Develop a research-based math intervention program with common unit assessments. Increase student learning using the MTSS or response to intervention model to guide mathematics assessment.

**Benefits**

- Learn the criteria for the formative use of all unit-by-unit common mathematics assessments
- Identify essential learning standards as drivers for common assessments and student reflection
- Design and use high-quality common assessments and team scoring agreements
- Calibrate the scoring of student work for consistent formative feedback to students
- Engage in data protocols that analyze student work to enhance instructional practices, identify students in need of targeted intervention or extension, and create effective intervention learning experiences
- Determine how students can reflect and set goals using the formative feedback process based on common unit-by-unit assessments
- Design and implement an effective Tier 2 mathematics intervention program to support student learning

## TABLE OF CONTENTS

Introduction

Chapter 1: The Mathematics at Work™ Common Assessment Process

Chapter 2: Quality Common Mathematics Assessments

Chapter 3: Sample Common Mathematics Assessments and Calibration Routines

Chapter 4: Teacher Actions in the Formative Assessment Process

Chapter 5: Student Actions in the Formative Assessment Process

Chapter 6: Team Response to Student Learning Using Tier 2 Mathematics Intervention Criteria

Summary

Appendix

## PRINTABLE REPRODUCIBLES

Introduction

Chapter 1

- Figure 1.1: Teacher Team Discussion Tool—Formative Use of Common Assessments
- Figure 1.2: Teacher Team Rubric—Common Assessment Formative Process
- Figure 1.3: Teacher Team Discussion Tool—Common Assessment Self-Reflection Protocol

Chapter 2

- Figure 2.1: Teacher Team Rubric—Assessment Instrument Quality Evaluation
- Figure 2.2: Teacher Team Discussion Tool—High Quality Assessment Evaluation
- Figure 2.3: Sample Grade 4 Fractions Unit—Essential Learning Standards
- Figure 2.4: Examples of Lower- and Higher-Level-Cognitive-Demand Tasks
- Figure 2.5: Teacher Team Discussion Tool—Sample Assessment Questions for Team Scoring
- Figure 2.6: Teacher Team Discussion Tool—Scoring Assessment Tasks

Chapter 3

- Figure 3.1: Grade 1 Common Mid-Unit Assessment Place Value Sample
- Figure 3.2: Grade 5 Common Mid-Unit Geometry Assessment Sample
- Figure 3.3: Grade 8 Common Mid-Unit Assessment Solving Linear Equations Sample
- Figure 3.4: Kindergarten Counting (One-to-One Correspondence and Cardinality and Written Numbers Common Assessment Sample
- Figure 3.7: Sample Grade 4 Fractions End-of-Unit Assessment Scoring Guide
- Figure 3.8: Sample Algebra 1 / Integrated Mathematics I End-of-Unit Assessment Scoring Guide
- Figure 3.12: Teacher Team Discussion Tool—Assessment Instrument Alignment and Scoring Agreements
- Figure 3.13: Teacher Team Discussion Tool—Equitable Scoring and Calibration Routine

Chapter 4

- Figure 4.1: Student Work Protocol
- Figure 4.2: Student Work Protocol Instructions
- Figure 4.3: Essential Learning Standard Analysis Protocol—Grade 4 Sample
- Figure 4.4: Essential Learning Standard Analysis Protocol Instructions
- Figure 4.5: Student Reasoning Protocol—Grade 2 Example
- Figure 4.6: Student Reasoning Protocol Instructions

Chapter 5

- Figure 5.7: Grade 3 Student Tracker Self-Assessment and Action Plan
- Figure 5.10: High School Student Tracker—Self-Assessment and Action Plan
- Figure 5.11: Teacher Team Discussion Tool—Collaborative Team Feedback With Student Action

Chapter 6

- Figure 6.2: Teacher Team Discussion Tool—Intervention Practices
- Figure 6.3: Teacher Team Rubric—Tier 2 Mathematics Intervention Program
- Figure 6.5: Teacher Team Discussion Tool—Mathematics Intervention Planning Tool

Appendix

Proficiency Maps

Unit Essential Learning Standards (Figure 2.3 Additional Examples)

- Sample Grade 1 Unit: Using Tens and Ones to Compare, Add, and Subtract—Essential Learning Standards
- Sample Grade 7 Unit: Proportional Reasoning—Essential Learning Standards
- Sample Algebra 1/Integrated Mathematics 1 Unit: Linear Functions—Essential Learning Standards

Example Assessment Questions by Grade (Figure 2.5 Additional Examples)

- Online Grade 1 Assessment Question
- Online Grade 2 Assessment Question
- Online Grade 4 Assessment Question
- Online Grade 5 Assessment Question
- Online Grade 7 Assessment Question
- Online Grade 8 Assessment Question

Scoring Agreements for Online Assessment Questions (Figure 2.7 Additional Examples)

- Example of Task Points or Proficiency Scale Scores for Online Grade 1 Task
- Example of Task Points or Proficiency Scale Scores for Online Grade 2 Task
- Example of Task Points or Proficiency Scale Scores for Online Grade 4 Task
- Example of Task Points or Proficiency Scale Scores for Online Grade 5 Task
- Example of Task Points or Proficiency Scale Scores for Online Grade 7 Task
- Example of Task Points or Proficiency Scale Scores for Online Grade 8 Task

Student Work With Team Scoring for Online Assessment Questions (Figure 2.8 Additional Examples)

- Sample Online Grade 1 Assessment Question With Team Scoring
- Sample Online Grade 2 Assessment Question With Team Scoring
- Sample Online Grade 4 Assessment Question With Team Scoring
- Sample Online Grade 5 Assessment Question With Team Scoring
- Sample Online Grade 7 Assessment Question With Team Scoring
- Sample Online Grade 8 Assessment Question With Team Scoring

Common Mid-Unit Assessments (Figure 3.1 Additional Example)

Common End-of-Unit Assessments With Scoring Agreements and Student Reflections

- Sample Grade 1 End-of-Unit Assessment Using Tens and Ones to Compare, Add, and Subtract
- Sample Grade 7 End-of-Unit Assessment: Proportional Reasoning

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