In the last post, Types of CBMS, I explained the difference between standards based progress monitoring and progress monitor for computational fluency.
This week, I will explain how to give and assess the diagnostic for standards based progress monitoring.
![Diagnostic for Standards Based Monitoring](https://teachingwithsimplicity.com/wp-content/uploads/2021/01/Diagnostic-for-Standards-Based-Monitoring.png)
![Computational CBMs](https://teachingwithsimplicity.com/wp-content/uploads/2021/01/Computational-CBMs.png)
Once students have completed the diagnostic, you will want to score them. For scoring purposes, score them with an all or nothing approach. The items that students miss will become a part of their intervention plan.
I use a student tracking sheet to record only the students who need interventions. For example, if a student missed adding fractions, I place a checkmark in that column. This allows me, at a glance, to see which students need interventions within each specific concept. This also assists me in forming my intervention groups.
![student tracking sheet for rti](https://teachingwithsimplicity.com/wp-content/uploads/2021/01/student-tracking-sheet-for-rti.jpg)
You may have students that require an intervention, but master the concept within a week or two. In these cases, I do not continue the intervention for the full 6-12 week. Once a student has mastered the concept, they move on to another concept or participate in enrichment.
Also, once a student has mastered a concept, I periodically reassess the student to ensure that they have retained what they have learned.
Looking for RTI Math Resources like the ones above? Find them here.
![RTI resources for Math](https://teachingwithsimplicity.com/wp-content/uploads/2021/01/RTI-resources-for-Math.jpg)
Next Week: The Diagnostic for Computational Fluency Progress Monitoring