RESOURCES

IES Practice Guide: Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students | What Works Clearinghouse

Differentiation and the Brain: A Discussion with Carol Ann Tomlinson

Differentiation: Why Bother? (Tomlinson)

How to Differentiate Instruction in Academically Diverse Classrooms ( Tomlinson)

Scaffolding in a VISIBLE LEARNING Classroom (Hamilton & Amador)

Improving Children's Understanding of Equivalence (ICUE) | University of Notre Dame, Dept. of Psychology & Institute for Educational Initiatives

Articles:

Belief-Based Versus Evidence-Based Math Assessment and Instruction: What School Psychologists Need to Know to Improve Student Outcomes (VanDerHeyden & Codding)

Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners (Hughes, Powell, Lembke & Riley-Tillman)

Worked Examples: How to Accelerate Student Learning (From Theory to Practice)

Vetted Websites:

Best Evidence Encyclopedia

Evidence-Based Intervention (EBI) Network

Evidence For ESSA

IRIS Center

National Center on Intensive Intervention

What Works Clearinghouse

Community Math Night Facilitator's Toolkit | Institute of Education Sciences

Introduction to Community Math Nights | Institute of Education Sciences

Kansas MTSS recommends ten minutes of computational fluency practice daily for all students. The recommendation is a direct relay of a What Works Clearinghouse publication under the direction of Dr. Russell Gersten and a panel of experts in Math interventions (Gersten, 2009). The recommendation as published is directly correlated to intervention time; however, research around basic arithmetic facts and automatic retrieval has shown such a strong correlation to future mathematical success that we recommend strengthening all students’ computational fluency for ten minutes each day. Thus it is recommended that the practice period be integrated into the core instruction as opposed to only during interventions.

This ten minute devotion is not meant to be rote memory practice; rather, automaticity must be built on the conceptual understanding underlying the computation at hand. This is done by addressing facts first through sufficient conceptual understanding instruction, mastery practice (goal of about 90% accuracy at a rate of about a fact per 2-3 seconds), and finally ensuring adequate spaced review to continue efficiency with each fact. For more specifics on this ten minute period, please refer to the Kansas MTSS '10 Minutes of Computational Fluency Brief in the resources below.

General Guidance

Building Computational Fluency Webinar (Witzel)

Building Fact Fluency Into Intervention (Powell)

Early Mathematics Fluency with CCSM (Matney) 

Facts on Fire Fluency Probes | Measures and Interventions for Numeracy Development (M.I.N.D.) 

Fluency and Automaticity (VanDerHeyden & Codding)

Fluency Practice ‖ Best Practice ‖ K-12 Math Instruction | Project STAIR

Fluency Resources for Grade Level Routines (K-5)) | Achieve the Core

Instructional Strategies: Intensive Intervention with Mathematics Module #5 | National Center on Intensive Intervention

Kansas MTSS Computational Fluency Brief

Kansas MTSS Computational Fluency Webinar

Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques | Intervention Central

Math Worksheet Generator for Math Facts | Intervention Central

Mathematics Fluency Support Grades 6-8 | EngageNY

Resources for Early Numeracy & Computation Skills | Measures & Interventions for Numeracy Development

Why Timed Assessment is Necessary | Dr. Amanda VanDerHayden

Books

Mastering the Basic Math Facts of  Addition/Subtraction & Multiplication/Division (O'Connell & SanGiovanni)

Computation of Fractions | National Center on Intensive Intervention

Division of Fractions (Fletcher)

IES Practice Guide: Developing Effective Fractions Instruction for Kindergarten through 8th Grade | What Works Clearinghouse

Importance of Fractions Instruction (Siegler)

Intensive Intervention in Mathematics: Fractions Concepts & Procedures | National Center on Intensive Intervention

Fractions, Ratios, and Percents (Cain)

Progression of Fractions (Meaning, Equivalence, Comparison) (Fletcher)

Video Example: A Tutor Shows a Student How to Add Fractions with a Step-by-Step Checklist | National Center on Intensive Intervention

Academic Intervention Tools Chart | National Center on Intensive Intervention

Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades  | Institute of Education Sciences

Intervention | Kansas MTSS & Alignment Math Repository

Math Intervention Curriculum List  | Kansas MTSS & Alignment

What Works Clearinghouse

With the change in standards, came a greater focus on critical areas in mathematics. Within these narrowed standards, there are noted specific clusters that should be weighted in time allocations based on their importance. Many of these are a part of the progression of mathematics to algebra. As your district selects new curriculum or evaluates their current, it is important to ensure appropriate weighting of these major clusters. This is a critical subset of clusters and should be predominate during intervention instruction. With limited time to close the gap for these students, it is important to focus on objectives that will have the most effect on what is to come in their future instruction..  

2017 Kansas Mathematical Standards

Achieve the Core Coherence Maps

Achieve the Core Progressions to Algebra

KSDE Progression Documents for Math Standards

PreK-8 Intervention Focus (Full Algebraic Progression Standards by Instructional Level)

Priority Instructional Content in Mathematics | Achieve the Core

12 Math Rules That Expire in the Middle Grades (Karp, Bush & Dougherty)

13 Rules That Expire (Karp, Bush & Dougherty)

How Do You Attend to Language Within Intensive Intervention? | National Center on Intensive Intervention

Math Language in Middle School: Be More Specific (Powell, Stevens & Hughes)

Supporting Clear and Concise Math Language: Instead of That, Say This  (Hughes, Powell & Stevens)

Why Kids Should Learn the Language of Mathematics (Harbin-Miles)

Concrete-Representational-Abstract Instructional Sequence for Mathematics | PaTTAN

IES Practice Guide: Use of a Well-Chosen Set of Concrete and Semi-Concrete Representations  |  What Works Clearinghouse

Intensive Intervention in Mathematics: Module 4 | National Center on Intensive Intervention

Kansas Assessment Program Guidelines for Using Manipulatives on the Math Assessment 

Kansas Assessment Program: Resources Available to Students Taking the Math Assessment 

Video Example: A Tutor and Student Use Algebra Tiles to Solve an Equation | National Center on Intensive Intervention

Video Example: A Tutor Models How to Solve a Word Problem About Change | National Center on Intensive Intervention

What Should We Consider When Teaching Students with Math Difficulties | National Center on Intensive Intervention

Concrete, representational & abstract (CRA) manipulative virtual resources:

Didax Virtual Manipulatives

GeoGebra

Math Playground Virtual Manipulatives

Mathigon Polypad Virtual Manipulatives

National Library of Virtual Manipulatives

Toy Theater Virtual Manipulatives

Virtual Manipulatives  |  Dr. Sarah Powell

The PROGRESS Center (which stands for Promoting Rigorous Outcomes and Growth by Redesigning Educational Services for Students with Disabilities Center) provides information, resources, tools, and technical assistance services to support local educators and leaders (kindergarten through transition age) in developing and implementing high-quality educational programs that ensure students with disabilities have access to free appropriate public education (FAPE) which allows them to make progress and meet challenging goals, consistent with the U.S. Supreme Court's decision in Endrew F. v. Douglas County School District (2017). 

Instructional Practice Briefs | The Progress Center

Instructional Routines for Mathematics Intervention  |  Inclusion in Texas

Six Key Instructional Practices for Accelerating Learning and Promoting Progress for Students with Disabilities | The Progress Center

Do Not Use Key Words Word-Problem Instruction Videos | Project STAIR

Effective Word-Problem Solving Instruction: Using Schemas to Facilitate Mathematical Reasoning (Powell & Fuchs)

How Do You Incorporate Effective Problem-Solving Strategies Within Intensive Intervention?  | National Center on Intensive Intervention

IES Practice Guide: Improving Mathematical Problem Solving in Grades 4 through 8 (What Works Clearinghouse)

SPIRAL Problem Solving

Video Collection of Word Problem Schemas (Powell)

Video Example: A Tutor Models How to Solve a Word Problem About Change | National Center on Intensive Intervention

Video Example: A Tutor and Student Work on Word Problems | National Center on Intensive Intervention

Word Problem Instruction: Schema Gestures | Project STAIR

Word Problem Structures: Student Reference Cards | Meadows Center

Word Problem Structures: Teacher Reference Cards | Meadows Center

Mathematics Practice Standards | University of Texas at Austin

Standards for Mathematical Practice & Instructional Materials | Achieve the Core