Developmental Math Assessment
Student Work Samples NEW!
| K | 1st | 2nd | 3rd | 4th | 5th |
| Coming Soon | Teacher Packet 1st | Teacher Packet 2nd | Teacher Packet 3rd | Teacher Packet 4th | Teacher Packet 5th |
| Coming Soon | Student Packet 1st | Student Packet 2nd | Student Packet 3rd | Student Packet 4th | Student Packet 5th |
| Coming Soon | RTI Guidance 1st | RTI Guidance 2nd | RTI Guidance 3rd | RTI Guidance 4th | RTI Guidance 5th |
K-2 Developmental Math Assessment (DMA)
Directions for Administration: This assessment is meant to be administered by the teacher with an individual student. Teachers should gather the needed materials then move through the sample tasks in order. This tool is meant to be used for assessment, so teachers should resist the urge to teach during the assessment. Tasks increase in difficulty and complexity, therefore the teacher should use judgment about how far to continue with the assessment, or with any particular section, to avoid student frustration. The teacher should take notes about what the student does with each given task. The more detailed the notes, the better the RTI team can diagnose the student’s immediate needs for intervention. It is also helpful to highlight particular tasks that were difficult for the student or when the student responded with “I don’t know” or gives an incorrect answer. After administration, cross-check these tasks with the Math RTI Guidance Tool for grades K-2nd in order to find specific areas for intervention and instruction.Who should be administered this assessment? The tasks in this assessment are drawn from the CCGPS for grades K-2nd. Therefore this assessment could be used with struggling 1st-3rd graders and for students in grades 4th-5th who become frustrated with tasks on the 3rd-4th grade DMA.
DMA K-2 Teacher Packet 3rd-5th Grade Developmental Math Assessment Directions for Administration: This assessment should be administered by the teacher with an individual student. Teachers should gather the needed materials and then move through the sample tasks in order, observing the student’s strategies and attitudes toward specific tasks. This tool is meant to be used for assessment, so teachers should resist the urge to teach during the assessment. Tasks increase in difficulty and complexity. Therefore, the teacher should use judgment about how far to continue with the assessment, or with any particular section, to avoid student frustration. If even the beginning tasks in each section here are too difficult for the student, the K-2 DMA should be administered instead. The teacher should take notes about what the student does with each given task. The more detailed the notes, the better the RTI team can diagnose the student’s immediate needs for intervention. It is also helpful to highlight particular tasks that were difficult for the student or when the student responded with “I don’t know” or gives an incorrect answer. After administration cross-check these tasks with the Math RTI Guidance Tool for grades 3rd-4th in order to find specific areas for intervention and instruction.Who should be administered this assessment? The tasks in this assessment are drawn from the CCGPS for 3rd-4th grades. Therefore this assessment could be used with struggling 4th and 5th graders and on/above grade-level 3rd graders.
DMA 3rd-5th Teacher Packet Upon administering the DMA, then cross-check the student’s areas of need with the RTI Guidance form. Choosing a Math RTI Intervention Focus