Organizing Your Math Data

1. Organizing Your Math Data • The following cards can help you initially sort your students to determine intervention needs • Additional error analysis and diagnostic work may be necessary to customize interventions

2. Kindergarten WHO • Students whose instructional recommendation is Benchmark Translation • These students are probably on track for learning number concepts • If there are no teacher concerns, continue differentiated core instruction.

3. Kindergarten WHO • Number Identification below target Translation • These students may need support to learn beginning number concepts. • Instructional focus should be what numbers mean and how they are represented. Intervention Consideration • PALS Math—begin with Lesson 1 • enVisionMATH Additional Activities, Intervention Centers, and Diagnosis & Intervention System Monitor • Progress monitor NI • When NI progress is satisfactory, move to QD intervention and monitoring

4. Kindergarten WHO • Number Identification ok, Quantity Discrimination below target Translation • These students can identify numerals but may need support to learn how numbers relate to each other. • Instructional focus should be number and quantity relationships. Intervention Consideration • PALS Math—begin with Lesson 7 (teach Lesson 1 as introduction) • enVisionMATH Additional Activities, Intervention Centers, and Diagnosis & Intervention System Monitor • Progress monitor QD

5. First Grade WHO • Students whose TEN and MBSP instructional recommendations are Benchmark Translation • These students are probably on track for learning number concepts • If there are no teacher concerns, continue differentiated core instruction.

6. First Grade WHO • Number Identification below target Translation • These students may need support to learn beginning number concepts. • Instructional focus should be what numbers mean and how they are represented. Intervention Consideration • PALS Math—begin with Lesson 1 • enVisionMATH Intervention Centers and Diagnosis & Intervention System Monitor • Progress monitor NI • When NI progress is satisfactory, move to QD intervention and monitoring

7. First Grade WHO • Number Identification ok, Quantity Discrimination below target Translation • These students can identify numerals but may need support to learn how numbers relate to each other. • Instructional focus should be number and quantity relationships. Intervention Consideration • PALS Math—begin with Lesson 7 (teach Lesson 1 as introduction) • enVisionMATH Intervention Centers and Diagnosis & Intervention System Monitor • Progress monitor QD • When QD progress is satisfactory, move to Computation intervention and monitoring

8. First Grade WHO • TEN Benchmark, Computation below target Translation • These students are probably on track for development of number concepts, but may need support to develop computation skills. • Instructional focus should be computation concepts and skills. Intervention Consideration • Utilize item analysis and/or other data sources (MAPS+, Math Basic Skills, etc.) to determine specific skill deficits. • Mastering Math Facts • PALS Math—begin with Lesson 11 (teach Lesson 1 as introduction) • enVisionMATH Intervention Centers and Diagnosis & Intervention System Monitor • Progress monitor Computation

9. Second Grade WHO • Students whose instructional recommendation is Benchmark Translation • These students are probably on track for developing appropriate computation skills and understanding and applying appropriate math concepts. • If there are no teacher concerns, continue differentiated core instruction.

10. Second Grade WHO • Computation below target Translation • These students may need support to develop computation skills. • Their computation skills may interfere with application of concepts. • Instructional focus should be on development of computational fluency. Intervention Consideration • Utilize item analysis and/or other data sources (MAPS+, Math Basic Skills, etc.) to determine specific skill deficits. • Mastering Math Facts • enVisionMATH Intervention Centers and Diagnosis & Intervention System • PALS Math (Computation) Monitor • Progress monitor Computation • When Computation progress is satisfactory, move to Concepts & Applications intervention and monitoring

11. Second Grade WHO • Computation ok, Concepts & Applications below target Translation • These students are probably on track for developing appropriate computation skills but may need support in understanding and applying math concepts. • Instructional focus should be on development of non-computation concepts. Intervention Consideration • Utilize item analysis and/or other data sources (Math Basic Skills, etc.) to determine specific conceptual deficits. • PALS Math (Concepts & Applications) • enVisionMATH Intervention Centers and Diagnosis & Intervention System • Prioritize based on relevance to current and upcoming core content Monitor • Progress monitor Concepts & Applications

12. Third-Sixth Grades WHO • Students who score MAP above the 40th%ile Translation • These students are probably on track for developing appropriate computation skills and understanding and applying appropriate math concepts. • If there are no teacher concerns, continue differentiated core instruction.

13. Third-Sixth Grades WHO • MAP below 40%ile, Computation below target Translation • These students may need support to develop computation skills. • Their computation skills may interfere with application of concepts. • Instructional focus should be on development of computational fluency. Intervention Consideration • Utilize item analysis and/or other data sources (MAPS+, Math Basic Skills, etc.) to determine specific skill deficits. • Mastering Math Facts • enVisionMATH Intervention Centers and Diagnosis & Intervention System • PALS Math (Computation) • Consider MAP Correlation guides Monitor • Progress monitor Computation

14. Third-Sixth Grades WHO • MAP below 40%ile,Computation ok, Concepts & Applications below target Translation • These students are probably on track for developing appropriate computation skills but may need support in understanding and applying math concepts. • Instructional focus should be on development of non-computation concepts. Intervention Consideration • Utilize item analysis and/or other data sources (Math Basic Skills, etc.) to determine specific conceptual deficits. • PALS Math (Concepts & Applications) • enVisionMATH Intervention Centers and Diagnosis & Intervention System • CAMS & STAMS • Prioritize based on relevance to current and upcoming core content Monitor • Progress monitor Concepts & Applications (monthly)