of
several are significantly below what she anticipated.
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She’s frustrated that there is nothing she can do at this point
to address the needs of those students.
On the other hand, the reading results reflect what she already
felt—that she excelled at teaching reading.
She enjoyed the curriculum and consistently used the built-in
assessments to guide her instruction. As a result, her students’
reading skills improved steadily, even those who initially
struggled.
As she begins to plan for the upcoming year, Ms. Wu wants to
make sure her students perform at least as well in math as they do
in reading.
She wonders whether she can use assessments like she did in
reading to inform her instruction in mathematics and to help
identify students who need additional support so that all of her
students can be more successful.
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Progress Monitoring: Mathematics
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For more open educational resources (OERs) about evidence-based
instructional and behavioral practices, visit:
iris.peabody.vanderbilt.edu or iriscenter.com
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Here’s Your Challenge:
How can teachers use assessment to guide instruction?
How can teachers determine whether students are making
appropriate progress?
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Progress Monitoring: Mathematics