Fact Fluency Plan for Special Education
Who Is this appropriate for?
4th Graders: A fourth grade student should not start the year with an IEP goal centered around multiplication/division fact fluency so it therefore should not be a focus at the start of the year. Classroom teachers will give a diagnostic opportunity at the end of Math Expressions Unit 1 (September). A student who does poorly on this diagnostic can be given the Bridges Intervention Volume 5 Placement Assessment.
5th Graders: A fifth grade student may enter the year with an IEP goal centered around multiplication/division fact fluency, or has been discussed as a student in need of an intervention. Classroom teachers may give a classroom-based diagnostic in at their discretion. A fifth grade-student who does poorly on the classroom-based diagnostic can be given the Volume 5 Bridges Placement Assessment.
If you have a fifth grade student in Special Education who you already know has need in this area, you may choose to skip the diagnostic and administer the Volume 5 Bridges Placement Assessment.
Why not 3rd Graders?
Multiplication/division fact fluency is a year-long third grade standard. Third graders are not "behind" and should only use the classroom fact fluency plan in the Tier 1 setting. This plan is not appropriate to use with third grade students.
Adjusted fluency plan components
Fluency Folder
Provide each student in your intervention group with a Fluency Folder. Each folder must have two plastic sleeves (where the study sheets will go front-to-back). Also include an answer-cover-up slip in each folder (consider velcro).
These study sheet pages should be used in conjunction with teaching the lessons in Bridges Intervention Volume 5. Each study sheet provides directions for when it should be given to to students to slide into their folder. For example, give students Study Sheet 1 to put in their folder following instruction of all lessons in Module 1).
This Signature Sheet will be where students track their individual progress as they progress through the study sheets. A student may only earn a signature from their peer/teacher if they are successful with all facts on list.
The backside of the signature sheet shows the flow of the entire plan. When a student gathers all signatures for a study sheet, consider giving them a sticker to signify their accomplishment.
