Interventions for Mathematics
Appendix E of the Mathematics Framework for California Public Schools Kindergarten through Grade Twelve (2005) (PDF; 4MB; 411pp.) outlines the components of effective mathematics intervention instructional materials. Charts in Appendix E list the subsets of mathematic standards that should be included in an intensive intervention program. The Mathematics Adoption calls for two types of instructional programs to meet the needs of struggling students:
- Mathematics intervention for grades four through seven
- Algebra readiness
The programs are not intended to be full-year or full-course programs but to move students efficiently to grade-level instruction.1 Until these instructional programs are adopted, teachers can use the information in Appendix E to focus their instruction on critical mathematics skills and concepts.
Shadow mathematics is a common type of intervention in the middle grades. The shadow mathematics concept provides preview and review structure (often taught by a team) so that students constantly reinforce what they are learning and tie it to new concepts. The shadow mathematics class generally follows a regular mathematics class. The shadow mathematics teacher reviews what students learned in the previous mathematics class and previews what students will learn the following day. The teacher devotes the rest of the period to reinforcing basic mathematics skills that students missed on the common assessments or in homework. Shadow mathematics teachers need special training so that they can teach concepts in a new way if students did not understand the first time.
Some solutions to middle grades mathematics offerings are reported below.
In the Spotlight
Gaspar De Portola Middle School (Outside Source) a Schools to Watch™-Taking Center Stage 2006 model, San Diego Unified School District. The principal “sold” targeted students on taking an academic support class in either ELA or mathematics (as an elective) by saying “I’m investing in you. You need this to be successful, and we’ve chosen you because you could do it. If you don’t want to, there’s the door.” The support class runs much like an AVID elective.
Kennedy Middle School (Outside Source) a Schools to Watch™-Taking Center Stage 2005 model, El Centro Elementary School District. Since a majority of the students who attend the school are English learners (ELs), most classes include EL supports and learning interventions.
Rancho Milpitas Middle School (Outside Source) a Schools to Watch™-Taking Center Stage 2005 model, and a California Distinguished School 2005, Milpitas Unified School District. The school’s MIND program provides a nonlinguistic representation of algebra that includes two days of computer tutorials and three days of direct instruction. The program helps non-English speakers learn without depending on language to gain mathematics concepts.
Richard Henry Dana Middle School (Outside Source) a Schools to Watch™-Taking Center Stage 2006 model, Wiseburn Elementary School District. Middle Mathematics allows self-paced instruction through an online mathematics tutorial that includes an accountability component.
Rio Norte Junior High School (Outside Source) William S. Hart Union High School District. Mathematics tutors from the nearby high school help students with homework and tutoring on concepts they missed on common benchmark assessments.
Other resources on mathematics interventions include:
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Interventions in English Language Arts
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Appendix 2-A. Teaming Practices Related to Instruction
Footnotes
1Criteria for Evaluating Mathematics Instructional Materials (PDF; 110KB; 12pp.). California Department of Education Web site.
2Arlene Hambrick and Asta Svedkauskaite, “Critical Issue: Remembering the Child: On Equity & Inclusion In Math and Science Classrooms” (Outside Source). Naperville, Ill.: North Central Regional Educational Laboratory (NCREL).
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