These resources were created by Patricia Maxwell from Coventry Public Schools in Rhode Island to help with virtual mathematics instruction and intervention. The long-term goal is for students to fluently and automatically know addition facts. Manipulatives, including fingers, help students to be accurate, which is a precursor of fluency and automaticity. To meet this goal, students use manipulatives and learn strategies on how to put together numbers, which improves their “number sense.” The handouts below cover the use of ten frames, number lines, and rekenreks. Example videos are linked in the resource.
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These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
This resource includes a tip sheet and an example weekly check-in form to help teachers develop relationships with their students and stay connected during distance learning.
In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
This example illustrates the virtual implementation of EL Education’s Decoding and Spelling assessments.
This unit of study includes a tip sheet, slides with activities, and supplemental materials that are associated with finding the area of various polygons, the area of circles, and the relationship between the area formulas, as well as a final activity exploring the area of a parallelogram and the area of a circle. This presentation is not intended to be used in one virtual session but as guidance for a unit of study related to the area of polygons. This unit was created by Robert Stroud from Westerly Public Schools in Rhode Island to support making the connections between various polygons and their areas rather than just providing formulas to compute.
This guide was developed by Melanie Kowalick an MTSS Curriculum Specialist in Wichita Falls Independent School District. This planning guide may be used for planning short intervention activities, review and practice activities, or progress monitoring checks. During school closures, we learned that virtual intervention does not look the same as face-to-face intervention. Parent support and planning are going to be the key to helping our students who have difficulties with reading and mathematics. For educators or parents, part of this support includes simple ways to monitor student progress.
This lesson provides a structure for writing intervention with examples of asynchronous and synchronous virtual delivery.
This tip sheet and example schedules were developed to support virtual learning.