Student Profile

Name: David
Grade Level: 4th Grade
Background: David is a generally quiet and well-behaved student who participates in classroom activities. He understands concepts when taught explicitly but struggles with retaining mathematical procedures and applying them independently. He frequently makes computational errors, particularly in subtraction with regrouping and basic multiplication facts. His parents have noted that he finds math homework frustrating and often needs significant help.

Initial Assessment Data

• Universal Screener (Fall): David scored in the 25th percentile for math computation and 30th percentile for problem-solving for his grade level. This indicates he is at some risk and requires targeted intervention.
• Previous Year’s State Assessment: Met expectations but scored in the lower end of the “meets expectations” range in mathematics, with identified weaknesses in operations.
• Classroom Performance: Scores consistently around 70% on chapter tests. Frequently makes errors in multi-digit subtraction with regrouping. Shows a slow recall of basic multiplication facts (e.g., 7×8, 9×4). Struggles when asked to complete word problems that require multiple steps.
• Teacher Observation: David often uses finger counting or drawing tally marks for basic facts, which slows him down considerably. He understands the concept of regrouping but makes procedural errors.

Problem Identification

David’s math difficulties appear to stem from a lack of automaticity with basic facts and procedural fluency in multi-digit operations, specifically subtraction regrouping. These foundational gaps hinder his ability to complete grade-level tasks efficiently and impact his confidence in tackling more complex problems.

Specific Needs Identified

1. Inconsistent and slow recall of multiplication facts (up to 9×9).
2. Errors in multi-digit subtraction with regrouping across multiple places.
3. Difficulty executing multi-step word problems involving basic operations.

Tier 2 Intervention Plan

Goal: By the end of 8 weeks, David will accurately solve multi-digit subtraction problems with regrouping at 85% accuracy and recall multiplication facts (up to 9×9) with 20 correct answers per minute on weekly progress monitoring probes.

Intervention Strategy

• Name of Intervention: Targeted Computation and Fluency Boost (TCFB)
• Frequency: 3 sessions per week.
• Duration: 25 minutes per session.
• Group Size: Small group (3-4 students, including David) with similar skill deficits.
• Materials:
• Manipulatives: Base-ten blocks, place value charts.
• Curriculum: Supplemental worksheets focusing on conceptual understanding and procedural practice for subtraction with regrouping, multiplication flashcards, timed fact sheets.
• Technology: Educational math games for fact fluency practice (e.g., specific apps for multiplication drills).
• Key Instructional Components:
  Fact Fluency Warm-up (5 minutes): Daily structured practice on multiplication facts using flashcards, small group games, and short timed drills. Emphasis on building automaticity and using known facts to derive unknown facts (e.g., if you know 4×7=28, then 8×7=56).
  Explicit Instruction & Practice – Subtraction with Regrouping (15 minutes):

Multiplication Fluency: 1-minute probe of mixed multiplication facts (up to 9×9),          scored on correct answers per minute (CAPM).

• Multi-Digit Subtraction: 5-problem probe of 3-digit subtraction with two or more regroups, scored on accuracy.
• Charting: Data will be charted every two weeks to monitor progress against goals.
• Formative Assessments: Anecdotal notes during sessions regarding David’s participation, understanding of concepts, and application of strategies.

Intervention Personnel

• Classroom Teacher or Paraeducator (trained in delivering the specific Tier 2 intervention).
• Regular consultation with the school’s math specialist to review progress and adjust strategies as needed.

Implementation and Progress Monitoring

Weeks 1-2: Initial Focus on Facts and Subtraction Introduction

• Observation: David was initially hesitant with timed fact drills but showed improvement with peer encouragement in the small group. He responded well to the concrete modeling of subtraction with base-ten blocks.
• Data:
• Multiplication Fluency (CAPM): Improved from 10 to 14.
• Multi-Digit Subtraction Accuracy: Improved from 50% to 70%.

Weeks 3-4: Continued Practice and Procedural Refinement

• Observation: David began to internalize the subtraction regrouping steps, making fewer procedural errors. His fact recall became slightly quicker. He was more willing to explain his thinking.
• Data:
• Multiplication Fluency (CAPM): Reached 17.
• Multi-Digit Subtraction Accuracy: Reached 80%.

Weeks 5-6: Building Fluency and Independent Application

• Observation: David demonstrated greater confidence. He still occasionally paused on certain multiplication facts but showed consistent progress. Subtraction accuracy was high, and he completed problems more independently.
• Data:
• Multiplication Fluency (CAPM): Reached 19.
• Multi-Digit Subtraction Accuracy: Consistently at 85%. (Goal Met for Subtraction!)

Weeks 7-8: Reinforcement and Generalization

• Observation: David was consistently meeting the subtraction accuracy goal. His multiplication fluency showed slight fluctuations but remained close to the goal. He was more successful with breaking down simple word problems.
• Data:
• Multiplication Fluency (CAPM): Reached 21. (Goal Met for Multiplication Fluency!)
• Multi-Digit Subtraction Accuracy: Consistently at 90%
• Continue Light Review/Practice: The classroom teacher will integrate brief, consistent opportunities for review of multiplication facts (e.g., daily warm-ups, quick games) to maintain fluency.

1. Scaffolding for Word Problems: The classroom teacher will continue to provide scaffolding for multi-step word problems (e.g., graphic organizers, highlighting key information) to help David generalize his improved computational skills to problem-solving contexts.

1. Open Communication: Continued open communication with David’s parents to reinforce positive math attitudes and share strategies for supporting him at home.