Introduction 11A newly available Progress Monitoring Tool can be
downloaded for use. Each math intervention concept is divided
into three levels of understanding (I-1, I-2, I-3). The progress
Monitoring Tool allows the teacher to capture the degree of
understanding, the date of concept focus, and the date of
profi ciency for each student. It also allows teachers to record
student progress on problem solving.
Additional ways to help students monitor their own
progress include recording the things they know about the
concept, have done with the concept, and goals they have
related to the concept (see page 17 for monitoring tool). It is also
important for students to evaluate the degree of knowledge
of any given concept. Using personal scales to report levels
of knowledge is benefi cial. To do so, the student places X on
a scale (the scale on the monitoring tool is 0–10, but any scale
is fi ne) and dates the X underneath. Later, the student adds
other Xs and dates to the scale to show progress. Scales offer a
productive way to help students focus on their progress.
A former student, Tony, started the school year struggling
in mathematics. He had many misconceptions and learning
gaps. We worked on building his understanding of specifi c
math concepts by implementing targeted instruction and
playing math games to build conceptual knowledge. Evidence
of Tony’s progress was archived in an accordion folder.
The pre-assessments were stapled to the post- assessments
to highlight progress. One day Tony was proudly going
through the folder. I took the opportunity to join him and we
celebrated his progress. After looking through the papers, Tony
announced, “I really learned a lot. I can’t believe it all fi ts in
my brain!”