Definition of Below Grade Level in Mathematics

House Bill 23-1231 underscores the commitment to elevate math education outcomes statewide. Precision in identifying the students facing challenges in math allows for targeted interventions, enabling early intervention and tailored support to bridge learning gaps. By embracing a clear definition of this category of student, schools and school districts can implement evidence-informed strategies, personalize learning plans and allocate resources effectively.

Definition of “Below Grade Level" or "Struggling in Math”

School districts, schools and public charter schools must provide access to linguistic, instructional and behavioral scaffolds/supports to grade level math content/practices through core instruction. If students have been provided with appropriate opportunities and supports to demonstrate grade level content/practices then:

"Below grade level" or "struggling in math," for purposes of math acceleration under House Bill 23-1231, is defined as a gap between a student's current level of math achievement, in one or more math standards*, and that expected of all students in that grade, at that time, as determined by a body of evidence.

*When assessing a student’s content knowledge, a standard is only an area of concern if a student is consistently struggling (struggling in terms of needing intervention, not productive struggle). Areas of concerns will fall into one of five standards (as defined by the Colorado Academic Standards in Mathematics): 

Guidance for determining students who are below grade level or struggling in math at the school or school district level

Schools and school districts are encouraged to use a body of evidence to inform their determination of whether a student is below grade level or struggling in math, what the student's strengths are and where the student requires support. This body of evidence will look different across grade levels and may include a range of data. National Research Council’s (NRC) defined five “strands” of mathematical proficiency can be a useful tool in identifying the interwoven and interdependent nature of mathematical proficiency, and where students may be struggling:

• Conceptual Understanding: Comprehension of mathematical concepts, operations and relations.

• Procedural Fluency: Skill in carrying out procedures flexibly, accurately, efficiently and appropriately.

• Strategic Competence: Ability to formulate, represent and solve mathematical problems.

• Adaptive Reasoning: Capacity for logical thought, reflection, explanation and justification; and

• Productive Disposition: Habitual inclination to see mathematics as sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy

Data Sources, Considerations and Examples

The following information describes potential data sources suitable for inclusion in a body of evidence, both for supporting school improvement and students. Schools and school districts are encouraged to include measures that address the full breadth of the Colorado Academic Standards in Mathematics, including Mathematical Practices, in their body of evidence.

  Teacher observation and grades

• Considerations:

  1. Below grade level in math: Teacher routinely adapts the assessments, as appropriate and allowable, to address a student’s needs. Further adaptations may be made to instructional content to support the student’s accessibility and learning needs.
  2. On grade level in math: Student uses all materials as presented in the curriculum.
  3. Above grade level in math: Teacher routinely provides enrichment work to challenge the student, adds challenge questions to assessments, or provides other material beyond the scope of the curriculum.
• Examples: Teacher observation checklist, end of term grades, progress grades, evaluation of student projects

Resources

• Mathematics Intervention Guidance 
• Supporting Struggling Learners in Math
• Mathematics Intervention at the Student Level
• Mathematics Intervention at the Institutional Level
• Intervention Rubrics to Improve Math Outcomes
• CDE's fact sheet for HB23-1231 (PDF)
• Subscribe to the CoMath Listserv for information to support quality mathematics education in Colorado and updates regarding House Bill 23-1231.

For further assistance, please contact mathacceleration@cde.state.co.us.