Helena E.

Jankowski

March 28th, 2017

Case Study B: Implementation Plan

Targeted Mathematical Area: Word problems - Multiplication (based on TOMA-III results)

Anticipated Targeted Time: 30 minute session 3x a week for 8 weeks minimum

Format: one-on-one instruction for tier-3 intervention (Resource Room setting)

Intervention: STAR

STAR is a cognitive/metacognitive strategy that helps structure the students analysis of

word problems. In STAR, S stands for search the word problem, T stands for translate the

words into equation form, A stands for answer the problem, and T stands for review the

solution.

There will be a readily accessible anchor chart that explains the process and also a

reusable organizer to help facilitate the process, both of which may be found in the appendix.

Additionally, to help increase the students interest throughout the intervention process,

the multiplication word problems used will feature people, places, and objects that the student

cares about. This includes music, anime, basketball, friends, and the student himself. This will

help with increasing student engagement and motivation, which was another noted area of

concern for this student.

Intervention Plan:

The use of the STAR strategy will be based on Concrete-Representation-Abstract (CRA)

Instructional Approach. This means that in the initial stages of the intervention, the student will

be using concrete manipulatives, and once mastery is shown, move to representation with

pictures and eventually abstract representation with an equation. Students will spend a minimum
of 6 sessions in each stage (roughly 2 weeks) and then demonstrate mastery at the end of this

period, discussed further in the assessment section. Once the student shows mastery, they

move to the next stage. Once the student completes a minimum of 6 sessions in the Abstract

stage, the student will complete an additional two weeks of practice at the abstract level with an

emphasis on independence. Then, students will have the opportunity to show mastery, and if it is

achieved, the intervention may be discontinued.

Week 1: Concrete Session 1: Practice of STAR with Concrete Approach

3 sessions Explicit Instruction/Modeling:

- Explain that we can model problems using manipulative blocks.

Week 2: Concrete - Read the problem out loud. Think aloud, how many groups are

3 sessions there? How many objects are in each group?

- Underline key phrases/numbers

- On a dry erase board, draw a large circle for each group to place the

blocks in. In each group, place the appropriate number of blocks,

individually counting each aloud.

- Explain that now that we have the proper number of blocks in each

group, we can count them and find the total number of objects in

all.

- Count them aloud and write down the answer to the problem.

Guided Practice:

- With a new problem, have the student read it aloud and underline

the key numbers and phrases. Help the student identify how many

groups there are, and how many blocks should go in each group, if
 necessary.

- Have the student draw the proper number of groups as large circles

on a white board. Have the student count out the proper number of

blocks and place them in each group.

- Have the student count the total number of blocks to find the

answer to the problem, and write the number on the white board.

Independent Practice:

- Student solves 5-10 problems independently using STAR with a

concrete strategy.

- Student uses Metacognitive Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

Sessions 2 6: Practice STAR with Concrete Approach

Explicit Instruction/Modeling:

- Model each step of STAR (as explained above), using manipulative

blocks in groups to represent multiplication.

Guided Practice:

- Assist student with each step of STAR (as explained above), using

manipulative blocks in groups to represent multiplication.

Independent Practice:

- Student solves 5-10 problems independently using STAR with a

representational strategy.

- Student uses Metacognitive Self-Analysis Check-List (see

 Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

- At the end of session 6, student completes an assessment. If the

student shows mastery, transition to an abstract approach in the

next session.

Week 3: Representational Session 1: Practice of STAR with transition to Representational

3 sessions Approach

Explicit Instruction/Modeling:

- Explain that the problem can also be represented with a picture

instead of using manipulative blocks.

Week 4: Representational - Read the problem out loud. Think aloud, how many groups are

3 sessions there? How many objects are in each group?

- Underline key phrases/numbers

- On a dry erase board, draw a large circle for each group. Draw the

proper number of smaller circles in each circle to properly represent

the number of objects in each group.

- Explain that now that we have the proper number of objects in each

group, we can count them and find the total number of objects in

all.

- Count them aloud and write down the answer to the problem.

Guided Practice:

- With a new problem, have the student read it aloud and underline

the key numbers and phrases. Help the student identify how many
 groups there are, and how many objects are in each group, if

necessary.

- Have the student draw the proper number of groups as he draws the

larger circles, and count out the number of small circles as they are

drawn in.

- Have the student count the total number of circles to find the

answer to the problem, and write the number on the white board.

Independent Practice:

- Student solves 5-10 problems independently using STAR with a

representational strategy.

- Student uses Metacognitive Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

Sessions 2 6: Practice STAR with Representational Approach

Explicit Instruction/Modeling:

- Model each step of STAR (as explained above), but instead of

modeling using manipulative blocks, represent multiplication by

drawing groups of objects.

Guided Practice:

- Assist student with each step of STAR (as explained above), but

instead of modeling using manipulative blocks, represent

multiplication by drawing groups of objects.

Independent Practice:
 - Student solves 5-10 problems independently using STAR with a

representational strategy.

- Student uses Metacognitive Skill Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

- At the end of session 6, student completes an assessment. If the

student shows mastery, transition to an abstract approach in the

next session.

Week 5: Abstract Session 1: Practice of STAR with Abstract Approach

3 sessions Explicit Instruction/Modeling:

- Explain that we can model problems using an equation.

Week 6: Abstract - Read the problem out loud. Think aloud, how many groups are

3 sessions there? How many objects are in each group?

- Underline key phrases/numbers

- Model the problem with picture, as with representational approach,

then write the equation to represent the situation.

- Explain how each number in the equation corresponds to the

picture.

- Solve the equation using multiplication, and confirm the answer by

counting the circles in the picture.

- Write down the answer to the problem.

Guided Practice:

- With a new problem, have the student read it aloud and underline

the key numbers and phrases. Help the student identify how many

groups there are, and how many blocks should go in each group, if

necessary.

- Have the student draw the proper number of groups as he draws the

larger circles, and count out the number of small circles as they are

drawn in.

- Have the student write an equation based on the picture.

- Assist the student with solving the equation using multiplication.

- Have the student count confirm his answer the total number of

blocks to find the answer to the problem, and write the number on

the white board.

Independent Practice:

- Student solves 5-10 problems independently using STAR with a

concrete strategy ideally just by writing an equation, but may

need to draw a picture initially as support.

- Student uses Metacognitive Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

 Sessions 2 6: Practice STAR with Abstract Approach

Explicit Instruction/Modeling:

- Model each step of STAR (as explained above), representing the

multiplication problem by writing an equation only.

Guided Practice:

- Assist student with each step of STAR (as explained above),

representing the multiplication problem by writing an equation.

Independent Practice:

- Student solves 5-10 problems independently using STAR with an

abstract strategy.

- Student uses Metacognitive Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

Week 7: Abstract (Maintenance) Sessions 7 12: Practice STAR with Abstract Approach

3 sessions Explicit Instruction/Modeling:

- Model each step of STAR (as explained above), representing the

Week 8: Abstract (Maintenance) multiplication problem by writing an equation.

3 sessions Guided Practice:

- Assist student with each step of STAR (as explained above),

representing the multiplication problem by writing an equation.

Independent Practice:

- Student solves 5-10 problems independently using STAR with an

abstract strategy.
 - Student uses Metacognitive Self-Analysis Check-List (see

Appendix) to make sure that the student reflects on their thinking

and solves the problem correctly.

- At the end of session 6, student completes an assessment. If the

student shows mastery, intervention may end.

Week 9 and Beyond: Abstract If student does not show mastery at the end of week 8, continue

(Maintenance) intervention and instruction.

STAR framework (adapted from the powerpoint shared in class) This this is the framework

that will be used during modeling, guided practice, and independent practice, as discussed above.

Step 1: Search the word problem

- Read the problem carefully

- Ask yourself questions like What facts do I know? and What do I need to find?

- Write down facts

Step 2: Translate the words into an equation in picture form.

- Choose a variable

- Identify the operation(s)

- Represent the problem with a picture.

- Write the equation.

Step 3: Answer the problem

Step 4: Review the solution

- Reread the problem. Ask yourself, Does this answer make sense? Why?

- Check your answer.

Assessment:

Throughout the process, data will be collected to analyze the interventions effectiveness

and impact on student learning. To progress monitor, the student will take a bi-weekly

assessment using the aimsweb Mathematics Concepts and Applications (M-CAP) test. I chose to

use this assessment because it features word problems with multiplication, which is not

something that we had access to with the easyCBM probes we used previously.

This assessment will be administered biweekly, which, according to the schedule, places

it at the end of each phase of the CRA Approach (Concrete Approach, Representational

Approach, Abstract Approach). If the student shows mastery of the specific approach for that

phase, defined as 80% accuracy or better, the intervention will continue to the next phase of the

approach. If the student does not show mastery, the intervention will continue with additional

practice on the current phase, and another will be administered in 2 weeks. If the student fails to

show mastery after three consecutive assessments, the intervention may need to be changed to

another approach.

Ideally, the student will spend 2 weeks on the concrete approach and show mastery. Then

the student will move on to the representational phase for 2 weeks and show mastery. Finally, the

student will move on to the abstract phase, and once the student demonstrates mastery, the

intervention period can end.