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: WORD PROBLEMS: ACQUISITION: USE WORKED EXAMPLES. Students acquiring math skills in the form of word-problems benefit from being given completed problems ('worked examples') to study. Teachers should observe these recommendations when formatting, teacher, and using worked examples as a student support: (1) FORMAT PROBLEM-SOLVING STEPS: the solution presented in the worked example should be broken down into discrete, labeled sub-steps/sub-goals corresponding to the appropriate process for solving the problem. (2) COMBINE TEXT AND GRAPHICS.  If both text and visual elements appear in the worked example, they should be integrated into a single unitary display, if possible, rather than split into separate components--so as not to overwhelm the novice learner. (3) PAIR WORKED WITH UNWORKED EXAMPLES. Whenever the student is given a worked example to study, he or she should then immediately be presented with 1-2 similar examples to solve.	Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181-214.	
	
❑	MATH: WORD PROBLEMS: METACOGNITION: PAIRING WORKED EXAMPLES WITH SELF-EXPLANATION. Students who can coach themselves through math problem-solving steps ('self-explanation') demonstrate increased conceptual understanding of the task. The student should be explicitly coached  to 'self-explain' each of the steps to be used in solving a particular type of problem--starting with completed problems ('worked examples') before advancing to unworked problems: (1) INTRODUCTION TO SELF-EXPLANATION. The teacher first explains the importance of self-explanation as a student math self-help skill. (2) TEACHER MODELING. Next, the teacher models self-explanation, applying the appropriate problem-solving steps to a worked example. (3) STUDENT MODELING WITH TEACHER FEEDBACK. The teacher then coaches the student's own self-explanation efforts, as the student moves through the steps of a second worked example. (4) INDEPENDENT STUDENT APPLICATION. When the student has successfully mastered the process, he or she is directed to use self-explanation during the problem-solving steps with any unworked problems.	Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181-214.

Tajika, H., Nakatsu, N., Nozaki, H., Neumann, E., & Maruno, S. (2007). Self-explanation for solving mathematical word problems: Effects of self-explanation as a metacognitive strategy for solving mathematical word problems. Japanese Psychological Research, 49(3), 222-233.	
	
❑	MATH: WORD PROBLEMS: STRATEGY: DRAW THE PROBLEM. The student can clarify understanding of a word problem by making a drawing of it before solving. To teach this strategy: (1) The teacher gives the student a worksheet containing at least six word problems. (2) The teacher explains to the student that making a picture of a word problem can make that problem clearer and easier to solve. (3) The teacher and student independently create drawings of each of the problems on the worksheet. (4) Next, the student shows his or her drawings for each problem while explaining each drawing and how it relates to the word problem. (5) The teacher also participates, explaining his or her drawings to the student. (6) The student is then directed to 'draw the problem' whenever solving challenging word problems.	Van Garderen, D. (2006). Spatial visualization, visual imagery, and mathematical problem solving of students with varying abilities. Journal of Learning Disabilities, 39, 496-506.	
	
❑	MATH: WORD PROBLEMS: STRATEGY: 4-STEP PLANNING PROCESS. The student can consistently perform better on applied math problems when following this efficient 4-step plan: (1) UNDERSTAND THE PROBLEM. To fully grasp the problem, the student may restate the problem in his or her own words, note key information, and identify missing information. (2) DEVISE A PLAN. In mapping out a strategy to solve the problem, the student may make a table, draw a diagram, or translate the verbal problem into an equation. (3) CARRY OUT THE PLAN. The student implements the steps in the plan, showing work and checking work for each step. (4) LOOK BACK. The student checks the results. If the answer is written as an equation, the student puts the results in words and checks whether the answer addresses the question posed in the original word problem.	Pólya, G. (1957). How to solve it (2nd ed.). Princeton University Press: Princeton, N.J.

Williams, K. M. (2003). Writing about the problem solving process to improve problem-solving performance. Mathematics Teacher, 96(3), 185-187.	
	
❑	MATH: WORD PROBLEMS: STRATEGY: SELF-CORRECTION CHECKLISTS. The student can improve accuracy on particular types of word and number problems by using an ‘individualized self-instruction checklist’ to direct attention to his or her unique error patterns: (1) To create such a checklist, the teacher meets with the student. Together they analyze common error patterns that the student tends to commit on a particular problem type (e.g., ‘On addition problems that require carrying, I don’t always remember to carry the number from the previously added column.’). For each type of error identified, the student and teacher together describe the appropriate step to take to prevent the error from occurring (e.g., ‘When adding each column, make sure to carry numbers when needed.’). (2) These self-check items are compiled into a single checklist. (3) The student is encouraged to use the individualized self-instruction checklist when working independently on number or word problems. TIP: As older students become proficient in creating and using these individualized error checklists, they can begin to analyze their own math errors and to make their checklists independently whenever they encounter new problem types.	Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39(5), 269-275.	
	
❑	MATH: WORD PROBLEMS: STRATEGY: 7-STEP PLANNING PROCESS. Students with a consistent strategy to take on math word problems work more efficiently and avoid needless errors. Presented here is an all-purpose 7-step cognitive strategy useful for solving any math word problem: This strategy should be formatted as a checklist for independent student use: (1) READ THE PROBLEM. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms). (2) PARAPHRASE THE PROBLEM. The student restates the problem in his or her own words. (3) DRAW THE PROBLEM. The student creates a drawing of the word problem, converting words to a visual representation of that problem. (4) CREATE A PLAN TO SOLVE. The student decides on the best way to solve the problem and develops a plan to do so. (5) PREDICT/ESTIMATE THE ANSWER. The student estimates or predicts what the answer to the problem will be.  The student may compute a quick approximation of the answer, using rounding or other shortcuts. (6) COMPUTE THE ANSWER. The student follows the plan developed previously to solve the problem and arrive at the correct answer. (7) CHECK THE ANSWER. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer calculated in a previous step to ensure that there is general agreement between the two values.	Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.

Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285-302.	
	
❑	MATH WORD PROBLEMS: HIGHLIGHT KEY TERMS. Students who have difficulties with inattention or impulsivity can increase rates of on-task behavior and accuracy on math word problems through highlighting of key terms. The teacher prepares the worksheet by using a colored highlighter to highlight a combination of 8-11 key words and numbers for each math word problem. The student then completes the highlighted worksheet.	Kercood, S., Zentall, S. S., Vinh, M., & Tom-Wright, K. (2012). Attentional cuing in math word problems for girls at-risk for ADHD and their peers in general education settings. Contemporary Educational Psychology, 37, 106-112.