Mathematics Improvement Plan

15 Minute Time -SSN Room (+) -Small group instruction (-) -Close to teacher (+) Student solves both addition and subtraction, double digit problems using base ten blocks and place value chart. -SSN Room (+) -One on one with teacher (+) -SSN Room (+) -Working independently (-) 10-20 Minutes 15 Minutes

Context

Content

Student solves double digit subtraction problems with regrouping using base-ten blocks and place value chart. Teacher will record steps on paper for the student. -One-on-one instruction from teacher. (+) - Tactile Material. (+) - Base-ten block product. (-) - Repetition on regrouping. (+) - Use of timer to complete problems. (+) - Rewarded every five problems. (+) - Lack of response to attention seeking behavior. (-) - Frequent praise. (+) - Rewarded every five problems. (+)

Input Process

-Instruction by teacher (+) -Tactile Material (+) -Oral response (-) -Group share (+)

Student solves double digit addition and subtraction problems with and without regrouping using base-ten materials, then recording process to traditional algorithm. - Visual and tactile (+). - Low interest. (-) - Pencil to paper. (-) - Low teacher support. (-) - Independent task (-) - Frequent prompting by adults. (+) - Use of timer. (+) - Teacher unavailable for attention seeking needs. (-) - Rewarded when completed half of the given set of problems. (+)

Output - Use of timer to complete individual problems. (+) - Completion of some problems independently. (-) - Group work. (+)

Academic Behavior

Social - Frequent breaks. (+) - No rewards until task is completed. (-)

Reinforcement

Note: The + symbols indicate strengths and the symbols indicate areas of concern