One on One Math Assessment to Achieve Success: Grades 1-2

***Note: Days/Times are flexible.

***Mathematical Philosophy***

Beginning math learners have a huge advantage. Misconceptions about math can be identified and remediated earlier, if needed, preventing chronic conceptual and procedural errors. Early math scholars can seize the opportunity and develop the habit of thinking like mathematicians, which will benefit them throughout their numerical journey. Ideally, early math learners experience an "a-ha" moment, realizing that math too is a literacy to explore and enjoy.

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Note: This fall assessment is a benchmark analysis of Common Core math skills mastered and unmastered from the previous academic year.  Learners entering first grade will perform cumulative math skills taught in kindergarten and new second graders will assess on cumulative first grade math mastery. This fall assessment identifies learners who may need math instruction intervention to understand and engage in new grade-level concepts and procedures.
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**Scope and Sequence**

Most course curriculums provide a scope and sequence, which is a guideline when students should learn a particular skill in a given academic year. For example, most students would learn place value (i.e. Ones, Tens, Hundreds, etc.) before instruction on how to regroup in addition and subtraction. Assessment follows this philosophy, evaluating skills typically reviewed or taught by the beginning, middle and end of a school year.

**Assessment Timeline**

***Ideally, learners engage in assessment three times in one academic year: 

**Fall: This assessment identifies skills mastered and unmastered from the previous academic year (Kindergarten or first grade). 

**Winter. This assessment monitors skills typically taught by mid-year for either first grade or second grade.

**Spring: This assessment is a comprehensive analysis of skills taught by the end of the year for first grade or second grade.

**Assessment Domains**

**This assessment is based on Common Core mathematical standards in four domains: 
1.  Geometry
2.  Measurement and Data
3. Number and Operations 
4. Operations and Algebraic Thinking

**Conceptual vs. Procedural**

*Mathematics can be conceptual or procedural; and the questions asked for this assessment evaluate both.

**Assessment Format**

*Learners complete this assessment solely with pencil and paper, no physical objects (manipulatives) are needed. Learners view questions that appear on the Zoom screen; and present in different formats, including True/False,  short answer and multiple choice.

***Math Interview (Formative assessment)***

This class features a 10-15-minute math interview. Learners engage in two to three highly targeted grade-level skill probes to gain insight into their mathematical thinking process, which will be summarized in writing. Probes help gather information that can be used to plan and teach targeted instruction that's responsive to students' strengths and needs. This interview provides a safe space for learners to express their thinking process, where they may not feel the same way in a classroom setting.