(Image originally found at http://www.ed.gov/blog/2011/02/how-to-play-catch-up-in-math-while-moving-students-forward/)

**Mathematics interventions** at the Tier 2 (secondary prevention) level of a multi-tier prevention system must incorporate six instructional principles:

Instructional explicitness

Instructional design that eases the learning challenge

A strong conceptual basis for procedures that are taught

An emphasis on drill and practice

Cumulative review as part of drill and practice

Motivators to help students regulate their attention and behavior and to work hard

(Found in Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention System: Six Key Principles by Lynn Fuchs, found at http://www.rtinetwork.org/essential/tieredinstruction/tier2/mathintervention)

**Focus interventions on whole and rational numbers, word problems, and fact fluency.**

Interventions on solving word problems should include instruction that helps students identify common underlying structures of various problem types. Students can learn to use these structures to categorize problems and determine appropriate solutions for each problem type. Intervention teachers at all grade levels should devote about ten minutes of each session to building fluent retrieval of basic arithmetic facts. Primary-grade students can learn efficient counting-on strategies to improve math fact retrieval, and intermediate and middle-grade students should learn to use their knowledge of properties (e.g., the commutative, associative, and distributive laws) to derive facts in their heads.

(Found at U.S. Department of Education's website Doing What Works at http://dww.ed.gov/Response-to-Intervention-Math/RtI-Implementation/practice/index.cfm?T_ID=28&P_ID=70)

Developed by Christy Hemp, Math Specialist & School Improvement Specialist

christy.hemp@swsc.org

Reviewed by What Works Clearinghouse - http://ies.ed.gov/ncee/wwc/reports/Topicarea.aspx?tid=04

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