NCII developed a series of mathematics lessons and guidance documents to support special education instructors, mathematics specialists, and others working with students who struggle with mathematics. These lessons and activities are organized around six mathematics skill areas that are aligned to college– and career-ready standards, and incorporate several instructional principles that may help intensify and individualize mathematics instruction to assist teachers and interventionists working with students who have difficulty with mathematics.
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This collection contains modules that can be used for professional development for elementary leaders, teachers, interventionists and instructional coaches to build their capacity to support students who require mathematics intervention.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value computation. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
Counting and place value are prerequisite skills that are essential for more advanced, multistep mathematics skills. This module focuses on the foundational skills of counting and place value, including common skill areas where students struggle. Instructional skills and case studies are presented to help teachers and interventionists better understand essential skills to include across tiered interventions.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
This module is designed for interventionists, special educators, and general educators to review instructional strategies that students with mathematics difficulties need to be successful in both core instruction and intervention. Students with mathematics difficulties may make progress in intervention but still struggle in core because there is often not a bridge or support to show how the intervention connects to core. This module addresses these needs and identifies how all teachers need to support generalization and build upon mathematics trajectories for students to be successful.
This series of 22 videos provides brief instructional examples for supporting students who need intensive instruction in the area of fractions. Within college- and career-ready standards fractions are typically taught in Grades 3-5. Computation of fractions covers skills focused on building fractions from unit fractions—applying and extending operations of whole numbers. These videos may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful. Review of Fraction Vocabulary Adding Fractions with Like Denominators: An example with 1/8
This video describes how to use the partial sums strategy with addition. The problem in this video requires regrouping; however, the partial sums strategy eliminates the regrouping procedure. The partial sums strategy is typically performed left to right and focuses on adding only part of each multi-digit number at a time (e.g., only adding digits in the hundreds column to determine the partial sum of hundreds, followed by only adding digits in the tens column to determine the partial sum of tens, and so on). It may be especially important for students to know and understand the partial sums strategies if they have not yet developed an understanding for regrouping. This strategy is also efficient when all or most of the numbers have the same number of digits.
These lessons were developed as part of a National Center on Intensive Intervention Community of Practice with educators focused on implementing intervention virtually during Spring 2020 in response to COVID-19. Participating educators represented Colorado, Oregon, Rhode Island, Texas, and Washington. These activities were developed by practitioners and are intended to showcase example strategies that educators have used to deliver intervention in a virtual environment during the pandemic.
The purpose of this module is to focus on the importance of fractions, including the prerequisite skills. Fractions have been cited as a key skill that students need in order to be more successful in advanced mathematics skills, including algebra. Fractions are a necessary skill to be included as part of tiered interventions for students as early as grade 3.