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Subject Student Project Part 3Intervention Plan
Mark A. Hauck
Slippery Rock University
Running head: Subject Student Project Part 3 Intervention 2
UPDATE ON STUDENT SUBJECT
Javier continues to present a challenge to me. His moods continue to be unpredictable and can change at a moments notice. Since his moods are typically guided by the general atmosphere of the classroom, which include the varying moods of other students, I try to precede math instruction with lighter and less stressful tasks. I have had some luck preceding math with discussions about current events. Lately, there has been no shortage of topics in that department. Despite the weighty nature of the topics, free discussion has a liberating effect on my students. Javier is no exception in that regard.
In working with Javier on his fraction skills, I have discovered something very interesting. His command of his multiplication and division facts are weak. In fact, he is not proficient above the number 6 times table. This clearly hinders his ability to think of common factors when converting denominators for addition and subtraction. Likewise, it hurts his ability to mentally perform multiplication and division with fractions. He is, like many students, too dependent on the calculator.
I have also discovered that Javier gets frustrated very easily with difficult tasks. This reaction is consistent with his disability profile. I have to constantly remind him that with many students in placement, there will be gaps in learning because of the constant shifting around in just a few years time. Typically, residential treatment facilities that I know of consider academics secondary to behavioral treatment.
Since Javier already has an IEP in place with performance goals, it will be necessary to adapt the RTI model for the purposes of this assignment. I will simply extend this intervention for the duration of the semester until Javier can meet his benchmark(s) or achieve a 1.0 or greater slope on his performance graph.
INTERVENTION PLAN
Step 1: Remediate Deficiency with Recalling Multiplication and Division Facts from Memory.
Instructional Method: Flash cards and 3-D manipulatives (to increase concrete understanding of the relationships between numbers). Dienes blocks work well for this purpose, especially when set up in arrays. Drill with flash cards until 100% proficiency with times tables up to 10.
Assessment: Mad Minute tests. Javier will complete as many problems on one page in one minute without using a calculator. His progress on these assessments will be graphed. These
Running head: Subject Student Project Part 3 Intervention 3
assessments can be given 2-3 per week until proficiency is reached. Proficiency is essential in order for the concept of fractions can be mastered.
Step 2: Learning How Fractions with Differing Numerators and Denominators Can Be Equal
Instructional method: Finding common factors. Use chalk board or dry erase boards to instruct and drill the skill in this step. Start with low value numerators and denominators (1-5) and work up to 10. For example:
= ?/8 or = 5/?
Assessments: Customized worksheets from SuperKids.com with 12 questions each. Use sheets to serve in test and retest function. Javier will complete the sheet (test). We will go over the answers and figure out any incorrect steps or computation errors. The sheet is given again (retest). Graph retest results. Compare progress. Track the retest results over the duration of the intervention.
Steps 3-6: Addition, Subtraction, Multiplication, and Division of Fractions
Instructional Method: Start by working on sample problems involving fractions with low values and work up the values until 10 on chalkboard or dry erase board. Use customized worksheets from SuperKidscom in the same manner as Step 2 Assessment. Graph retest scores for each operation. Track slopes as primary indicator of progress.
Repeat Steps 3-6 with the benchmark goal of 80% (as stated in the performance goal) as his target. Assessments at this stage will be shorter in duration (10 questions) to facilitate an attainable 8/10 benchmark for Javier.
JAVIERS PERFORMANCE GOAL IN MATH.
In the Special Education classroom, Javier will be able to complete 80% of the following at the 8th grade level: PDE Standard for Math 2.2.8.B. Add, subtract, multiply, and divide different kinds of and forms of rational numbers including integers, decimal fractions, percents, and improper and proper fractions.
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