Data-Driven Instruction: A Protocol for Using MATHia Reports

MATHia uses progress monitoring and formative assessment to capture student growth and provide real-time, actionable results. This protocol is designed to help you quickly translate MATHia data into effective instructional support. Using insights from these reports alongside your professional expertise allows you to tailor academic support to your students’ specific needs.

Step 1: Collect and Triage Data (Determine the Scope of Need)

The primary goal of the first step is to quickly determine if a concept requires a whole-class adjustment or a targeted small-group intervention.

Instructional Question	Report to View	Key Data Point/Indicator
Do I need a WHOLE-CLASS re-teach? (Did my Tier 1 lesson miss the mark?)	Group Summary Progress Report	Look for class-wide non-mastery (a high percentage of students showing "In Progress" or "Remediation Suggested" status) across a single workspace.
How is my class progressing through the curriculum standards?	Group Summary Standards Report	Review overall progress toward course standards. From the Details table, select a standard code for detailed class distribution and associated workspaces.
Which students need SMALL-GROUP support? (Who didn't respond to core instruction?)	Group Summary Progress Report	Identify students in workspaces colored Orange (Remediation Suggested). These students need immediate, targeted support.

Step 2: Diagnose the Root Cause (Pinpoint the Missing Skill)

Once you've identified the students or workspaces requiring support, you must diagnose the specific foundational skill(s) they are missing.

To find the fundamental skills students are missing:

View the Group Summary Skills Report.
Select the Module and Unit where the challenging workspace is located.
Select the specific Workspace in question.
From this view, easily identify:
- The common skill deficit (look for the skill with the highest number of students in the "Remediation Suggested" column).
- Students who are Proficient or Nearing Proficiency (these students can be leveraged as peer tutors or given extension tasks).

To analyze student effort and work habits:

Individual Student Session Report: Review this report to analyze patterns in each student's use of hints and quantity of errors made. Look for students who rely heavily on hints or make repeated conceptual errors.

Step 3: Determine and Implement Teacher Moves (Action)

Base your intervention strategy directly on the size and type of the learning gap identified in Steps 1 and 2.

A. Whole-Class Instruction (Majority Need)

For skills or concepts where a majority of students need additional support (suggesting an issue with the initial lesson):

Address these concerns whole-class using a new instructional method.
Strategies include: Class re-engagement centers, working through a sample problem from the workspace together, incorporating the student-as-teacher model, or providing instruction that chunks the concept into smaller sub-skills.

B. Targeted Small-Group Intervention (10–20% Need)

For skills or concepts where a small group of students need additional support:

Provide targeted small-group intervention to focus only on the specific sub-skill they are missing.
These groups should occur during dedicated re-engagement time or while the majority of students are working independently in MATHia.

C. Individual Support (Persistent Gaps/Unresponsive to Tiers 1 & 2)

Consider intensive individual support for students who exhibit persistent learning gaps (repeatedly obtain “Remediation Suggested” status for completed workspaces, lack mastery in a majority of skills across one or more workspaces, fail to complete multiple assigned workspaces):

Arrange peer tutoring during class
Provide, or help arrange, 1:1 assistance outside of class
Assign MATHstream videos for individual students focusing on fundamental, prerequisite concepts