The RAMP assessment provides a handful of ‘guiding questions for formative assessment”.  Consider selecting one or two guiding questions to focus instruction and turn the questions into goals for the student.  

For example, Item 1 in the chart above has the following question:  “Can my students recognize the place value of digits to the hundredths place in a place value chart?”  

Consider the following goal: “My learning target is to recognize the place value of digits to the hundredths place in a place value chart”.  

Interventionists may review  the Year-At-A-Glance of the guiding questions on the RAMP assessments and prioritize the most essential prerequisite skills for upcoming content.

Year-At-A-Glance by Grade Level: Eureka Math

Grade 1 Grade 2 Grade 3 Grade 4

 Grade 5 Grade 6 Grade 7 Grade 8

Year-At-A-Glance by Grade Level: 

Go Math

Grade 1 Grade 2 Grade 3 Grade 4

 Grade 5 Grade 6 Grade 7 Grade 8

Mini-Lessons:  Teacher or paraprofessional  facilitates these lessons and can select the components from the whole lesson

that best supports the student's needs based on the data.  It is appropriate for the intervention teacher to adapt these lessons to be re-taught over several days. The same skill will be taught, but the actual problems may be adjusted by the intervention teacher.  

Centers/Independent Practice: Teacher facilitates these tasks  in the intervention setting.  Teacher provides opportunities for discourse.  

Instructional Routines: Teacher may facilitate a routine for an intervention session to build community, encourage communication, and share strategies.

Computer Based Activities:  Teacher assigns these items in a limited, strategic manner.  An over-reliance on computer programs can hinder learning in a math intervention setting.  Computer-based activities may sometimes be appropriate, however interventions should center around instruction.

In addition to administration of RAMP prior to beginning a module,  RAMP may be administered as a progress monitoring assessment to determine the effectiveness of the intervention.  By monitoring student progress, intervention teachers are able to gauge the success of interventions and determine the level of support to provide to their students.  For a student who scores “Not Yet” on just a few items on a RAMP assessment, it may be appropriate to use RAMP as a pre and a post test to gauge student growth.  For a student in need of more supports, it may be hard to see growth when administering the whole assessment.  In this case, it may be appropriate to select one or two items to assess over time.  

Click here for an example of  progress monitoring for Grade 5, Module 1, Item 1.