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ASD’s Math Intervention Plan for Acadience Math

Whole class - Early Numeracy Skills daily, several skills one after another, similar to Heggerty
Small Group - Students scoring red and yellow - focused on Computational strategies (not standard algorithm)

Students scoring red and yellow focused on Computational strategies (not standard algorithm)

Students scoring red and yellow focused on Computational strategies and a range of algorithms

Use Benchmark Assessment Grade-Level Form to track item analysis and skills breakdown.
Determine which skills are proficient and which need intervention

For a specific skill, if there were 4 total problems, and the student attempted 2 of the 4 and got both of them correct, it may be safe to assume the student is proficient. However, if the student attempted 4 out of 4, but only got 2 of them correct, then the skill is NOT proficient. If the student did not attempt any of the problems for that skill/concept, the skill is NOT proficient. When in doubt, intervene.)

Form intervention groups by selecting students using the earliest skill or concept NOT yet proficient

Provide a string of related problems (see image below) - related problems are designed to get students to use a single strategy to solve increasingly difficult problems. Focus on ONE efficient strategy at a time that will prepare students to solve that problem type. This is not a focus on using the algorithm, but rather, help children use efficient strategies to solve problems.
Provide opportunities for students to solve several problems (4-5), sometimes on paper or whiteboard, but very often, using mental math.
Use models (drawn, base-ten blocks, unifix cubes, number lines, etc.) to help students understand and practice strategies
Ask students to explain their strategy for solving the problem (step by step).
Sum up the strategy and repeat with the time allotted.

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It’s not a time for drill and kill or worksheets.
You don’t need anything more than a few problems written on at a time on a small whiteboard easel.
Planning doesn’t need to take a long time or be complicated.
Do not copy and cut up or manipulate any of the Acadience Math benchmark or progress monitoring materials.

Progress Monitor Students: This can be done weekly, bi-monthly, or monthly depending on instruction given and student need

Choose 1 measure to progress monitor on. (Do not progress monitor on ALL of the measures.)

1st Grade begin the year on Early Numeracy skills, then work on Computation as students reach proficiency
2nd and 3rd Grades progress monitor on Computation, then Concepts and Applications as students reach proficiency

There is NO Form A or Form B when Progress Monitoring.
Tip: Make all of your Progress Monitoring copies once a month. (This will save you time)

FOLLOW THE TESTING SCRIPT. (Read the directions word for word, and time students correctly.)
Progress Monitor as part of your small group and observe what students are doing as they take the assessment. Take notes on any errors you see and notice when they are applying a strategy you worked on as a group.
When time is up, mention the strategies you saw them using correctly.
Ask students if there was one problem they want the group to help with and call on a student to share. As a group talk about possible strategies to solve the problem.
Score their tests later and enter the score on the Progress Monitoring Sheet.
Analyze their work and determine which strategy, concept, or skill you will work on next.
Select or develop your next problem string.

Additional suggestions to increase impact:

Use Progress Charts to help students chart their growth and take pride in their learning.
Set goals with students.
Use Number Sense Routines/Number Talks as part of your whole class daily instruction.

Resources:

1st Grade: NIF, MNF, BQD, AQD, Comp (additional PM sheets on assessment website)
2nd Grade: Comp, C&A
3rd Grade: Comp, C&A