Assistance Team Training
* Math *
Iredell Statesville Schools
August 18, 2010
Presenters: Robert Locke and Steve Tedone, School
Psychologists
Snakes and Heights and Math, OH MY!
Math is right up there with snakes,
public speaking and heights.
Burns, M. (1996). Math: Facing an American Phobia. New
York: Math Solutions Publications
Objectives
Presenting the rationale for the process.
 Assessing the student’s current
performance and areas of skill deficit.
 The shaky foundations of math difficulties.
 Choosing interventions that meet legal
and educational standards.
 Progress monitoring and steps in the
process.
 Interpreting the data and evaluating for
next steps.

Heard this one before? DATA!!

“data that demonstrate that … the child
was provided appropriate instruction…by
qualified personnel … repeated
assessment of achievement at reasonable
intervals, reflecting formal assessment of
student progress during
instruction…provided to the child’s
parents.”
A Standard to Live By

“…measurable, observable and that it
should assess the student’s status at the
beginning, intermediately and at the end
of the interventions.”
But, measure what?
Identify the Skill Deficit for Progress
Monitoring
Fast facts of a particular type.
 Problem solving proficiency for specific
problem types (i.e. two-step mixed
operations, solving for area or volume,
solving a single variable algebraic
expression).
 Word problems of a particular type.
 Use probes or class work to analyze the
specific errors being made.

Aids to Data Collection
Considerations
Consistency of measurement.
 Measure comparison group, usually the
class.
 Use what you have when you have it.
 Comparison to group within context of
clientele.

Foundations of Math Failure
Memory
 Language deficits
 Passive learners
 Attention/impulsivity
 Organizational skills
 Anxiety
 Processing problems/filtering

Hey! It’s Not Just Me!
Rapid spiral of curriculum.
 Insufficiently supported explanations and
activities.
 Insufficient practice and feedback.
 Inflexible instructional practices.

Seemed like a good idea at the time!
Accommodations are not interventions.
 Interventions are instructional.
 Interventions follow from curriculum and
classroom based assessments

Identifying Intervention Options


From DPI: “Research-based interventions are
strategies, teaching methodologies and supports
that have been shown through one or more valid
research studies to help a student improve
academic, behavioral/emotional or functional
skills. The interventions…must be designed to
address the skill deficiency of the particular
individual student.”
The consensus in Iredell-Statesville Schools: An
intervention must involve direct instruction.
It CAN (and probably should) contain strategies as
well, but there must be an instructional
component.
Excerpted from DPI website.”
No!
Modified seating.
 Working with peer or in a group.
 Extended time.
 Praise, attention.
 Renaming or relabeling.
 More, not different.

Yes!
Change in instructional strategy using
specific research based methods targeted
to the needs of a particular student.
 Clearly delineated format for an external
interventionist.
 Teaching a versatile strategy in the
context of instruction as an individually
developed intervention.

Research Based Components of
Effective Math Instruction
Concrete-Representational-Abstract
 Direct/explicit instruction with modeling
 Instructional Variables
 Computer Assisted Instruction/Teacher
Led or Monitored
 Strategy Instruction
 http://www.k8accesscenter.org/

Decision Making
Data trends drive the decision making.
 Don’t place too much emphasis on
meeting the class average.
 Focus on the intervention and data, not on
the how many weeks have passed.
 Consider the client context.
 Your school psychologist can help
determine if data patterns suggest a
referral for evaluation is appropriate.

Specific Strategy Instruction as an
Individually Developed Intervention
Modeling – Visually/Verbally
 Structured worksheets
 Patterns of Instruction







Advance Organizer
Teacher modeling of strategy steps
Guided practice
Feedback – immediate with reteach
Generalization: Frequent replays
What makes these interventions?
Specific Strategy Instruction as an
Individually Developed Intervention
Modeling – Visually/Verbally
 Structured worksheets
 Patterns of Instruction







Advance Organizer
Teacher modeling of strategy steps
Guided practice
Feedback – immediate with reteach
Generalization: Frequent replays
What makes these interventions?
How does this work with the new ISS
A-Team forms?

Let’s take a look…
Some Areas of Mathematic Deficit
Computation
 Math fact fluency (speed and/or accuracy)
 Number sense/place value
 Problem solving
 Order of operations
 Algebraic reasoning
 Data analysis
 Geometry
 Measurement

Identifying a Specific
Academic or Behavioral Area
of Concern
Mathematics – multiplication fact fluency
Determining Current Level of
Functioning in Area of
Concern
Mathematics – multiplication fact fluency
Multiplication
fact timed test: 17 /
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
How can we measure the student’s
“current level of functioning”?

Weekly PDSA scores (class or individual)

Predictive Assessment score on target objective

Baseline Assessment score on target objective

Classroom assessments

Previous EOG performance
Relevant Information for
A-Team Discussion

Sleeps in class

Not engaged in subject or
topic

Attendance/tardiness
problems

Home/family issues

Comes to class without
materials

Observations/input from
parents

Inconsistent homework

Observations/input from other
school personnel (previous teachers,


special areas, counselor, etc.)
Inattentive

Birth date

Transient family
Misbehavior
Identifying Progress Monitoring
Options

What is Progress Monitoring?




“Progress monitoring is a scientifically based practice
that is used to assess students' academic performance
and evaluate the effectiveness of instruction.”
Involves repeated measures using a consistent
assessment at regular intervals (usually weekly).
As student progress is measured, instructional
techniques are adjusted to meet the individual student’s
learning needs.
For Assistance Team data collection, the use of
the ISS Progress Monitoring chart is not required,
but a visual representation (graph or chart) of
your data IS required.
Excerpt from the National Center
on Student Progress Monitoring.
Identifying Progress
Monitoring Options
A measurable, consistent example…
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication
fact timed test: 17 /
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
Identifying Progress
Monitoring Options
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication
fact timed test: 17 /
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
Example of Progress Monitoring Chart
Facts Correct in 5 minutes
John Doe
4th Grade
Math – multiplication fact fluency
100
90
80
70
60
50
40
30
20
10
0
x
●
x
x
●
●
Baseline Data (Class and Student)
Progress Monitoring Data
Progress Monitoring Data
(Class and Student)
(Class and Student)
Cycle 1
Cycle 2
Identifying Intervention Options


From DPI: “Research-based interventions are
strategies, teaching methodologies and supports
that have been shown through one or more valid
research studies to help a student improve
academic, behavioral/emotional or functional
skills. The interventions…must be designed to
address the skill deficiency of the particular
individual student.”
The consensus in Iredell-Statesville Schools: An
intervention must involve direct instruction.
It CAN (and probably should) contain strategies as
well, but there must be an instructional
component.
Excerpted from DPI website.”
Identifying Intervention
Options
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication Cover-Copy-Compare
fact timed test: 17 / practice daily with 10 facts
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
What is that example intervention?
Cover-Copy-Compare





Teacher prepares
worksheets for the student
to use (can be generated
on Intervention Central)
Computation problems
with answers appear on
left side; same problems
appear on right side,
unsolved
Student looks at left
“solved side”
Student covers left “solved
side” with index card, and
computes the answers on
the right “unsolved side”
Student uncovers left side
and checks own work
4
4
X5
X5
20
3
X2
6
3
X2
6
X4
24
6
X4
4
X3
12
4
X3
“Cover-Copy-Compare”, on
www.interventioncentral.org
At the End of the First Meeting…

The first intervention is agreed upon.

A team member is assigned to implement
intervention, monitor progress, and track data.

A-Team members date and sign form.

A-Team members set a date for next meeting.
Review of Cycle 1 Interventions and Development of Cycle 2 Interventions
Signatures
Date:________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
___________________________________________________Parent(s)
Date of Next Meeting to Review Progress _________________________
Example of Progress Monitoring Chart
Facts Correct in 5 minutes
John Doe
4th Grade
Math – multiplication fact fluency
100
90
80
70
60
50
40
30
20
10
0
x
●
x
x
x
x
●
●
●
●
Baseline Data (Class and Student)
x
●
Progress Monitoring Data
Progress Monitoring Data
(Class and Student)
(Class and Student)
Cycle 1
Cycle 2
Documenting Results of
Interventions
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication
fact timed test: 17 /
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
Minimal improvement:
Cover-Copy-Compare
flat/plateaued trend line
practice daily with 10 facts (19/100 at end of 3 wks)
Discussion and Decision Making

Team evaluates data and the impact of the intervention on
student performance (based on Progress Monitoring chart).

In our example, the first intervention yielded no change in
student performance.

Therefore, A-Team members would make the decision to
discontinue the initial intervention (Cover-Copy-Compare).

The Cycle 2 Intervention would then be implemented.
Student and class data is tracked for adequate data
comparison.

A-Team members date and sign form.
Review of Cycle 1 Interventions and Development of Cycle 2 Interventions
Signatures
Date:________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
_________________________________Position__________________
___________________________________________________Parent(s)
Date of Next Meeting to Review Progress _________________________
Identifying Intervention
Options
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Minimal improvement:
Multiplication Cover-Copy-Compare
fact timed test: 17 / practice daily with 10 facts flat/plateaued trend line
(19/100 at end of 3 wks)
100 correct in 5 min
(class avg. 64/100); 15 min. daily incremental
Baseline test score on rehearsal with adult (using
flashcards)
3rd Gr. 1.03: 33%
What is that example intervention?
Incremental Rehearsal

“Builds student fluency in basic math facts
by pairing unknown computation items
with a steadily increasing collection of
known items.”

“…makes use of concentrated practice to
promote fluency and guarantees that the
student will experience a high rate of
success”
Excerpts from “Math Computation: Promote Mastery of Math Facts Through
Incremental Rehearsal”, by Jim Wright. Found on www.interventioncentral.org
What is that example intervention?
Incremental Rehearsal – Example:

Interventionist works through a set of fact
flashcards with student, sorting into
known (2 second recall) & unknown facts

Interventionist randomly selects 9
“known” facts to use as the “known facts
deck” for this intervention

All unknown facts go into “unknown facts
deck” for this intervention
What is that example intervention?
Incremental Rehearsal – Example:

Interventionist takes single card from unknown facts deck,
reads fact and answer, student repeats

Interventionist takes known fact and pairs it with the
unknown fact, asks student to provide answers

If student errs or hesitates, interventionist provides answer,
student repeats

Continue until all cards answered correctly within 2 seconds

Interventionist repeats sequence: adds another known fact
after adding an unknown
Example of Progress Monitoring Chart
Facts Correct in 5 minutes
John Doe
4th Grade
Math – multiplication fact fluency
x
100
90
80
70
60
50
40
30
20
10
0
x
●
x
x
x
x
x
x
●
●
●
●
Baseline Data (Class and Student)
●
●
x
●
●
Progress Monitoring Data
Progress Monitoring Data
(Class and Student)
(Class and Student)
Cycle 1
Cycle 2
Documenting Results of
Interventions
Mathematics – multiplication fact fluency
Weekly multiplication fact timed test (100 facts – 5 min.)
Multiplication
fact timed test: 17 /
100 correct in 5 min
(class avg. 64/100);
Baseline test score on
3rd Gr. 1.03: 33%
Minimal improvement:
Cover-Copy-Compare
flat/plateaued trend line
practice daily with 10 facts (19/100 at end of 3 wks)
15 min daily incremental Increasing improvement
rehearsal with adult (using (58/100 at end of 3 wks)
flashcards)
Discussion and Decision Making

Team evaluates data and the impact of the
intervention on student performance (based on
Progress Monitoring chart).

In our example, the second intervention yielded a
positive change in student performance.

Therefore, A-Team members would make the
decision to continue the second intervention
(Incremental Rehearsal).

A referral to the Exceptional Children’s
Department would NOT be considered at this
time.

A-Team members date and sign form.
Summary of Intervention
Outcomes and Team Decision
1st intervention (cover-copy-compare) resulted in little
improvement – therefore discontinued; 2nd intervention (incremental rehearsal) resulted in moderate
success – intervention will remain in place with continued progress monitoring of performance
DATE
X
SIGN
SIGN
Now Your A-Team is
Concrete-Representational-Abstract
Instruction with hands-on representations.
 Begins usually with objects.
 Moves to semi-concrete representations
with drawing or pictures.
 Abstract presentations with integration of a
mnemonic strategy such as STAR.
 http://www.k8accesscenter.org/training_re
sources/CRA_Instructional_Approach.asp

Research: rarely used past primary yet representational
thinking often at fifth grade level.
Concrete-Representational Example
Concrete-Representational Example
Metacognitive/Strategy Instruction as an
Intervention

Mnemonics such as STAR





Search the word problem
Translate the word problem
Answer the word problem
Review the solution
Studies found that prior to instruction
many students bypassed problem
representation and start with problem
solving.
Useful Links
http://www.interventioncentral.com/
 http://www.k8accesscenter.org/
 http://www.coedu.usf.edu/main/departme
nts/sped/mathvids/index.html
 http://mathforum.org/t2t/
 http://www.unl.edu/csi/math.shtml
 http://www.gosbr.net/
