Hello! Welcome to the world of Mathematics Interventions. This newsletter contains a menu of evidence-based, mathematics interventions for grades K-12. Peruse the interventions below. If you have any questions, please reach out to Mandi Anderson for more information.

Several of the titles listed below are available to check out of the ARIN Mathematics Lending Library.

Contact Mandi Anderson to borrow materials from the lending library.

The focus of PALS Kindergarten Math is on number recognition, number concepts, and the development of a mental number line representation. Accordingly, children practice associating numerals with their numerical value, play games involving “more” and “less,” and work with number lines to compare the placement and value of numbers. Early concepts of addition and subtraction are also introduced with an emphasis on “number stories.”

PALS First Grade Math becomes more challenging than PALS Kindergarten. In addition to a strong focus on number recognition and the development of a mental number line representation, emphasis is on place value within numeration, number concepts, and addition and subtraction concepts. The first-grade PALS curriculum also addresses missing addends and mathematical operations, and the number values extend to the hundreds.

The PALS Grades 2 – 6 program covers the comprehensive math curriculum including numeration, number concepts, computation of whole numbers, fractions, and decimals, measurement and geometry, figures/graphs, and word problems.

Pirate Math Individual Tutoring is a tutoring program for remediating the calculation and word-problem deficits and for promoting the algebraic cognition of third-grade students at-risk or with identified math disability. The program is based on schema-broadening instruction, with which students learn to think about word problems in terms of problem types and learn to classify word problems in terms of those problem types, even when the problems incorporate irrelevant information or involve money or incorporate relevant information in pictures, charts, or figures or combine problem types so that problems require 2-step solutions. Students learn to represent the structure of each type of word problem using an algebraic equation and learn to solve those algebraic equations.

*Available for review/trial at IU 28. Contact Mandi Anderson for details.

Number Rockets is a Tier 2 small group tutoring instruction for 1st grade that teaches students to increase their fluency on addition and subtraction facts.

Students learn to:

1. Identify and write numbers

2. Identify more and less objects

3. Sequence numbers

4. Use <, >, and = signs

5. Skip counting by 10s, 5s, and 2s

6. Identify place value

7. Identify operations

8. Write addition and subtraction sentences

9. Learn addition and subtraction facts

10. Learn two-digit addition. Learn two-digit subtraction

11. Learn missing addends.

*Available for review/trial use at IU 28. Contact Mandi Anderson for details.

Fraction Face-Off! is a math program focused on improving student’s knowledge and understanding of fractions and decimals.

Target Grade(s): 4

Target Populations:

Students with learning disabilities

Students with emotional or behavioral disabilities

Any student at risk for academic failure

Area(s) of Focus:

Fractions, decimals (rational number)

Key Implementation Criteria:

1. Small group tutoring instruction.

2. All teacher-directed lessons prepared as scripts to help convey instructions to the class

3. 36 lessons included in the program: 12 week implantation schedule

4. 30 – 35 minute sessions, 3 times a week.

*available for review at IU 28. Contact Mandi Anderson for details.

Hot Math Tutoring is a third-grade small-group tutoring program designed to enhance at-risk (AR) students’ word-problem performance. Based on schema theory, Hot Math Tutoring provides explicit instruction on (a) solution strategies for four word-problem types and (b) how to transfer those solution strategies to word problems with unexpected features, such as problems that include irrelevant information, or that present a novel question requiring an extra step, or that include relevant information presented in charts or graphs, or that combine problem types, and so on.

Hot Math Tutoring centers on four word-problem types, chosen from common third-grade curricula: “shopping list” word problems, “half” problems, step-up function or “buying bags” problems, and 2-step “pictograph” problems. The content of Hot Math Tutoring mirrors a companion, classroom Hot Math program, but randomized control trial efficacy data support the efficacy of Hot Math Tutoring when it is used with or without the classroom Hot Math program. Hot Math Tutoring relies on explicit instruction and self-regulated learning strategies.

*available for review/trial at IU 28. Contact Mandi Anderson for details.

Math Wise Calculation and Computation Program is intended for 2nd grade whole-class and small group levels of math instruction. The program focuses on instruction of single-and double-digit addition and subtraction with and without regrouping in terms of calculations and the associated concepts.

The proven benefits of this program are:

• Motivates students to be better in math by involving all students.

• Gives lower-performing students an opportunity to play an important role in a valued activity.

• Fosters positive and productive peer interactions.

• Reinforces math skills needed for solving a problem.

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*available for review/trial at IU 28. Contact Mandi Anderson for details.

The Super Solvers program includes a comprehensive Tier II fractions intervention designed to build a solid foundation in fraction concepts among students at-risk for mathematics difficulties. Super Solvers relies on explicit instruction to increase students’ proficiency with assessing fraction magnitude, solving fraction word problems, and solving fraction calculation programs. Features of the program include the following:

• Comparing two fractions

• Ordering three fractions

• Placing fractions on a 0-1 and 0-2 number line

• Solving fraction word problems

• Solving fraction calculation problems.

The program incorporates a superhero theme to increase student interest. The theme is carried throughout the program in the stories and activity names.

Understanding the best way to help secondary school students in math can be challenging. To date, there has not been a free intensive tutoring curriculum available specifically geared to supporting middle and high school students in math.

So we changed that. We’ve tested the Saga Curriculum working with school districts around the country to empower tutors, or anyone looking to help students achieve their best.

Working with the Saga Curriculum in an intensive tutoring setting can allow students to learn 2.5 years worth of math in one academic year, reducing math failures by as much as 63%, and reducing non-tutored subject failures by as much as 26%. Additionally, our research has shown that the opportunity gap, the observed and persistent disparity in educational performance by socioeconomic status, is closed by nearly 50%.

An award-winning, complete, schoolwide, MTSS solution, SpringMath engages both teachers and students — increasing confidence and long-term understanding. Combining streamlined tools for assessment, reporting, and intervention, SpringMath provides a clear path to math mastery in just minutes a day.

SpringMath is teacher-led and incorporates research-proven paired learning — meaning it doesn't rely on independent student screen time. Students achieve math mastery and long-term math confidence through paper and pencil, "show-what-you-know" learning.

SpringMath is built on a robust foundation of embedded coaching and support for each teacher as well as access to support documentation and help.

focusMATH Intensive Intervention is an intensive, K–6 math intervention program designed to fit any Response to Intervention (RtI) framework and work with any math program. focusMATH identifies at-risk students early and accelerates their learning with instruction that is intensive, balanced, and individualized. All grade levels consist of three units, each built around a specific NCTM Focal Point. All three units (one unit in kindergarten) are covered in a single Teacher Edition at that grade level. Lessons are organized by topic and can be covered in a single session, making the program ideal for pull-out, summer, or after-school district models. focusMATH provides concise lessons built on the Focal points to provide explicit and systematic instruction on foundational skills. This intensive intervention program utilizes stepped-out instructional models along with strategic questions that let students verbalize their understanding. focusMATH offers targeted placement and ongoing progress monitoring to help teachers individualize lessons. focusMATH Intensive Intervention provides instruction that is intensive, balanced, and individualized.

Reflex Math is a game-based adaptive system for math fact acquisition. Individual students login using separate accounts and receive assessment, instruction, and practice tailored to their particular needs based on an internal student model. There is an in-product indicator confirming recommended daily use. Model usage is 3 days a week until students are 100% fluent. Time required to complete individual recommended usage varies by age. For students in grade 2, the median time is approximately 16 minutes a day. The product is intended for use by students in grades 2+. It uses a Fact Family approach that leverages the relationships between addition/subtraction and multiplication/division.

Try for Free: Reflex Math Educator Grant Program

Strategic Math contains the materials needed to teach the partial products algorithm for multiplication using the Concrete-Representational-Abstract (C-R-A) method of instruction with an emphasis on the mathematical practices infused throughout the Numbers and Operations standards in most states. State standards call for computation using strategies based on place value. One such strategy is the partial products algorithm. The materials allow for computation instruction within the context of meaningful problem situations. As students master and demonstrate understanding of multiplication, the materials assist them in understanding its relation to other operations. It is intended for use with elementary students with disabilities or who struggle in mathematics. Students who benefitted from its use demonstrated the following deficits: lacked a sense of numbers, did not understand that multi-digit numbers are not just separate numerals, but each one has a different value (47 is 4 tens and 2 ones rather than a 4 and 2). Students had attempted to memorize steps to the algorithm without a sense of numbers engage in various type of error patterns. Students who participated demonstrated understanding of addition with regrouping, single-digit multiplication, and showed fluency in multiplication facts 1-5. The purpose of this program is to build students’ sense of numbers and understanding of the multiplication operation. In addition, the program is about understanding the operation in the context of real-life situations. Therefore, each lesson presents computation problems with words that build into word problems. As lessons progress, students differentiate between addition, subtraction, and multiplication within word problems. This allows students to engage in mathematical practices.

Intensive instruction was recently identified as a high-leverage practice in special education, and DBI is a research based approach to delivering intensive instruction across content areas (NCII, 2013). This course provides learners with an opportunity to extend their understanding of intensive instruction through in-depth exposure to DBI in mathematics, complete with exemplars from actual classroom teachers.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators’ skills in intensive mathematics intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators who are learning to implement intensive mathematics intervention through data-based individualization (DBI). The content in this course complements concepts covered in the Features of Explicit Instruction Course and so we suggest that users complete both courses.

In this system, three theoretical and practical frameworks intersect, including (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness. Individually, each framework has an evidence base for improving outcomes for students with disabilities.

In this project, DBI serves as the overarching approach for addressing individual student needs related to algebra readiness by (1) identifying student misconceptions and errors in key algebraic concepts, (2) using evidence-based elements of explicit and systematic instruction to support student learning, and (3) integrating principles of culturally responsive assessment and instruction. School-based educators will develop capacity to implement these practices through professional development and coaching. The intended outcome of this project is improved algebraic reasoning and overall mathematics achievement for middle-school students with disabilities.

The Assignment Completion Strategy program has bee designed to enable students to complete and turn in high-quality assignments on time. Through the program, students learn a strategy that involves the use of several organization, time-management, and self-control skills related to completing assignments. It is a complex strategy system comprised of several cognitive strategies and overt behaviors in which students engage over a significant period of time. Mastery of the strategy can result in increased rates of assignment completion as well as improved levels of quality in students' work.

Email: aanderson@iu28.org
Website: MathNerdMandi.com
Location: 2895 West Pike Road, Indiana, PA, USA
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