Tag Archives: math intervention

Why True Individualization Matters

Every student is unique, with different instructional gaps at different levels. Typically, students are instructed according to grade level and with an assumption they have mastered all the preceding building blocks necessary for grade-level math instruction. But this is often … Continue reading

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How Universal Screening Identifies At-Risk Students

There is widespread agreement among education researchers and experts that universal screening is central to an effective RTI program. Implemented as part of a Tier 1 Intervention, universal screening identifies current or potential academic deficits for every student. Issues with … Continue reading

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The Key Role of Tiered Intervention

Researchers agree that a tiered system of math intervention is critical to an effective RTI model. The tiered design includes three, increasingly intensive, levels of intervention depending on a student’s needs and ability to successfully respond to a customized learning … Continue reading

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Blended Learning Success Video from Macon Schools

Beginning in 2014, Bibb County schools in Macon, Georgia began a Flexible Learning Program (FLP) utilizing Ascend Math in several schools including Howard Middle School. The students in the FLP were those most at risk of failing math. These students … Continue reading

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Intensive Math Intervention Program Gets Even Better

We consistently ask the teachers and administrators at our Ascend Math partner schools to tell us how to make Ascend better so we can help students have more success. This has resulted in important improvements including adding interactivity to all … Continue reading

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Three Rules for Providing Better Instructional Videos

A recent article from KQED News reported the value of using videos to teach math concepts.  Here is quote from that article: “Getting students excited and authentically curious about a math task takes more than presenting a word problem. Some … Continue reading

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Common Mistakes Made in Math Intervention 5: Not Expecting Better Results

Once an intervention program is in place, it can be tempting for schools to leave it in place if students are making at least some progress. But how much progress is enough? If an 8th-grade student began the year at the third-grade … Continue reading

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Common Mistakes Made in Math Intervention #4: Using Programs Not Well Designed for Intervention

Editor’s Note: This is the fourth in a series on Common Mistakes Made in Math Intervention by guest blogger Jeff Hartman. Mistake 4: Using a Program Not Well Designed for Math Intervention Precision matters. The math software market is saturated … Continue reading

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Common Mistakes in Math Intervention 2: Not Differentiating Enough

Editor’s note: This is the second in a series of posts from guest blogger Jeff Hartman on the Common Mistakes made in Math Intervention Mistake #2: Not Differentiating Enough In an effort to deal with classes that have many students … Continue reading

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Common Mistakes Made in Math Intervention

This is the first in a series of five posts on Common Mistakes Made in Math Intervention by Guest blogger Jeff Hartman Mistake 1:  Starting at the Top A student who has major skill gaps from previous years is unlikely … Continue reading

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