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An Educator’s Guide to Mathematics: Response to Intervention, Data-Based Decision Making, and the

Implementation of Evidence-Based Interventions

Jana Drummond Marissa Malouf

Mary Trento Caroline Weishaupt

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TABLE OF CONTENTS

PART I: MATHEMATICS IN EDUCATION……………………………………………………….... 4

CHAPTER 1: INTRODUCTION TO MATHEMATICS……...…………………………………. 5

CHAPTER 2: RESPONSE TO INTERVENTION..………………….......................................... 8

A. INTRODUCTION…………………………………………………………………... 8

B. ASSESSMENT……………………………………………………………………... 8

C. TIER SYSTEM…………………………………………………………………… 10

D. MATH IN TIER 1, TIER 2, & TIER 3…………………………………………….. 12

E. EVIDENCE BASED PRACTICES………………………………………………….. 15

F. DATA-BASED DECISION MAKING……………………………………………… 16

PART II: WEB RESOURCES…………………………………………………………………..…. 19

CHAPTER 3: MATH LANDING…………………………………………………………… 20

CHAPTER 4: IXL LEARNING…………………………………………………………….. 21

A. TAKE IXL ON THE GO............................................................................................ 23

CHAPTER 5: DREAMBOX LEARNING……………………………………………………. 24

A. STOP DREAMING & START DREAMBOX LEARNING…………………………….. 26

CHAPTER 6: THINK CENTRAL…………………………………………………………... 27

CHAPTER 7: MATH IS FUN!……………………………………………………………... 29

CHAPTER 8: MATH DRILLS……………………………………………………………... 30

PART III: INTERVENTION RESOURCES…………………………………………………………. 32

CHAPTER 9: MATH FACT FLUENCY…………………………………………………….. 33

A. INCREMENTAL REHEARSAL………………………………………………......... 34

B. COVER, COPY, AND COMPARE…………………………………………………. 40

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CHAPTER 10: MNEMONICS……………………………………………………………… 44

A. PEG WORD MNEMONICS………………………………….……………………. 45

B. WORD PROBLEM MNEMONICS……………………..………………………….. 50

CHAPTER 11: KHAN ACADEMY…………………………………………………………. 55

A. MOVING INTO THE FUTURE……………………………………………………… 59

PART IV: ADDITIONAL RESOURCES…………………………………………………………… 60

A. CHECK THESE SITES OUT!………………………………………………………. 61

PART V: ABOUT THE AUTHORS………………………………………………………………… 62

A. WE’RE HERE TO HELP!.......................................................................................... 63

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PART I:

Mathematics

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Chapter 1 INTRODUCTION TO MATHEMATICS

According to the National Assessment of Educational Progress, the first year of

assessment, in 1977, does not show any significant increase or difference to the scores of 2012

(National Math &Science Initiative, 2014). From these results, the national public education

incorporated the Common Core State Standards (CCSS) regarding the need to prepare students

for college and a career after high school (NAEP, 2012). According to The Condition of

College and Career Readiness 2013 survey, only forty-four percent of high school student

graduates are prepared for college-level math (ACT, 2013). There are three times more

unemployed high school dropouts older than 25, than there are college graduates (United States

Department of Labor, 2012). Since 2010, 46 states have been implementing and adopting the

CCSS, in hopes to increase the expectations of students and to prepare them for the next level

after high school (Achieve, 2013). The math portion aims to develop students’ mathematic

concepts of understanding how and why to apply certain techniques within real-world situations

(NAEP,2012). The CCSS made six instructional shifts that teachers are to incorporate. These

include, focusing on mathematic standards, the cohesion of transferring previously learned

knowledge to the next topic, fluency with simple calculations to work through complex concepts,

deep understanding through writing and speaking through a variety of perspectives, applying the

appropriate math concept to calculations, and dual intensity within practicing and understanding

the mathematical skills (NAEP, 2012). With these recent changes to the math curriculum, school

psychologists must be involved to ensure students and teachers remain on track to provide

success within the classroom. Preparation of prevention and intervention resources will offer

teachers additional assistance to provide each student with a successful education.

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In a recent article by Jones (2013), math was shown to be the most valuable subject to

learn throughout a person’s educational path, yet only thirty-five percent of our nation’s eighth

grade students perform at or above the proficient level of mathematics (Jones, 2013 & National

Math & Science Initiative, 2014). The students who fall below the proficient levels are at higher

risk of developing math anxiety (Beilock & Willingham, 2014). Students as young as

elementary school have demonstrated symptoms of math anxiety. This is due to lack of basic

building blocks of reasoning and thinking, such as counting objects, deciding which number

represents the larger quantity sizes, and rotating three-dimensional objects. When students

become anxious about math, their working memory is not fully engaged in learning the

mathematic concepts. Instead, their focus is toward their concern about getting the problem

wrong or looking foolish in front of their peers (Beilock & Willingham, 2014). Providing

teachers with the tools to implement prevention and intervention strategies to promote healthy

math appreciation at the elementary level should help prevent the rise of anxiety among those

students.

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Sources:

ACT. (2013). The condition of college and career readiness: National.

Retrieved from: http://www.act.org/research/policymakers/cccr13/pdf/CCCR13-

NationalReadinessRpt.pdf

Beilock, S.L., Willingham, D.T. (2014). Math anxiety: Can teachers help students reduce it?.

American Educator. Retrieved from: https://hpl.uchicago.edu/sites/hpl.uchicago.edu

/files/uploads/American%20Educator,%202014.pdf

Jones, J.M. (2013). Americans grade math as the most valuable school subject.

Retrieved from: http://www.gallup.com/poll/164249/americans-grade-math-valuable-

school-subject.aspx

National Math & Science Initiative. (2014). Stem Education & Workforce.

Retrieved From: https://www.nms.org/Portals/0/Docs/STEM%20Crisis%20

Page%20Stats%20and%20References.pdf

National Assessment Educational Progress (NAEP). (2012). Trends in academic progress:

Reading 1971-2012 & Mathematics 1973-2012. Retrieved from:

http://nces.ed.gov/nationsreportcard/subject/publications/main2012/pdf/2013456.pdf

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Chapter 2 RESPONSE TO INTERVENTION

Introduction

Response to intervention (RTI) increases student performance by combining universal

screening of academic behavior problems with supplemental and rigorous instructional support

(Shinn and Walker, 2010). This three-tiered approach provides instruction along a continuum of

least restrictive environment, allowing students to migrate based on the collection of data during

the assessment process (Shinn and Walker, 2010). In order for schools to provide effective and

adequate instruction and intervention to improve child outcomes their resources must be aligned

and allocated (Shinn and Walker, 2010). Intervention and instruction are determined on the basis

of student needs rather than being limited to those students whom have a disability (Shinn and

Walker, 2010). Essentially, it is the purpose of RTI to improve the performance for all students,

those with a disability and those without (Shinn and Walker, 2010)

Assessment

The purpose of assessment in RTI is to use the gathered information as the basis for

differentiating instruction so it is more responsive to students’ needs and more likely to

accelerate students’ learning. Assessments are given to meet state and federal requirements,

examine students at a state, district and school level to determine the most appropriate

educational setting, and to evaluate student growth over time (Brown-Chidsey, Bronaugh and

McGraw, 2009). RTI requires data to be gathered for a multitude of reasons described as the

following: screening, diagnostics, progress monitoring, and outcome assessment.

“Is there a problem?” Screening assessments help us answer this very meaningful

question (Brown-Chidsey, Bronaugh and McGraw, 2009). Screening is in reference to data that

is gathered before instruction in order to determine which students may require further

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assessment. It also provides schools and teachers with a collection of information about the

nature of student achievement overall. These tests paint a picture of how individual students are

performing in a specific target area (Brown-Chidsey, Bronaugh and McGraw, 2009). The

measures used for screening are often readily available (e.g., scores on beginning-of-the-year

standardized tests or on the previous year’s state assessments) and are quick and easy to

administer to large numbers of students. These tests then provide educators with information on

those students who may need additional support and/or accelerated support (Brown-Chidsey,

Bronaugh and McGraw, 2009). “They act as the thermometer of the education world. Screening

measures, like thermometers, assess a small part of the whole picture” (Brown-Chidsey,

Bronaugh and McGraw, 2009).

“What is the problem?” Diagnostic assessments assist us in answering this question

(Brown-Chidsey, Bronaugh and McGraw, 2009). Following the screening we begin to dig

deeper, looking at students on the individual level and separating them based on strengths and

weaknesses for the purpose of planning instruction and proving appropriate interventions.

Essentially, diagnostic tests help us to target specific areas of performance that students need to

work on (Brown-Chidsey, Bronaugh and McGraw, 2009). They are often individually

administered, allowing the educator to adjust the assessment based on student ability.

“Is the instruction successful?” Progress monitoring allows educators to respond this

question (Brown-Chidsey, Bronaugh and McGraw, 2009). These measures are brief because

they look at student growth that has been documented over time. Often, these assessments align

with screening tests to measure if the student has responded to the intervention, remained the

same, or decreased (Brown-Chidsey, Bronaugh and McGraw, 2009). It is ideal to give these

assessments either once a week or every two weeks while the intervention is in place to

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adequately document change in performance (Brown-Chidsey, Bronaugh and McGraw, 2009).

If the assessment provides information that the skills have increased in the target area, then the

intervention is deemed successful (Brown-Chidsey, Bronaugh and McGraw, 2009). However, if

the intervention shows a decrease in performance this provides the educator with information

that the intervention must be changed (Brown-Chidsey, Bronaugh and McGraw, 2009).

“How are we doing overall?” Outcome assessments allow us to answer this final question

(Brown-Chidsey, Bronaugh and McGraw, 2009). Schools gather data at the end of the year

(standardized state tests) to determine the effectiveness of instruction and student year-end

overall performance in comparison to grade-level expectations. These assessments are designed

through an extensive development process to ensure proper measuring and consistency amid

testing items (Brown-Chidsey, Bronaugh and McGraw, 2009). They provide a general idea of

where students, educators, schools, and districts are performing as a whole (Brown-Chidsey,

Bronaugh and McGraw, 2009).

Tier System

RTI is a multi-tiered problem-solving approach that provides assistance and support

services to students who may be struggling academically and/or behaviorally within general

education. Students within RTI are assigned to increasingly intensive intervention levels; such

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as Tier 1, Tier 2, and Tier 3. Their placement among the RTI tiers is determined based on their

level of responsiveness to the evidence-based interventions (Gresham, Reschly, & Shinn, 2010).

In order to comprehensively understand RTI, it is necessary to identify each tier comprised

within the RTI system.

Tier 1 of RTI is identified as the least intense level of intervention. Specifically, it falls

under the general education instruction that all students receive. It includes high levels of

classroom engagement, positive classroom management, and differentiated instruction. Tier 1

assesses all students through benchmark assessments and/or universal screening at least three

times a year (Kampwirth & Powers, 2012). Within Tier 1, 80-90% of students’ academic and

behavioral needs are met. However, it is reported that 10-20% of students will not respond to the

evidence-based instructional practices within Tier 1. Students who do not respond to such

practices progress to Tier 2 for more intensive instruction (Erchul & Martens, 2012).

Tier 2 of RTI provides students with core curriculum instruction, as well as more intense

interventions, when compared to Tier 1. Specifically, Tier 2 may increase the intensity of an

intervention by providing more teacher-centered, systematic, and explicit instruction, increased

duration and frequency, and smaller or more homogeneous group instruction (Kampwirth &

Powers, 2012). The literature suggests that 5-15% of students require more intensive instruction

through Tier 2. If students respond to interventions provided within Tier 2, they are then able to

return to Tier1 core instruction. However, if students continue to exhibit difficulties and lack

responsiveness to interventions within Tier 2, they are to progress to Tier 3 (Erchul & Martens,

2012).

Tier 3 of RTI provides students with the core curriculum, as well as increased intensity of

instruction or intervention when compared to Tier 2. Specifically, Tier 3 is identified as having

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the greatest level of intensity, frequent intervention implementation, and implementation occurs

for a long duration (Erchul & Martens, 2012). According to Erchul & Martens (2012),

approximately 5% of students require Tier 3 instruction. If students respond successfully to Tier

3 interventions, they may return to Tier 1 or Tier 2. However, students who do not respond to

Tier 3 may continue to receive Tier 3 interventions, or may be referred for special education

(Erchul & Martens, 2012).

Math in Tier1, Tier2 & Tier3

“All young Americans must learn to think mathematically, and they must think

mathematically to learn” (National Research Council, 2001, pg. 16, as cited in Clarke, Doabler,

& Nelson, 2014). However, learning to think mathematically, and thinking mathematically to

learn may be extremely challenging for some students. According to Lerner & Johns (2009),

approximately 6-7% of students within general education demonstrate “serious” difficulties in

mathematics. In order to help prevent students from further developing or experiencing long-

term difficulties within math, and ultimately assist students in succeeding in math, it is essential

to address how Tier 1, Tier 2, and Tier 3 instruction of RTI can be implemented (Clarke, Doabler,

& Nelson, 2014).

Tier 1

As previously discussed within “Tier System,” Tier 1 of RTI encompasses the

deliverance of core instruction to all general education students (Kampwirth & Powers, 2012).

According to Brown-Chidsey, Bronaugh, & McGraw (2009), there are four components required

when implementing Tier 1 instruction in math; initial assessment and progress monitoring,

presentation techniques, error-correction procedures, and diagnosis and remediation.

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The first component of Tier 1 instruction in math, initial assessment and progress

monitoring, involves assessing students in order to identify current math skills. This helps

teachers identify which math skills are to be taught next. Once students are assessed, it is crucial

to monitor students’ progress regularly (Brown-Chidsey, Bronaugh, & McGraw, 2009). In

addition to initial assessment and progress monitoring, teachers are encouraged to present

lessons through particular techniques; modeling, guided practice, independent practice and

review. Furthermore, it is necessary for teachers to present instruction that is organized, engages

students concurrently, and builds on what students know (Brown-Chidsey, Bronaugh, &

McGraw, 2009).

The third component, error-correction, is essential for effective instruction at Tier 1.

Error-correction helps prevent students from incorrectly learning a math skill and having to

“unlearn” the incorrect method, and to later learn the correct method. Moreover, immediate

error-correction can help reduce frustration for students, and help students master math skills at a

faster rate. The final component, remediation and diagnosis, involves “re-teaching” select math

skills numerous times in order to benefit all students. In addition, teachers are to identify

difficulties students may encounter, and based on those difficulties, provide adjusted instruction

for the whole class (Brown-Chidsey, Bronaugh, & McGraw, 2009).

Tier 2

If students continue to demonstrate difficulties in Tier 1 math instruction, they progress to

Tier 2; supplemental interventions. In addition to receiving core instruction, students in Tier 2

may receive supplemental math instruction in small groups of 3 to 5 students, which may

convene 2 to 5 days a week. Ultimately, it is crucial for teachers to identify students learning

needs, so that intervention may be selected appropriately. For teachers providing Tier 2 math

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interventions, there are three specific instructional practices recommended that may be utilized

within the classroom; peer-assisted learning, explicit instruction, and tracking and reviewing

student performance data collaboratively with students (Brown-Chidsey, Bronaugh, & McGraw,

2009).

The first Tier 2 instructional practice, peer-assisted learning strategies (PALS), is a

structured peer-based learning system that entails specific steps all students must learn. Within

PALS, struggling math students are able to practice math facts and receive corrective feedback

from a peer, in order to help enhance their math skills. PALS is a beneficial intervention for

students who exhibit difficulties in math. Specifically, PALS can be implemented by teachers

within the classroom by using all students, despite each student’s skill level, and will most likely

assist students with math difficulties when used in conjunction with Tier 1 instruction (Brown-

Chidsey, Bronaugh, & McGraw, 2009).

The second Tier 2 instructional practice teachers are recommended to use is explicit

instruction. According to Baker, Gerston, & Lee (2002), as cited in Brown-Chidsey, Bronaugh,

& McGraw (2009), when teachers provided struggling students with sequenced, direct, and

explicit math instruction, students made significant progress with their math skills. Explicit

instruction can be utilized by teachers in Tier 1, however, explicit instruction utilized within Tier

2 is more explicit and direct (Brown-Chidsey, Bronaugh, & McGraw, 2009).

The third suggested instructional practice in Tier 2, is for teachers to track data regarding

student performance and share all collected data with students who may demonstrate difficulties

in math weekly. By collaboratively reviewing data, students are able to review their progress,

which can result in the improvement of students’ math fluency skills (Brown-Chidsey, Bronaugh,

& McGraw, 2009). According to Brown-Chidsey, Bronaugh, & McGraw (2009), fluency is a

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measure of speed and accuracy, conjointly. Specifically, fluency can be defined as “the accurate

performance of a skill within the time frame needed for that skill, so using math skills fluently

means using them accurately for the purpose at hand” (Brown-Chidsey, Bronaugh, & McGraw,

2009, pg. 111).

Tier 3

Students who continue to exhibit difficulties and demonstrate an increased need for

additional support in mathematics, subsequent to receiving Tier 2 interventions, progress to Tier

3; intensive interventions. During Tier 3, students receive intensive versions of mathematical

methods and instruction, in comparison to Tier 2 instruction. In Tier 3, students who continue to

struggle in math are typically referred for a comprehensive evaluation, in order to identify and

specify students’ math difficulties, and/or determine eligibility for special education (Brown-

Chidsey, Bronaugh, & McGraw, 2009).

Evidence Based Practices The RTI process requires teachers to utilize instructional programs and interventions that

have been proven to be effective through evidence based research (Justice & Fey, 2004).

Evidence based practices should be used in comparison to other instructional & intervention

methods, like those based on theory, professional opinions, or testimonials, because they “have a

proven track record [of] increas[ing] the probability of positive outcomes for students” (Brown-

Chidsey & Steege, 2010, pg. 42). There are many resources that teachers can use when seeking

information regarding evidence-based programs and interventions. For example; if a student is

struggling in Mathematics, there are a number of online and print resources that provide

educators with suggested programs and interventions targeting specific skill areas, grade levels,

curricula, etc. However, before implementing such programs and interventions, teachers must

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collect data and information to help make decisions about which evidence-based practice is most

appropriate for their students (Kratochwill & Elisa, 2004).

Data-Based Decision Making

Teachers often use screening tools like homework, quizzes, tests and curriculum based

measurements to identify how students are performing in the classroom. Data collected from

these measures can help teachers better understand a student’s academic strengths and

weaknesses and make educational decisions to improve their performance (Lembke, Hampton, &

Beyers, 2012). As mentioned previously, information obtained through screening and

assessment can be used to identify students who are academically at risk and require Response to

Intervention supports (Brown-Chidsey & Steege, 2010). Data analysis and decision-making

should occur at all levels of RTI implementation and instruction (Brown-Chidsey & Steege,

2010). Teachers can use screening and progress monitoring data to inform decisions related to

instruction and student placement within the multi-level prevention system (Lembke, Hampton

& Beyers, 2012). Actively involving teachers in the RTI and decision making process is very

essential to ensuring academic improvement and student success.

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Sources:

Brown-Chidsey, R., Bronaugh, L. & McGraw, K. (2009). RTI in the classroom. New York:

Guilford Press.

Brown-Chidsey, R. & Steege, M. W. (2010). Response to intervention: Principles and

strategies for effective practice (2nd ed.). New York, NY: Guilford Press.

Clarke, B., Doabler, C. T., & Nleson, N. J. (2014). Best practices in mathematics assessment

and intervention with elementary students. In P. Harrison & A. Thomas (Eds.). Best

practices in school psychology: Data-based and collaborative decision making.

Bethesda, MD: National Association of School Psychologists.

Erchul, W.P., & Martens, B. K. (2012). School consultation: Conceptual and empirical bases of practice (3rd ed.). New York, NY: Springer. Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational

improvement: Research, legal and practice perspectives. In M. R. Shinn & H. M. Walker

(Eds.). Interventions for achievement and behavioral problems in a three-tier model

including RTI. Bethesda, MD. National Association of School Psychologists

Justice, L. M., & Fey, M. E. (2004). Evidence-based practice in schools. ASHA Leader, 9(17), 4

5,30-32. Retrieved from

http://search.proquest.com/docview/218106773?accountid=28549

Kampwirth, T. J., & Powers, K. M. (2012). Collaborative consultation in the schools: Effective practices for students with learning and behavior problems (4th ed.). Upper Saddle River, NJ: Pearson.

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Kratochwill, T. R., & Elisa, S. S. (2004). Evidence-based practice: Promoting evidence-based

interventions in school psychology. School Psychology Review, 33(1), 34-48. Retrieved

from http://search.proquest.com/docview/219647505?accountid=28549

Lembke, E., Hampton, D., & Beyers, S. (2012). Response to intervention in mathematics:

Critical elements. Psychology in the Schools, 49(3), 257-272.

Lerner, J., & Johns, B. (2009). Learning disabilities and related mild disabilities (12th ed.).

Boston: Houghton Mifflin Harcourt Publishing Company.

Shinn, M. & Walker, H. (2010). Interventions for achievement and behavior problems in a

three-tiered model including RTI. Bethesda, MD: National Association of School

Psychologists.

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PART II:

Web Resources

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Chapter 3 MATH LANDING

Mathlanding.com is a math website containing resources for grade levels from Pre-k

through 6th grade . The website is designed to help teachers and parents access resources and

engage their students or children actively in learning. Mathlanding.com includes lessons linked

to Common Core Standards, interactive games to be used at home or in the classroom, as well as,

worksheets, and activities for classroom use. The website is easy to navigate and use. Teachers

and parents can choose from over 10 math topics as well as their student’s grade level,

mathlanding.com then sorts and generates a list of activities, interactive games, and worksheets

that educators and parents can use to supplement student learning.

Teachers can also create a free account, which allows them to create groups, in which

parents have direct contact with teachers. Teachers can share worksheets or activities with the

group, allowing parents to have a clear understanding of the activities or skills they should be

working on with their children. Additionally, Mathlanding.com contains professional

development information, webinars, community blogs, and discussion boards that educators can

use to stay up-to-date on new math websites, interventions, activities and worksheets.

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Chapter 4 IXL LEARNING

IXL.com is a great web resource for teachers to use in their classrooms. IXL provides

teachers with interactive math lessons covering a variety of skills. Ranging from Pre-k to

Precalculus, students have the opportunity to practice and improve upon their skills in up to 14

different grade levels and 20 math topic/skill areas, with each area containing anywhere from 45-

300 practice sections. While IXL requires a membership to use to its fullest extent, it is fairly

inexpensive for parents and schools to purchase. Although purchasing a membership is

necessary in order to use the website’s resources in their entirety, students can still benefit from

using IXL. The website provides 20 free problems for each of its skill areas, giving students the

opportunity to practice their skills. With a membership, teachers are able to assign IXL modules

for classroom or homework.

Teachers are able to see how students perform, identify their areas of strength and areas

of weakness. Teachers can use IXL as a part of classroom learning, or as an intervention by

providing students with supplemental information and practice of difficult skills. Teachers can

use IXL to generate reports on student progress, gaining access to meaningful performance

tracking charts, set goals and keep students on task, and celebrate student progress. Not only is

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IXL is easy to navigate and use for both teachers and students, but it is fun, interactive, and

allows students to experience success. Teachers can award students with treasures when they

perform well and demonstrate understanding on various skills, which is a unique feature of IXL.

Additionally, IXL’s math skills are aligned with the New York State Common Core Learning

Standards, providing comprehensive coverage of math concepts and applications. IXL.com also

provides teachers with printable resources, webinar trainings, and professional development.

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TAKE IXL WITH YOU EVERYWHERE YOU GO!

IXL Learning is a free and easy to use app available on the App Store. With over 4,000

skills in math and English language arts you will be able to find the content your children are

learning in school. IXL provides interactive question types, vibrant graphics, and enchanting

audio create an engaging learning environment that connects with students both mentally and

physically. Help your students excel by taking IXL on the go today!

Over 3,200 standards-aligned skills provide comprehensive coverage of K-12 math.

Hundreds of colorful awards celebrate important milestones and motivate students. From skip-

counting with pictures to graphing quadratic functions, IXL's interactive practice formats bring

the joy of learning to students’ fingertips.

Source:

Apple Inc. (2014). IXL Math and English. Retrieved from https://itunes.apple.com/us/app/ixl

math-and-english/id693689912?mt=8.

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Chapter 5 DREAMBOX LEARNING

Dreambox Learning is a great online math learning system designed for students in

Kindergarten through eighth grade. It delivers nearly 1,200 research based lessons, also known

as “learning units,” where students learn and put into practice important mathematical concepts.

This websites unique design was developed to target administrators, parents, teachers and

students. Although access to this website is not free, this “program” is available for purchase as

a home subscription (price variance dependent upon 1 child vs. up to 4 children) or school wide

(school site license/district pricing), and can be subscribed on a month-to-month basis, six month

basis, or twelve month basis. The company provides many funding sources and grant writing

tips that are easily accessible to assist schools in their process of purchasing the learning system.

While complete use of the website comes with a fee, there are certain features that can be

accessed for free. With just a click of a button, teachers will find a multitude of tools ranging

from addition and subtraction to eighth grade algebra. Teachers can use these tools to

supplement student learning in the classroom. For students struggling to learn various skills and

those who need extra practice, Dreambox Learning provides the extra help and support they need.

Essentially, Dreambox Learning should not be thought of as a math curriculum but rather a math

program that is individualized to each student’s math ability. The research-based lessons are

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aligned with the common core and other U.S. and Canadian standards to make learning and

teaching easier. Students participate through interactive online tools and games that keep them

well connected by helping them think for themselves and make sense of math. As students work,

they earn coins, badges, and the ability to unlock fun games, in turn, motivating student

achievement. With the coins, they can purchase a different background, music, and login icon.

Designed to engage students, the Dreambox Learning experience is student-driven and its

curriculum adapts automatically to the individual learner. Instead of students following lessons

based on their grade equivalent, Dreambox analyzes a student’s input on a “click-by-click” basis,

using this to determine the most appropriate follow-up lessons. Therefore, there is no one path

for students to follow. Instead, there are millions of different paths students can take through the

offered learning units. This formative assessment in and between lessons constantly analyzes the

learner’s progress to provide personalized instruction through enrichment. As the system

analyzes each student, it collects a significant amount of data, presenting teachers easy access to

student’s progress and proficiency. In turn, this supports educators with data that is aligned to

state standards to inform instruction and monitor growth. Dreambox has a good reporting

system for the parent/teacher, and even emails them whenever their child/student completes any

kind of "milestone" in the system. Dreambox Learning also provides teachers with necessary

professional development. Additionally, Dreambox Learning provides access and fairness for

English Language Learners (ELL) as every subscription includes both Spanish and English to

enable students to learn in the language that works best for them. With twenty-four hour online

access, students can build achievement at any time throughout the day by computer or app.

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STOP DREAMING AND START DREAMBOX LEARNING!

Stop dreaming and start Dreambox learning, with the new iPad app Dreambox Learning

Math, where students are empowered to think and not just memorize. Dreambox is a free, easy

to use and fun app for students! It combines a highly personalized math learning experience with

a rigorous curriculum for deep understanding of math concepts, so students learn to solve real-

world math problems.

Source:

Apple, Inc. (2014). Dreambox Learning. Retrieved from:

https://itunes.apple.com/us/app/dreambox-math/id675354945?mt=8

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Chapter 6 THINK CENTRAL

Houghton Mifflin Harcourt Thinkcentral.com contains intervention resources for teachers

to use with grades one through five. This interactive website, provides easy access within the

classroom, at home, or in a separate location where a computer is provided. The website

provides a student in need with extra help within a specific mathematical skill. The website

opens up to an interactive homepage where the user selects the grade level which the

intervention is being implemented within. After selecting the grade level, teachers have the

option to select the specific topic necessary for the student’s needs. Each grade level includes a

skill range level from 60-83, for the teachers to choose from. The range of options provides the

teachers with the ability to select the appropriate skill. From there, a second window pops up,

which allows the student to complete the intervention lesson. The intervention consists of a four

step process involving: learning the math, doing the math, independent practicing, and a quiz. .

The first step includes a lesson on the skill being taught, which is taught through auditory and

visual directions. After the lesson is complete, the student moves on to the next step, which is

doing the math with computer assistance. The problems are broken down into simple steps to

apply the learned skill from the step prior. The third step includes independent practice, where

the student must complete the problems on his or her own. If the student gets a question wrong,

the computer assists by explaining the steps to solve the problem. The last step concludes with a

28

four-question quiz that tracks the student’s answers and shares them at the end. If there is a

question wrong, the student is able to go back and see the steps to figure out the correct problem.

This interactive website, provides the student with an interactive way to do extra practice to

improve certain mathematical skills.

29

Chapter 7 MATH IS FUN!

Mathisfun.com is a helpful website dedicated to providing supplemental math lessons and

exercises for teachers and students in a fun and exciting way. This website aims to encompass

the kindergarten through 12th grade math curriculum, which aligns with the current Common

Core Standards, and provides various links to numerous mathematical resources. This alignment

makes it easy and accessible for math teachers to further explore and select various classroom

suggestions to help struggling students succeed within math. The areas of focus range from

basic numerical skills to money, measurement, algebra, and geometry. This website also

provides math worksheets in specific subject areas, such as the ones previously listed, which

have “thousands of variations,” so that practice material may remain new and challenging for

students. This website does not require teachers or students to “sign up” or “log in.” Once

teachers or students enter the website, teachers and/or students may easily access supplemental

math lessons, puzzles, games, worksheets, as well as activities. In addition, mathisfun.com also

provides teachers and students with an active discussion forum, where questions are posed and

helpful tips are provided. Although signing up is not required when reading the forum, it is

required in order to actively engage within the mathematical discussion. Overall, mathisfun.com

is a supportive website for teachers and students, and provides supplemental resources that can

help strengthen students’ mathematical skills.

30

Chapter 8 MATH DRILLS

Math-Drills.com provides a range of worksheets for kindergarten through twelfth grade

teachers. The website provides over hundreds of different types of free worksheets for teachers

to use in their classrooms. After selecting a topic, the website provides ten different worksheets

to use for one topic. Teachers can use these worksheets for progress monitoring. These

worksheets come with an answer key and provide use for students who need to practice more

problems. The website is not only accessible to teachers, but parents can easily access this

website to work on problems with their child and use the answer key to guide them towards

solving the equations. The website is limited in the sense that there are no lessons provided,

however, the worksheets provide resources to go along with subjects the students are learning in

class. Math-Drills is accessible through a computer, as well as through a smart phone. All

worksheets are saved as PDFs, allowing them to print the same way they are visually shown

online. Math-Drills provides graph worksheets as well, for students working on linear equations

or plotting points. There are even holiday worksheets for teachers to get festive. The homepage

provides an entire list of categories, picture icons to certain topics, and a sidebar with picture

icons and wording of topics. The main menu provides icons to search for specific topics,

subscribe to their newsletter, and to give feedback. Subscribing to their newsletter allows for

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users to receive updates about new content, news, and events occurring with Math-Drills. Under

the feedback icon, users are able to communicate with other users through a discussion board,

provide positive comments about the website, and suggest improvements. The discussion board

connects users and provides additional help with navigating the website if concerns come up.

Additionally, the website provides interactive features, which includes mathematical games for

students to engage in from the website. There is a unit converter, math flash cards, dots math

game, and Sudoku. At the bottom of the sidebar is an icon for the math store, which provides

resources for users to purchase math supplies. The interactive features, math worksheets, range

of topics, math store and discussion board provide useful resources for teachers and parents to

use for exploring and expanding a student’s mathematic skills.

32

PART III:

Intervention Resources

33

Chapter 9 MATH FACT FLUENCY

- Incremental Rehearsal

- Cover, Copy, and Compare

34

INCREMENTAL REHEARSAL

Appropriate Grade Level:

Appropriate for students at all grade levels. Incremental Rehearsal should be used with students

who have difficulty retaining and using newly learned information.

Brief Description:

Incremental Rehearsal is an academic intervention that can be used to help increase students’

retention and fluency of basic math facts. Incremental Rehearsal aids in developing automaticity

of basic math facts by presenting students with flashcards of unknown computational items

added into a group of known computational items. The addition of unknown computational

items allows for a high rate of accurate responding, which in turn leads to a high rate of success.

Intervention Goal:

Increase math fluency of basic math facts.

Progress Monitoring:

• Prior to implementing the intervention, a curriculum-based measurement (CBM) of math

fluency should be administered in order to collect baseline.

35

• Administering a Math Fluency CBM subsequent to the intervention being implemented

can be used to monitor the student’s progress. The results of this CBM can be compared

with the baseline data collected, in order to see if progress was achieved.

Materials Needed:

• 3” x 5” index cards

• List of known and unknown computational items

• Pen

Script:

1. Write out a series of 3” x 5” flash cards of basic math computations aligned with the

student’s instructional level of math facts, in order to assess facts the student knows and

does not know.

2. Once prepared, sit with the student in a quiet area of the classroom.

3. Direct the student to answer problems aloud.

4. Present the math computational flash cards to the student one at a time.

5. If the student can answer a problem correctly within 2 seconds, the problem is identified

as “known.”

6. Place the known fact in one pile.

7. If the student does not answer the problem correctly within 2 seconds, the problem is

identified as “unknown.”

8. Place the unknown fact in a separate pile.

9. Select 9 math facts from the known pile.

10. Select 10 math facts from the unknown pile.

11. Take one of the unknown math facts and add it to the known pile.

36

12. Present the student with the first unknown fact and the first known fact. If the student

answers incorrectly, provide the correct answer.

13. Present the first unknown fact, first known fact, and second known fact.

14. Present the first unknown fact, first known fact, second known fact, and third known fact.

15. Present the first unknown fact, first known fact, second known fact, third known fact, and

fourth known fact.

16. Present the first unknown fact, first known fact, second known fact, third known fact,

fourth known fact, and fifth known fact.


fourth known fact, fifth known fact, and sixth known fact.


fourth known fact, fifth known fact, sixth known fact, and seventh known fact.


fourth known fact, fifth known fact, sixth known fact, seventh known fact, and eighth

known fact.


fourth known fact, fifth known fact, sixth known fact, seventh known fact, and eighth

known fact.


fourth known fact, fifth known fact, sixth known fact, seventh known fact, eighth known

fact, and ninth known fact.

37

22. Once the rehearsal sequence is completed, discard the original first known fact from the

original pile and replace it with the first unknown fact, which is then considered a known

fact.

23. Count the known flashcards to ensure that there are nine known cards altogether.

24. Add the second unknown fact to the group of known facts, which will total 10 cards.

25. Repeat the rehearsal sequence for the second unknown fact (follow steps 12 through 20)

26. Once completed, repeat the sequence for the remaining eight unknown facts until all

unknown facts are considered known.

Treatment Integrity Checklist: Yes No

Did the teacher write out a series of instructionally appropriate

math computations onto index cards?

Did the teacher sit with the student in a quiet area of the classroom?

Did the teacher direct the student to answer problem aloud?

Did the teacher present the computational flashcard individually?

Did the teacher assess the math facts the student may know and may

not know?

Did the teacher separate math facts into a “known” pile and an

“unknown” pile?

Did the teacher select nine known math facts from the pile?

Did the teacher select 10 unknown math facts from the pile?

Did the teacher take one unknown math fact and add it to the

known pile?

Did the teacher present the first unknown math fact and the first

known math fact?

Did the teacher present the first unknown math fact, the first known

38

fact, and the second known math fact?

Did the teacher present the first unknown math fact, as well as the

first, second, and third known math fact?


second, third, and fourth known math fact?


second, third, fourth, and fifth known math fact?


second, third, fourth, fifth, and sixth known math fact?


second, third, fourth, fifth, and sixth known math fact?


second, third, fourth, fifth, sixth, and seventh known math fact?


second, third, fourth, fifth, sixth, seventh, and eighth known math

fact?


second, third, fourth, fifth, sixth, seventh, eighth and ninth known

math fact?

Once the sequence is completed, did the teacher discard the first

known original math fact and replace it with the unknown math

fact, which is considered a known fact?

Did the teacher count and ensure that there are nine known facts

altogether?

Did the teacher add the second unknown math fact to the group of

known facts?

Did the teacher repeat the rehearsal sequence for the second

unknown fact?

Did the teacher repeat the rehearsal sequence for the remaining

eight unknown facts?

39

Sources: Burns, M. K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249. Burns, M. K., Riley-Tillman, T. C., VanDerHeyden, A. M. (2012). Guilford practical intervention in the schools: RTI applications, volume 1: Academic and behavioral interventions. New York, NY. The Guilford Press Riley-Tillman, T. C. (2011). Evidence Based Intervention Network. Retrieved March 24, 2015, from http://ebi.missouri.edu/wp-content/uploads/2011/03/Incremental-Rehearsal- Intervention-Brief-2.pdf

40

COVER, COPY, and COMPARE


Elementary and middle school students working on basic math facts.

Brief Description:

Cover, Copy, and Compare, is an academic intervention approach to building fluency with

computation and basic addition, subtraction, multiplication, and division facts. Students are

instructed to look at a solved math problem, cover it, copy it, and solve. Students are then

instructed to compare to see if the newly written problem matches the original. This intervention

takes only a few minutes to administer and complete, and can be used on a daily basis. It can be

used with individual students, in pairs, in small groups, or class wide.

Intervention Goal:

Improve math fluency.


• Before administering this intervention, student should review flashcards with math facts

and complete a set of 10 basic-math problems. Student is told to complete as many

problems as he/she can. Collect baseline for at least 5 days using the basic-math facts

drill sheets.

41

• Progress will be monitored by calculating percent correct (dividing the number of

problems correct by the number of problems presented and is to be completed by the end

of each session). Compare results to baseline data.

• This procedure should be used to identify when the student achieves the goal set by the

teacher.

Materials Needed:

• Worksheets (Cover, Copy, and Compare Sheet) with developmentally appropriate math

problems that include a model problem with a solution and an unanswered version of the

model, for each of the problems. (This information can be found at http://www.math-

drills.com/, and http://interventioncentral.com/)

• Index card to cover the model problem.

• Pencil

Script:

1. Give the student appropriate materials, worksheets, index card, and a writing utensil.

2. Tell student to look at each correct computation on the left side of the page and read

aloud.

3. Instruct student to cover the model completely using an index card.

4. Have student write the answer from memory on the right side of the page.

5. Instruct student to uncover the problem and solution on the left side to compare responses.

6. Evaluate response.

7. If the problem and answer are written incorrectly, have the student repeat the procedure

with that item, prior to proceeding to the next item.

8. Repeat this procedure for all items on the worksheet.

42

Possible Modifications:

If using an index card is too distracting for the student, the worksheet may be folded in half

length-wise so that the answers appear on one side of the folded worksheet and the unanswered

problem appears on the other side. Additionally, students who may struggle with writing can

respond orally. They are still required to cover up the original problem but instead of writing the

response they can state the fact and answer.

Treatment Integrity Checklist: Yes No Was the student given an index card or paper folded appropriately as described in the script?

Did the student copy the problem correctly from the left side onto the right side?

Did the student complete the computation of the problem on the right side of the worksheet without looking back at the correct problem on the left side?

Did the student check work of the problem he/she computed with the correct problem on the left side?

Was it established that the student was appropriately working on the problem, not copying the problem from the left side?

43

Sources:

Konrad, M., & Joseph, L. (2013). Cover-copy-compare: A method for enhancing evidence-

based instruction. Intervention in School and Clinic, 49(4), 203-210.

Lee, M. J. & Tingstron, D. H. (1994). A group math intervention: The modification of Cover,

Copy and Compare for group application. Psychology in the Schools. 31(2), 133-145.

Rathvon, N. (1999). Effective School Interventions. Guilford Press. New York, NY.

Riley-Tillman, T. C. (2011). Evidence Based Intervention Network. Retrieved March 15, 2015,

from http://ebi.missouri.edu/wp-content/uploads/2011/04/EBI-Brief_Cover-copy-

compare_2010.pdf

Skinner, C. H., Beatty, K. L., Turco, T. L., Rasavage, C. (1989). Cover, copy, & compare:

A method for increasing multiplication performance. School Psychology Review,

18, 412-420.

Skinner, Christopher H., McLaughlin, T. F., & Logan, Pat. (1997). Cover, Copy, and Compare:

A Self-‐‑Managed Academic Intervention Effective Across Skills, Students, and Settings.

Journal of Behavioral Education, 7 (3), 295-‐‑306.

44

Chapter 10 MNEMONICS

-Peg Word Mnemonics

-Word Problem Mnemonics

45

PEG WORD MNEMONICS


Elementary through High School students working on new and unfamiliar math vocabulary

words.

Brief Description:

Mnemonics link new terms with information and knowledge that are already familiar to the

student through strategies and techniques that aid memory. Pegword mnemonics are used by the

student, which connects a number with a rhyming word. Rhyming words through visuals of

words provides another strategy for students to recall information. The teacher visibly

introduces the rhyming pegword and links this pegword to a math fact. Teachers should ask

students to recall and use the steps of the pegwords to assist with math facts throughout the

learning process. The time it takes for the students to master each pegword will vary per student,

however the time it takes to implement the intervention should take roughly three to ten minutes.

The intervention can be applied daily and used for the whole class, small group, or individual

students.

Intervention Goal:

Improve student’s memory and ability to remember facts or events.


46

• Before the intervention, the student should complete a math worksheet pertaining to the

skill being taught. Have student complete 5 worksheets to obtain a general idea which

pegwords need to be implemented.

• Progress is monitored by a weekly quiz to assess the successfulness of the pegwords and

use these to compare results to the baseline data.

• Continue progress monitoring until student’s goal is met, which has been appropriately

determined by the data collected

Materials Needed:

• Pegword List.

• Visual image of vocabulary word interacting with sentence or rhyme:

o Can be generated by the teacher.

o Flashcards would be helpful for the students to have.

Script:

1. Teacher provides student with pegword flashcard, which has a visual that corresponds to

the mathematical number or fact.

2. Provide student with the Pegword Strategies and go through the specific lesson steps

outlined for using the mnemonic to show students how to recall the information.

a. Teachers be sure to include, “Here is a good way to remember this” to grab

students attention and to correlate the visual with the math fact.

3. Have students repeat the pegword strategy for each math fact.

4. Practice steps with students until they are capable of doing them on their own.

5. Example for multiplication: 6 (sticks) x 6 (sticks) = 36 (dirty sticks)

a. Pegword Sentence: Sticks by Sticks are Dirty Sticks.

47

Treatment Integrity Checklist:

Yes No

Was the student provided with the pegword list?

Was the student provided with explicit instruction about how to use

the pegword strategy?

Was the student provided with the lesson correlating to the

pegword?

Did the student learn to use the pegwords independently?

48

Example Pegword Mnemonics One: Bun Twenty: Bunny

Two: Shoe Thirty: Dirty

Three: Tree Forty: Sporty

Four: Door Fifty: Nifty

Five: Hive Sixty: Risky

Six: Sticks Seventy: Heavenly

Seven: Heaven Eighty: Lady

Eight: Gate Ninety: windy

Nine: Line Hundred: Dungeon

Ten: Hen

Multiplication:

A.) 6 x 6 = 36

6 (sticks) x 6 (sticks) = 36 (dirty sticks)

Pegword Sentence: Sticks by Sticks are Dirty Sticks

B.) 4 x 8 = 32

Subtraction:

A. 10 – 3 = 7

10 (hen) – 3 (tree) = 7 (oven)

Pegword Sentence: The Hen flew from the Tree to avoid the Oven

49

Sources: Baine, D. (1986). Memory and instruction. Englewood Cliffs, NJ: Educational Technology

Publications, Inc.

Greene, G. (1999). Mnemonic multiplication fact instruction for students with learning

disabilities. Learning Disabilities Research and Practice, 14(3).

INQUIRE (1999). Pegwords. Retrieved March 15, 2015, from

http://nycdoeit.airws.org/pdf/pegwords.pdf

Tillman, T. C. R. (2011). Evidence Based Intervention Network. Retrieved March 15, 2015,

from http://ebi.missouri.edu/?p=1138

50

WORD PROBLEM MNEMONICS


Kindergarten through 12th grade; for students working on math problems.

Brief Descriptions:

Word-Problem Mnemonics is an academic intervention approach to provide students with

a framework for solving word problems. Mnemonic instruction is a set of strategies designed to

help students improve their memory of new information. Mnemonic instruction links new

information to prior knowledge through the use of visual and/or acoustic cues. Mnemonics

essentially can be used in any area of mathematics (e.g. operations and algebraic thinking,

numbers and operations with fractions, geometry, statistics, etc.) and remind students to work

step-by-step through the given word problem. Students memorize the first letter of each step,

which can then be combined to spell a word that is easy to remember. Teachers are

recommended to select a mnemonic that can be used to solve the majority of word problems

dependent upon the student’s grade level (elementary vs. high school) and performance level.

The mnemonic should be easy for students to remember and follow. It should be understood that

students must have the prior knowledge and skills necessary to perform the given word problems.

51

This intervention will be taught to the students and then used throughout the school year during

word-problem instruction and practice. It can be used with individual students, in small-groups,

or class wide.

Intervention Goal:

Improve fluency, generalization of math information, and learning or developing new skills.


• Before administering this intervention, student should review word problems and

complete a set of 5 to 10 word problems. Student is told to complete as many problems as

he/she can. Collect baseline for at least 3-5 days.

• Progress will be monitored by calculating percent correct by dividing the number of

problems correct by the number of problems presented and completed by the end of each

session. Compare results to baseline data.


teacher.

Materials Needed:

• Visual image of mnemonic

Script:

1. Teachers create the mnemonics themselves and must be explicit in their instruction,

telling students, for example, "Here is a good way to remember this."

2. Go through the specific steps involved in using the mnemonic to show students how

to use it to retrieve information.

3. Practice all the steps of the strategies with the students, until they can practice them

independently and retrieve the information correctly (Teachers should provide

52

multiple examples using different types of word problems). During this learning

process teachers should inquire students on the steps of the mnemonic.


Yes No

1. Was the mnemonic introduced to the students appropriately

to ensure understanding of its given purpose?

2. Did the student copy down the mnemonic onto a visual aid?

3. Did you provide multiple examples to student using different

types of word problems?

4. Did the student develop understanding of the mnemonic and

demonstrate independent ability using the mnemonic?

53

Example Word Problem Mnemonics RIDE Read the problem Identify the relevant information Determine the operation and unit for the answer Enter the correct numbers and calculate, then check the answer STAR Search the world problem Translate the problem Answer the problem Review the solution SOLVE Study the problem Organize the facts Line up the plan Verify the plan with computation Examine the answer RIDGES Read the problem I know statement Draw a picture Goal statement Equation development Solve the equation DRAW Discover the sign Read the problem Answer, or draw and check Write the answer

54

Sources:

Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M.

(2008). Effects of preventative tutoring on the mathematical problem solving of third-

grade students with math and reading difficulties. Exceptional Children, 74, 155-173.

Maccini, P., & Hughes, C. A. (2000). Effects of a problem-solving strategy on the introductory

algebra performance of secondary students with learning disabilities. Learning

Disabilities Research and Practice, 15, 10-21.

Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic

strategies. Intervention in School and Clinic, 33, 201-208.

Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math

problem solving of middle school students with learning disabilities. Learning Disability

Quarterly, 34, 262-272. doi:10.1177/0731948711421762

Riley-Tillman, T. C. (2011). Evidence Based Intervention Network. Retrieved March 15, 2015,

from http://ebi.missouri.edu/wp-content/uploads/2014/02/EBI-Brief-Template-Word-

Problem-Mnemonics.pdf

55

Chapter 11 KHAN ACADEMY


Intended for kindergarten through High School aged students and for students at advanced

education levels.

Brief Description:

Khan Academy is a web-based program used to enhance student learning in and outside of the

classroom. Khan Academy offers hundreds of practice exercises, instructional videos, and a

personalized learning dashboard that empowers students to work at their own pace. While Khan

Academy offers help in many subject areas, start your students on a math adventure with Khan

Academy for Math that will lead them to experiencing success.

Intervention Goal:

Provide students with supplemental learning, helpful tools, extra practice, and valuable

assistance in areas of mathematics that they are struggling in.


As educators, we are aware that teachers have many responsibilities and often times

implementing interventions individually for students can be stressful and difficult. With Khan

Academy, monitoring your student’s progress is easy to do. Khan academy tracks your student’s

progress for you. Additionally, Khan Academy will send you updates on your student’s areas of

56

strength, weakness, achievements, and setbacks. These updates help teachers make adjustments

within the classroom to instruction, as well as, assist in altering the intervention.

• Collect 3 to 5 baseline data points, in the area of mathematical concern for particular

student. This can be done using a Curriculum Based Measurements (CBM), homework,

tests, etc.

• Progress should be monitored each week using Khan Academy, CBM, homework, and/or

tests.


teacher and to make any necessary adjustments to the intervention.

Materials Needed:

• Computer or iPad

Script:

1. Collect Baseline Data as described in Progress Monitoring steps.

2. Create teacher account on KhanAcademy.org.

3. Create student account on KhanAcademy.org for all students in the class.

4. Create a class and add students to the class.

5. Select a Subject; Math.

6. Select target skill or topic.

7. Acclimate student to and explain how to navigate Khan Academy.

8. Instruct students to work daily on Khan Academy, as the teacher deems necessary. This

will vary for each student, as some individuals have more intense needs.

9. Progress Monitor each week to ensure student is actively using Khan Academy and that

no changes need to be made to the intervention.

57


YES NO 1. Teacher has collected 3 to 5 baseline data points prior to

implementing intervention.

2. Created teacher account and signed students up with Khan

Academy.

3. Select appropriate math skill or topic.

4. Student worked daily on Khan Academy.

5. Progress Monitored – checking in on student progress at least

once weekly.

6. Intervention was implemented for 6 to 8 weeks.

7. Teacher compared student progress at the end of 6 to 8 weeks,

with baseline data and progress monitoring data to ensure that

student was showing improvement.

8. Teacher made necessary adjustments to intervention plan

following comparison of data.

58

Sources:

Diaz, S. (2013). Khan academy. University Wire Retrieved from


Finley, S. (2013). Khan academy. Internet@Schools, 20(1), 30-31. Retrieved from


59

MOVING INTO THE FUTURE WITH KHAN ACADEMY!

New to the app store is Khan Academy, a free

and easy to use app that can be used on an iPad or an

iPhone! This app provides students with over 150,000

interactive, Common Core aligned math exercises that

include instant feedback and step-by-step hints. Follow

along with what you’re learning in school or practice at

your own pace!

Source:

Apple Inc. (2014). Khan Academy. Retrieved from: https://itunes.apple.com/us/app/khan

academy-learn-math-biology/id469863705?mt=8

Khan academy launches iPad app. (2015). Wireless News, Retrieved from


60

PART IV:

Additional Resources

61

Need Additional Help? Check These Sites Out!

Progress Monitoring Tools –

National Center on Student Progress Monitoring

– http://www.studentprogress.org

Curriculum Based Measures –

Intervention Central

– http://interventioncentral.com

AIMSweb

– http://aimsweb.com

EasyCBM

– http://easycbm.com

62

PART V:

About the Authors

63

Jana Drummond received a Bachelor’s degree from the University of Oregon, and is currently finishing her second year in the School Psychology, MA program at Marist College.

Marissa Malouf received a Bachelor’s degree from Eastern Connecticut State University, and is currently finishing her second year in the School Psychology, MA program at Marist College. Mary Trento received a Bachelor’s degree from SUNY New Paltz, and is currently finishing her second year in the School Psychology, MA program at Marist College.

Caroline Weishaupt received a Bachelor’s degree from Boston College, and is currently finishing her second year in the School Psychology, MA program at Marist College.

We’re here to help! Please feel free to contact the authors with any questions or comments: Marissa Malouf – [email protected] Jana Drummond – [email protected] Mary Trento – [email protected] Caroline Weishaupt – [email protected]

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