Brittany Diltz

EDUC 460
3/7/2015
Professor Linda Steddom

Academic Progress Monitoring

Choosing the Topic:
I recently finished my student teaching in fourth grade at Delaware Elementary in
the Southeast Polk Community School District. At the beginning of my student
teaching experience I found out that my students took multiplication and division
time tests once a month. My cooperating teacher informed me that there was a
small group of students who seemed to continuously struggle with their higher
multiplication facts. So I decided that I would work this this group of students to try
and improve their fact fluency.

Baseline Data:
After approximately a week into my student teaching my fourth graders took their
time tests for January. I realized that six of my students were struggling with the
multiplication and division test and the problems they were getting stuck on were
their multiplication facts with 6s, 7s, 8s, and 9s. So I decided that for the duration
of my student teaching, I would pull these six students out twice a week to work on
their fact fluency.
Each time test included forty questions that the students would have two minutes to
solve for all of the answers for each test. The multiplication and division tests were
composed of questions that included the multiplication facts from 1-12. Below is a
chart of the results from my six students multiplication and division time tests for
the month of January:

Multiplication and Division Facts: January 2015

Student 6
Student 5
Student 4
Student 3
Student 2
Student 1
0

10

15

Multiplication

20
Division

Post Test:

25

30

35

Multiplication and Division Facts: February 2015

Student 6
Student 5
Student 4
Student 3
Student 2
Student 1
0

10

15
Multiplication

20

25

30

35

40

Division

During
my ten meeting times with the six students I made fun and engaging small group
activities to practice our multiplication and division facts just with the fact families
of 6-9. I decided to only focus on these fact families instead of 1-12 because these
were the families that I noticed all six of the students were really struggling in. The
activities that I had the students were simple and quick games because I was only
able to meet with them for a total of 20 minutes a week. After four weeks of working
with my six students it was time for them to take their time tests for the month of
February, the results are shown below:

Progress of Multiplication Facts From Jan-Feb

40
35
30
25
20
15
10
5
0

Student 1

Student 2

Student 3
January

Student 4

Student 5

Student 6

February

Progres
s Made:

Progress of Division Facts From Jan- Feb

35
30
25
20
15
10
5
0

Student 1

Student 2

Student 3
January

Student 4

Student 5

Student 6

February

Conclusion:
Upon looking at the data and the progress each student made or didnt make really
helped me to find areas where I could improve for the next time I designed an
4

academic progress monitoring for multiplication and division fact fluency. If I had the
chance to make revision to the intervention plan, I would focus more time on
division than I originally did. Most of my time was spent on practicing their
multiplication fact fluency. There were two students that actually declined in their
scores from January to February. These two students are ones that I struggled with
getting and keeping their attention and actually one of them is the student I created
a behavior intervention plan for. There are many other outside factors that can
affect the scores. I wish I could have had more time to work with students each
week and take tests each week for students to keep practicing while being timed.
However, for the small amount of time I was able to work with my six students I am
very proud of the small progress they each made.