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Math Intervention

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The Compass Learning Math Intervention curriculum set provides intervention learning paths for math 5 and 6 in a tiered service delivery that supports three levels of intervention:
  • Tier 1—Core Students. Those students who, generally at grade level, may need intervention on very focused and specific standards.
  • Tier 2—Strategic Intervention. Struggling students who have significant gaps, missing groups of skills needed to master concepts and standards.
  • Tier 3—Intensive Intervention. Students with extreme gaps in their learning, who are also failing to make progress in Tier 2.

Throughout the intervention learning paths, constant progress monitoring helps determine the effectiveness of the intervention. Along with specific, standards‐based activities, quizzes are included in the intervention learning paths, giving teachers, and students “real time” progress monitoring.

Background

The National Council of Teachers of Mathematics (NCTM) published their Curriculum Focal Points in 2006, and the National Math Panel released its final report in the spring of 2008. This intervention project was designed based on the findings of these two entities, as well as the national emphasis on Response to Intervention. The findings from all indicated that there is a need for students to be ready to tackle the concepts of algebra in order to be proficient mathematicians. Interventions needed in order to help students be successful will further their progress as they tackle the concepts found in algebra. Each intervention learning path was developed and applied to the learning activities that were developed by Compass Learning.

Response to Intervention or RTI is the primary method of intervention used in many schools in the United States. Through this process, the intervention steps taken by educators allow students to receive assistance when they are having difficulties learning (Haager, et. al. 2007). Through the intervention process, educators can gather data to make instructional decisions based on the student’s individual needs. The RTI method seeks to prevent further academic difficulties through intervention, measuring progress, and making data‐driven and research‐based instructional decisions (National Association of State Directors of Special Education, 2005).

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