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Prescriptive Early Intervention in Mathematics for Elementary Students

Prescriptive Early Intervention in Mathematics for Elementary Students. b y: Mary Garcia. Introduction. The problem is students in third, fourth, and fifth grade do not have the required skills in mathematics to pass the state grade level exam.

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Prescriptive Early Intervention in Mathematics for Elementary Students

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  1. Prescriptive Early Intervention in Mathematics for Elementary Students by: Mary Garcia

  2. Introduction The problem is students in third, fourth, and fifth grade do not have the required skills in mathematics to pass the state grade level exam. I believe that with prescriptive intervention students will be equipped with the necessary skills required to pass the state mandated exam in their respective grade levels.

  3. Intervention 1: TRIAD Technology-enhanced, Research based, Instruction, Assessment, and professional Development (TRIAD) model At-risk students in pre-school curriculum materials to support the intervention Ongoing professional development for the staff that included distance education from a web-based application that delivered widespread support for teaching based on student learning track coaching for the teacher that was based in the classroom, tailored to the class and their specific needs support for both parents and administrators participating in the project.

  4. Intervention 2: Technology Provides re-teaching strategies using technology to include computers, calculators, & other technology To help student with retention of mathematics teacher would conduct early screening, implementation of manipulatives, cooperative learning and the integration of technology.

  5. Intervention 3: Knowing Math & Extended Core Knowing Math: this program targets student who are 2 or more years below grade level, it combines instructional procedures from the U.S and East Asia, and includes 12 to 14 weeks of daily lessons. The lessons integrate mathematical conversations targeted at discovering student misconceptions and revealing their mistakes. Extended Core: the intervention sessions started with the teacher saying what the focus of the lesson was, reviewing the material taught during class time, and explaining how this information would be extended in the current lesson. then teacher would engage the students and teaching or re-teaching of crucial vocabulary was integrated in the lesson. Guided practice would follow and opportunities we given by the teacher to offer feedback on student thinking. The lesson would end with the completion of regularly assigned homework or re-teaching pages that were provided by the Extended Core program.

  6. Intervention 4: MTM CCC Math to Master (MTM): is a structured intervention package that includes previewing problems, repeated practice, immediate corrective feedback, summative and formative feedback, and self-monitoring of progress ( Mong & Mong, 2010 (Doggett et al. 2006)). intervention has been studied in both a school setting and in a clinical setting. The effects in student in both setting have demonstrated that MTM has successfully enhanced student’s fluency with basic mathematical calculations. This intervention has also proven to be effective in supporting the generalization of skills that move a student from instructional material to grade-level material. Cover-Copy-Compare (CCC) is an intervention that was created to target and concentrate on mathematical skill deficits., it can handled by the the student, facilitates a succession of learning trials within a short amount of time. The learning trials will increase in accuracy level only if the student provides the correct answer.

  7. Intervention 5: Rocket Math This program gives a sequence of learning facts that students progressively learn. Before students begin to use this program they take a pretest to evaluate their writing speed. Rocket Math provides teachers with twenty-six different worksheets that progress from easy to more difficult and consist of four levels of addition, subtraction, multiplication, and division problems. The students navigate across the levels when their pre-determined fluency goal is reached. Added to their fluency goal is an individualized performance criterion they must meet before they move to the next level. The program does not introduce more than two new facts at any time and as students complete the addition level, they continue to navigate through subtraction, multiplication and division levels.

  8. Conclusion Consistency! Consistency! Consistency! Begin early in elementary Prescriptive

  9. THANK YOU

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