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What is your district's formal process for implementing intervention?
Why is it important to have a protocol for implementing math intervention? There are two overarching goals to focus on with intervention:
1) Meet students where they are at.
2) Work towards closing the gap.
A protocol defines our process for meeting these two goals. A universal screener will identify students that are at-risk for having math difficulties; however, you must have specific steps that follow screening. How will you determine the instructional level and focus for each student? And how will you support each student in progressing towards their grade level benchmark? What resources will you use? How much time each day will be dedicated to math intervention? Who will provide math intervention? How will you track students progress in order to ensure that the intervention is effective? All of these questions will be addressed in your protocol. Below are some examples of protocols that you may use.
BELIEF-BASED VS. EVIDENCE-BASED INSTRUCTION
BELIEF-BASED VS. EVIDENCE-BASED INSTRUCTION
Dr. Robin Codding & Dr. Amanda VanDerHeyden on PaTTAN Pod discuss why the use of evidence-based instructional practices should inform our daily routines and interventions
Belief-Based vs. Evidence-Based Instruction in the Classroom: Parts I-V
How to Design and Deliver Effective Math Intervention
How to Design and Deliver Effective Math Intervention
Presented by Sarah Powell, PhD, University of Texas at Austin
In this webinar, Dr. Sarah Powell focuses on five essential components of math intervention. She reviews and provides examples of ways to boost your delivery of math instruction by using explicit instruction, clear and concise language, and multiple representatives, and then goes onto describe the importance of providing daily fluency practice and word-problem instruction. By the end of the webinar, you'll have the knowledge to design an intervention protocol that delivers effective math instruction. Click here to access the full webinar.
SCHEDULING
SCHEDULING
Creating consistent time throughout the school day to intervene at the student and small-group level to meet the needs of intervention for students can be tricky. Here are four considerations to bear in mind when creating your intervention schedule:
Avoid conflicting with core, other content, and recreational periods. Intervention time should stand alone and be represented as a separate slot of time within the master schedule.
Ensure 50-60 minutes of core instruction, of which 10 minutes is devoted to differentiated computational fluency practice.
Ensure that intervention time is sufficient to accommodate the recommendations of the chosen curriculum. If you have not chosen a curriculum, plan for approximately 30 minutes at least four days per week.
If math time must be split, consider splitting the core time into more than one section of time prior to chunking intervention time.
ADDITIONAL RESOURCES
ADDITIONAL RESOURCES
Evaluating Math Intervention Resources | Kansas MTSS & Alignment
Instructional Hierarchy (Haring, Lovitt, Eaton & Hansen)
Intensive Intervention in Mathematics (Powell & Fuchs)
Taking the Guesswork Out of Locating Evidence-Based Mathematics Practices for Diverse Learners (Hughes, Powell, Lamble & Riley)
Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary (Burns, et al.)
Why is Mathematics Intensive Intervention So Important? | National Center on Intensive Intervention
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