Mathematics Intervention Audit
Mathematics Intervention Audit
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The Mathematics Intervention Audit consists on three components: a summary with student interviews to describe the context for intervention, connections and recommendations for current intervention practices, and a mathematics intervention action plan that highlights proposed next steps for intervention practices within my community.
The Mathematics Intervention Audit consists on three components: a summary with student interviews to describe the context for intervention, connections and recommendations for current intervention practices, and a mathematics intervention action plan that highlights proposed next steps for intervention practices within my community.
Above you will find my mathematics intervention audit that I conducted in order to examine the current intervention practices that are occurring in my school along with recommendations for ways to improve our current intervention practices (II.c.viii). My intervention action plan highlights the need for teachers to use student understanding, careful sequencing (II.c.iii.), and an understanding of standards and learning progressions to plan for instruction that helps build a bridge for all learners to access grade level content (II.c.i., II.c.iv., II.c.vii., and III.ii.b.). This plan includes the development and facilitation of professional learning (III.ii.c., III.iv.c., III.iv.d., III.v.a., and III.v.e.) and the adaptation of curricula to meet the needs of all learners.
Mathematics Specialist Standards
Mathematics Specialist Standards
II.c.i. Know learning trajectories related to mathematical topics and use this knowledge to sequence activities and design instructional tasks.
II.c.iii. Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the preK–middle/middle to high school grades curriculum; be able to engage in discussions and decision-making to establish appropriate benchmarks for learning goals.
II.c.iv. Select, use, adapt, and determine the suitability of mathematics curricula and teaching materials (e.g., textbooks, technology, manipulatives) for particular learning goals.
II.c.vi. Know the different formats, purposes, uses, and limitations of various types of assessment of student learning; be able to choose, design, and/or adapt assessment tasks for monitoring student learning.
II.c.vii. Use the formative assessment cycle (administer a formative assessment task, analyze student responses to the task, and design and reteach lessons based on this analysis) and be able to find or create appropriate resources for this purpose.
II.c.viii. Analyze formative and summative assessment results, make appropriate interpretations and communicate results to appropriate and varied audiences.
III.ii.a. Engage in and facilitate continuous and collaborative learning that draws upon research in mathematics education to inform practice;
III.ii.b. enhance learning opportunities for all students’ and teachers’ mathematical knowledge development;
III.ii.c. involve colleagues and other school professionals, families, and various stakeholders; and
III.iv.c. collaborate with school-based professionals to develop evidence-based interventions for high and low-achieving students;
III.iv.d. advocate for the rights and/or needs of all students and to secure additional resources as needed.
III.v.a. Use mathematics-focused instructional leadership skills to improve mathematics programs at the school and district levels,
III.v.e. partner with school-based professionals to improve each student’s achievement;
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