R4c

ALBUQUERQUE PUBLIC SCHOOLS

STUDENT ASSISTANCE TEAM

AIP/CLASSROOM INTERVENTION PLAN: TIER 1

Complete one form for Math Skill Deficit

Please use computer to access drop down menus

Student Name / ID / Grade / Teacher
Common Core Standard / Student grouping(s) for intervention Small Group12 to 13 to 14 to 11 to 1 / Person(s) implementing the intervention

Area of Concern

Math
Number Sense
Calculation
Math Fluency
Math Reasoning
Operations
/ The ability to identify, name, and understand the value of numbers and symbols
Able to perform mathematical calculations and apply specific numerical procedures to solve mathematical problems.
The ability to carry out procedures flexibly, accurately, efficiently and appropriately to solve a given math problem.
The ability to solve mathematical problems by applying quantitative reasoning, abstract reasoning, & math knowledge
The skill to understand, analyze and apply specific numerical procedures sequentially to solve a given problem.
Intervention 1 (Tier I)
Describe the intervention and measureable goal to the specific skill that has been targeted for intervention. / Progress Monitoring
Assessment involves measuring the effectiveness of your intervention. Teachers can test every one to two weeks but must implement intervention for six weeks. This does not include pre-test
Using student will improve
number senseoperationscalculationmath fluency by increasing knowledge of
multiplication factsoral counting(other)subtracting simple math factsadding simple math factstelling time by the hoursubtracting facts involving borrowingdividing simple fractionsmulitplying simple fractionssubtracting mixed fractionsadding mixed fractionssubtracting simple fractionsadding simple fractionscounting simple coinsmultiplying triple digitsidentifying coins by namemultiplying double digitsmultiplying single digitsAdding facts involving carryinglong division problemssimple division problemscounting moneysorting or matching objectsone to one correspondence
by 102030405060708090100 percentnumbers per minuteproblems per minute in 67891011121314 week(s)
as measured by
40 minutes35 minutes30 minutes25 minutes20 minutes15 minutes 345 times per week / Start Date / End Date / Result
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
Intervention 2 (Tier I)
Describe the intervention and measureable goal to the specific skill that has been targeted for intervention. / Progress Monitoring
Assessment involves measuring the effectiveness of your intervention. Teachers can test every one to two weeks but must implement intervention for six weeks. This does not include pre-test
Using student will improve
number senseoperationscalculationmath fluency by increasing knowledge of
multiplication factsoral counting(other)subtracting simple math factsadding simple math factstelling time by the hoursubtracting facts involving borrowingdividing simple fractionsmulitplying simple fractionssubtracting mixed fractionsadding mixed fractionssubtracting simple fractionsadding simple fractionscounting simple coinsmultiplying triple digitsidentifying coins by namemultiplying double digitsmultiplying single digitsAdding facts involving carryinglong division problemssimple division problemscounting moneysorting or matching objectsone to one correspondence
by 102030405060708090100 percentnumbers per minuteproblems per minute in 67891011121314 week(s)
as measured by
40 minutes35 minutes30 minutes25 minutes20 minutes15 minutes 345 times per week / Start Date / End Date / Result
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
Intervention 3 (Tier I)
Describe the intervention and measureable goal to the specific skill that has been targeted for intervention. / Progress Monitoring
Assessment involves measuring the effectiveness of your intervention. Teachers can test every one to two weeks but must implement intervention for six weeks. This does not include pre-test
Using student will improve
number senseoperationscalculationmath fluency by increasing knowledge of
multiplication factsoral counting(other)subtracting simple math factsadding simple math factstelling time by the hoursubtracting facts involving borrowingdividing simple fractionsmulitplying simple fractionssubtracting mixed fractionsadding mixed fractionssubtracting simple fractionsadding simple fractionscounting simple coinsmultiplying triple digitsidentifying coins by namemultiplying double digitsmultiplying single digitsAdding facts involving carryinglong division problemssimple division problemscounting moneysorting or matching objectsone to one correspondence
by 102030405060708090100 percentnumbers per minuteproblems per minute in 67891011121314 week(s)
as measured by
40 minutes35 minutes30 minutes25 minutes20 minutes15 minutes 345 times per week / Start Date / End Date / Result
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute
%Facts per minuteNumbers per minute

Tier I Interventions

Yes / No / Appropriate instruction based on state and district standards has been provided
Yes / No / Differentiated instruction based on this student’s instructional strengths and needs has been implemented

Updated on 11/03/2015 Page 1 of 2