SCS Intervention Services for Mathematics 2010-2011
Despite the best math programs and math teachers, there are times when students lag behind their peers achieving in mathematics. The goal of intervention services in mathematics is to boost a student's skills in areas that may no longer be given time for direct instruction in the class room. This allows students to make more progress in the area of mathematics rather than fall farther behind. The goal of intervention is to eliminate the need for intervention.
The decision to offer a student intervention services in mathematics is made by a team of teachers and staff that includes a minimum of the classroom teacher and math coordinator as well as other individuals that may know a student well . Data and evidence is gathered before a decision is made that a student should be offered math intervention services that includes NECAP achievement scores, end of year test scores, classroom performance and at times further assessment offered through the math office that is usually an interview or performance based task.
Once a decision is made that a student is a good candidate for intervention, parents are notified by the classroom teacher via telephone and then a letter to document services offered is sent home to be signed by parent and returned to school. Parents may decline services.
Intervention services may include small group instruction within the regular classroom by a math specialist or small group instruction in the math office. A math specialist may also "push-in" to the student's regular classroom setting. When small group instruction occurs in the math office, the curriculum is designed to meet children where they are and allow them to progress. The methods of instruction used are considered "Tier 2" in the RTI system since they are often more time intensive than permitted in the regular classroom or are considered alternative. Whenever possible, these intensive intervention groups are offered outside of the student's regular math class time. Research suggests that student's need to receive intervention services three times a week to make progress that allows children to "catch up" to peers.
As with any system, allowances and exceptions need to be made at times. When a child's emotional health could be compromised by working with a math specialist or when a child's emotional health or behavior does not permit working in a small group productively, other solutions may be sought to help boost a student's math abilities rather than the methods described here.
Students that receive direct instruction in mathematics due to an IEP can at times also be seen in the math office. When math specialist case loads are low and an existing group, with appropriate peers can accommodate an IEP student an allowance can be made. Math intervention services are in addition to time allotted in a student's IEP in this case.
Please call the math coordinator at Shelburne Community School for further information regarding this process at 985-3331.