Using Math General Outcome Measures and Diagnostic Assessment
This session introduces the design and purpose of General Outcome Measures (GOMs) in math. Participants will explore how GOMs support screening, goal setting, and progress monitoring. The session will also address using GOMs and classroom measures diagnostically to identify error patterns, student s
Date and time
Location
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Additional details
Session Dates and Locations:
November 2, 2026: Patides Alumni Center, 900 Senate Street, Columbia, SC 29201
March 2, 2027: R2i2 Conference Center, 763 Fashion Drive, Columbia, SC 29229
Session Times:
Registration: 8:30-9:00
Session: 9:00-4:00 with Lunch from 11:45-1:00 (on your own)
Participants should plan to attend both sessions. The intent of the professional development series is to promote the implementation and sustainability of practices beyond the initial training. The AASC 2026-27 MTSS Summit Series will consist of three components described below.
Initial Professional Learning: Participants will receive initial professional learning from a national expert in the field. The team will decide which specific strategy to implement on a small scale and develop an implementation plan.
Implementation Support: The team members will begin implementing their plan. During the implementation, AASC team members will provide virtual or on-site coaching and support. There will be one scheduled “office hour” with our national expert for questions and comments about implementation.
Insights from the Field: The final session will include each team sharing their implementation insights with their peers. The national leader for each topic will provide feedback and additional implementation ideas for the school or district, based on participants' insights.
Suggested Participants
The sessions are intended for small teams that can implement and disseminate these practices at the district and school level. The recommended team composition is as follows:
District Level Member: The district-level member will be responsible for ensuring alignment with district priorities and plans and for ensuring the necessary support at the school level.
School Level Instructional Leaders: The school instructional leaders should include individuals who can establish systems to implement the practices by embedding them within the existing tiered instructional system. These individuals will also be responsible for ensuring professional learning and coaching teachers in the building.
Teachers: There should be at least one peer-respected teacher who would implement the practices and serve as a demonstration model and peer coach for other teachers.
Districts may send more than one person per role and more than one school.
EACH TEAM MEMBER SHOULD COMPLETE A REGISTRATION FORM
Full Session Description
In this session, first, a brief overview of how GOMs are designed and the rationale for their use will be introduced. Next, participants will learn more about the basics of GOMs in math including what they represent and how data should be interpreted. Participants will learn more about the use of GOMs for screening, goal setting, and progress monitoring in a data-based decision making model. Finally, the use of GOMs and other classroom measures in a diagnostic manner will be discussed. Participants will learn more about how to use this data to determine error patterns and to identify student skill strengths and needs based on error types. This will lead to potential instructional changes or fine tuning that might be needed.•