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Math Intervention Project

This assignment requires students to analyze a mathematics assessment given to a whole class, identify areas of difficulty, develop and implement a 3-5 lesson intervention plan to address the identified areas, and analyze the effectiveness of the intervention. The assignment has 6 sections: 1) describing the assessment and standards, 2) summarizing class results, 3) analyzing selected student work samples, 4) writing a learning objective, 5) creating and implementing 3-5 intervention lessons, and 6) analyzing the intervention's effectiveness based on student work. The assignment will be evaluated using a rubric that assesses students' analysis of learning, lesson planning and implementation, and evaluation of the intervention's impact on student understanding.

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Jerimie Dela Cruz
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63 views

Math Intervention Project

This assignment requires students to analyze a mathematics assessment given to a whole class, identify areas of difficulty, develop and implement a 3-5 lesson intervention plan to address the identified areas, and analyze the effectiveness of the intervention. The assignment has 6 sections: 1) describing the assessment and standards, 2) summarizing class results, 3) analyzing selected student work samples, 4) writing a learning objective, 5) creating and implementing 3-5 intervention lessons, and 6) analyzing the intervention's effectiveness based on student work. The assignment will be evaluated using a rubric that assesses students' analysis of learning, lesson planning and implementation, and evaluation of the intervention's impact on student understanding.

Uploaded by

Jerimie Dela Cruz
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Math Intervention Project

A critical teaching skill is analysis of student work to determine the need for re-teaching/re-engagement. In this
assignment, you will analyze a given mathematics assessment, determine content that requires re-teaching or
intervention, design 3-5 connected re-engagement lessons to address the given content, implement the
lessons addressing the areas of challenge or need with 1-5 students, assess the students on the given
content, and analyze the learning. This assignment will be reviewed using the attached rubric.

This assignment has 6 sections which you will submit as one document on Angel. Also, place a hard copy of
this project in your Field Experience Binder. Be sure to use a pseudonym for all student names and remove
student names from student work samples. All narrative components should be single spaced, using Ariel 11
point font.

More specifically, each section should contain the following:

1. The Assessment and Context for Learning – Select one math assessment that has been given to the whole
class. This can be an assessment administered by your cooperating teacher in a previous unit. In a narrative of
one page or less, describe the context for giving this assessment and the specific standards/objectives
measured by this assessment. Provide a copy of the given assessment.

2. Analysis of Student Learning - Create a chart, such as one created in Excel, to summarize the results for the
whole class. Be sure to summarize results for each of the standards/objectives listed in section 1. In a narrative
of one page or less, discuss the patterns of learning for the whole class in relation to conceptual
understandings, procedural fluency, and mathematical reasoning/problem-solving skills.

3. Analysis of Learning for Focus Students – Based on your analysis in section 2, determine one area where
student(s) struggled. Select up to 5 student work samples that demonstrate this area of need. In a narrative of
one page or less, describe this area in need of re-engagement with the underlying mathematical concept. Use
specific examples from the student work samples to support your discussion (i.e., mathematical errors,
confusions, misunderstandings).

4. Develop a Plan to Re-engage Students - Based on the analysis in section 3, write a targeted learning
objective(s) to re-engage the student(s) in this area. The central focus of the content should be connected with
Common Core State Standards and be reflective of one conceptual understanding, procedural fluency, and
mathematical reasoning/problem solving skill.

5. The Intervention Plan - Create 3-5 connected re-engagement lessons of 15-20 minutes in length designed to
address the areas of need. Use the Childhood Education Lesson Plan template. Implement these lessons with
the students whose work you discussed in section 3. After teaching each lesson, reflect on your teaching
practice and student learning (use the questions in the Childhood Education Lesson Plan template). In addition
to submitting the lesson plans, also submit student work samples from at least three lessons that demonstrates
evidence of students’ mathematical understanding (e.g. informal assessment or exit ticket).

6. Final Analysis – In a narrative of two pages, thoroughly describe the effectiveness on the strategies you
selected to develop the students’ mathematical understanding in the area of need. Cite specific evidence from
the student work samples selected for section 5 that confirms your understanding of student learning in the
targeted area.

CED 543 p.1


Teacher: Date:
Topic:

RUBRIC for Math Intervention Project


The following rating scale is used to evaluate the teacher candidate’s performance on each section of the Math
Intervention Project.

2 = Met The teacher candidate has demonstrated clear evidence of meeting the target
criteria

1=Developing The teacher candidate has begun to demonstrate evidence toward meeting the
target criteria, but has not yet met it.

0= Not Met The teacher candidate has not demonstrated evidence of meeting the target
criteria.

Section 1: The Assessment and Context for Learning – The teacher candidate demonstrates 2 1 0
a thorough understanding of the assessment tool and the standards/objectives assessed by
this tool. The assessment tool is included.

2. Analysis of Student Learning – The teacher candidate summarizes the results of the 2 1 0
assessment in a comprehensible chart with a thorough analysis describing patterns of
learning for the whole class.

3. Analysis of Learning for Focus Students – Using student work samples, the teacher 2 1 0
candidate appropriately identifies and discusses an area for re-engagement.

4. Develop a Plan to Re-engage Students – The teacher candidate creates a targeted 2 1 0


learning objective based aligned with standards.

5. The Intervention Plan – The teacher candidate plans and implements 3-5 connected 2 1 0
lessons. Reflections on teaching practice and student learning are included, as well as
student work samples.

6. Final Analysis – The teacher candidate thoroughly describes the effectiveness of teaching 2 1 0
strategies and the students’ learning of the mathematical concept, as evidenced in student
work samples.

Comments:

CED 543 p.2

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