REMEDIAL PLAN FOR MATH INTERVENTION

Name:
Date of Birth:
Age: 13 years, 10 months
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Grade Level: 7
School:
Program Duration: November20** – February 20**
Schedule: Fridays 4–6 pm
Number of Hours (Sessions): 20 hours (10 sessions)
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Program Number: 3 Math Program

REASON FOR REFERRAL

_______ was recommended to continue attending an individualized math intervention program to promote his foundational math
skills and develop his ability to make connections between these skills and their applications.

BACKGROUND INFORMATION
_______ showed satisfactory performance in school, since he started at age 3. He always passed Math however marked difficulties
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were noted since his early years. While he showed the ability to comprehend concepts, he tended to forget these, such that at 6
grade, delays were still noted in terms of multiplication, division, multi-step operations, and word-problem analysis. A standardized
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test done at this time placed his Math skills at the 13 percentile. His 6 grade teacher, his tutor, and his mother shared that he
benefited from having one-on-one assistance when doing math work however he declines help in the classroom.

Because of his persistent difficulties, _______ was recommended for math assessment and intervention by _______, a
Neurodevelopmental Pediatrician.

January 2013 Math Assessment:

 late 6 grade but computational skills were at the early 5 grade level (American standards)
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 diagnostic tests: delays in terms of his computation, conceptual understanding, math language, and word problem solving
 cognitive style: linear learner, inchworm
 gained skills from repeated practice; no apparent use of efficient strategies
 needed plenty of time and effort to be able to perform tasks

_______ has already completed two individualized programs that used systematic and multisensory methods. These programs
aimed to promote his comprehension of concepts, solving, math language, and word problem analysis skills. In the first program,
gains in relearning basic concepts on whole, decimal, and fractional numbers were reported. In addition to this, he also started to
employ strategies for making fact-recall and number computations more efficient. He also solved simple and straightforward word
problems. Unconventional math learning activities such as doing art work, reading math stories, and playing tabletop games was
noted to be beneficial in increasing his motivation and interest in doing the subject.

STATUS BEFORE REMEDIATION

In his second program, _______ continued to show satisfactory skills for number facts and basic computations, although he still
depended on rudimentary methods like memorization and solving on pen-and paper. He was able to perform some tasks involving
basic computations with whole, decimal, and fractional numbers, measurement, geometry, satisfactorily. His overall performance
was however limited by his resistance in employing the counting and language strategies learned since the summer. Problem
analysis was also found to be a challenge for him as shown by his difficulties in sustaining attention and in making accommodations
to incorporate new methods for solving. He also mostly refused to verbalize or explain procedures and detail the solving processes
on paper. Thus, scaffolds were continually provided and modelling was continuously done for him. It also is worthy to note that the
creative activities incorporated into the sessions helped motivate and promote _______’s interest.

Given that _______has shown gains from a structured and systematic method of learning, and that he still has skills to gain to be
able to perform math tasks efficiently, the continuation of individualized intervention was recommended in his progress report.

At home, _______’s mother continually assists him with his math work. She shared that improvements in terms of his skills and
attitude towards the subject have been apparent in the past few months. The fear of numbers that he used to manifest is now
lessened and that he shows more confidence in doing math work. He however still mostly refused to write down complete solutions.
Remedial Plan November 20** – February 20**

BEHAVIORAL GOALS
Strengths Weaknesses Goals & Methods
 Shows ease in  Easily distracted by his thoughts  Set behavioral and work expectations at the
sharing about his  Takes a long time to finish tasks beginning
experiences in  Difficulty sustaining attention,  Include story/poem reading and creative math
school especially when working with tasks activities
 Enjoys non- that require sustained thought like  Present problems that will not appear intimidating
conventional fraction operations and word  Use his interests – geography, places around the
activities like story problems world (trivia); virtual games
reading and arts  Refused to discuss solutions and  Introduce lessons in gradually increasing levels of
 Increasing concepts difficulty
compliance and  Refused to detail his work  Provide constructive feedback
focus  Sensitive to corrections about his  Alternate focus-intensive and light activities
 Amenable to work and his behavior  Provide success-oriented tasks
solving problems  Shows a general disinterest towards  Retype worksheets so that each will not appear
about gaming word problem solving tasks, both for heavy
easy and complex ones  Thematic days but all areas of math applications in
one day

REMEDIAL PLAN
This program aims to continue with the goals of the first two programs which were to promote _______’s understanding of
concepts, build his repertoire of efficient solving strategies, and promote his Math language and word problem analysis skills.
Concepts will be reviewed using the methods introduced in the previous program and will be continually promoted through regular
practice drills and games. Modeling and immediate feedback will also be provided to increase his reception for new strategies and
promote his ability for self-monitoring.

Area: Number Concept (Relating Rational Numbers, Applying Isolated Number Theory Skills)
Strengths Weaknesses Goals & Methods
 Can perform basic numeracy skills  Comprehension is mostly literal  Represent decimals and fractions –
for whole and decimal numbers  Mostly prefers to perform concretely and visually
 Can perform literal numeracy skills mechanical tasks  Relate decimal and fractional values
for fractions  Not able to detect patterns
 Can apply some divisibility rules and
determine primes

Area: Fact-Retrieval and Mental Computation (4 Operations; Series of Operations)

Strengths
 Adequate skills with number facts
Weaknesses Goals & Methods
 Resorts to using “his ways”  Efficient fact-recall drills and games
(rudimentary methods) (tabletop games)
 Not always automatic  Mental math drills (e.g., 5.3 x 2, 59 
 Not able to extend basic fact recall 100, simplifying fractions)
skills to solving tasks

Area: Number Computations (4 Operations; Wholes, Fractions, Decimals)

Strengths Weaknesses Goals & Methods
 Shows  Refused to show complete solutions  Talk through solutions
adequate skills  Prefers to solve using “mental math” but is actually using  Detail solutions on paper
for whole and long methods and thus takes a long time to do this  guide questions
decimal  When solving complex problems, uses rudimentary  prompts
number instead of fact-recall strategies and resorts to pen-and-  modelling
computations paper solving even for simple (fact-extension) problems  use strategies to make solving more
 Familiar with  Takes a long time to finish the work efficient: number associations, word
fraction  Commits inaccuracies every once in a while etymologies, talking-through, and
operations logic

Handout for the ELLN 2016 Math Intervention Seminar -2-

Remedial Plan November 20** – February 20**

Area: Math Language and Documentation (Document solutions and provide clear explanations)
Strengths Weaknesses Goals & Methods
 Familiar with some terms  Refused to show complete solutions  Detail solutions on paper, neatly
 Can define / describe concepts that  Limited comparison and contrasting and in an organized manner
have been taken up and reviewed of concepts, needs guide questions  Verbalize ideas
 Can match terms with their  Refused to verbalize ideas or  Unlocking of terms; affixes
definitions definitions  Word etymologies
 Can use associated words to recall  Refused to explain solutions  Reason by talking-through
prefix meanings  Graphic organizers: web map, Venn
diagram
 Wordlist, keywords
 Guide questions, sentence stems

Area: Applications (Grade 5&6 measurement, geometry, time, money, data interpretation, word problem solving tasks)
Strengths
 Familiar with basic applications
 Showed willingness to solve
problems based on games
Weaknesses Goals & Methods
 Can not perform analysis  Employ strategies for WPS: drawing
independently / bar modeling, tabulation, writing
 Word problem analysis is equations,
inaccurate, especially for problems  Scaffolds
that required inferring or the
plotting of a series of steps (both
pictorial and worded)
 Great difficulty sustaining attention
for solving word problems
 Showed resistance in following
directions when specific problem
solving strategies were discussed
 Refused assistance while solving

Prepared by:

Sherlyn May H. Santiago

Math Clinician

Handout for the ELLN 2016 Math Intervention Seminar -3-