Academic Intervention Planner for Struggling Students

This form provides descriptions of the selected intervention, a listing of research articles supporting the intervention ideas, and space for teacher notes.

 	Academic Intervention Strategies	Research Citations	Teacher Notes	
❑	MATH: COMPUTATION STRATEGY: ADDITION: COUNT-UP. Train the student to use this strategy to complete basic addition operations: (1) The student is given a copy of a number-line spanning 0-20. (2) When presented with a two-addend addition problem, the student is taught to start with the larger of the two addends and to 'count up' by the amount of the smaller addend to arrive at the answer to the addition problem.	Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.	
	
❑	MATH: COMPUTATION STRATEGY: SUBTRACTION: COUNT-UP. Train the student to use this strategy to complete basic subtraction operations: (1) The student is given a copy of a number-line spanning 0-20. (2) The student is taught to refer to the first number appearing in the subtraction problem (the minuend) as 'the number you start with' and to refer to the number appearing after the minus (subtrahend) as 'the minus number'. (3) The student is directed to start at the minus number on the number-line and --from that start point--to count up to the starting number while keeping a running tally of numbers counted up on his or her fingers. (4) The final tally of digits separating the minus number and starting number is the answer to the subtraction problem.	Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.	
	
❑	MATH: COMPUTATION STRATEGY: MULTIPLICATION: COUNT-BY. Train the student to use this strategy to complete basic multiplication operations: (1) The student looks at the two terms of the multiplication problem and chooses one of the terms as a number that he or she can count by (the 'count by' number). (2) The student takes the remaining term from the multiplication problem (the 'count times' number) and makes a corresponding number of tally marks to match it. (3) The student starts counting using the 'count by' number. While counting, the student touches each of the tally marks matching the 'count times' number. (4) The student stops counting when he or she has reached the final tally-mark. (5) The student writes down the last number said as the answer to the multiplication problem.	Cullinan, D., Lloyd, J., & Epstein, M.H. (1981). Strategy training: A structured approach to arithmetic instruction. Exceptional Education Quarterly, 2, 41-49.