Beyond the regular day-to-day teaching at each grade level, FCPS offers intervention programs for students who need help in specific academic areas. The goal of these programs are to provide short-term, intensive teaching to help students meet grade-level standards as quickly as possible. Frederick County Public Schools utilize multiple assessment to components of universal screening and local assessment for progress monitoring, which drive the decisions about students’ academic success who are identified as being at some level of risk for not meeting grade level expectations.
Math Intervention Teacher Specialist
Connecting Math Concepts: is a research proven, teacher led math intervention that combines facts, procedures, conceptual understanding, applications, and problem solving skills to provide a comprehensive curriculum for students. Students learn to understand math by making connections among related math topics, procedures, and knowledge.
SRA Number Worlds: is a research-proven, teacher-led math intervention program that was built on rigorous state standards to bring math-challenged PreK-8 students up to grade level with real world applications. SRA Number Worlds helps struggling learners achieve math success and quickly brings them up to grade level by intensively targeting the most important standards.
Math Navigator: is a research-proven, teacher-led math intervention program that blends conceptual understanding, problem solving,and foundational skills. The program focuses on repairing the misconceptions of critical concepts and building routines, rituals, and data-driven progress monitoring.
Dreambox (opens in new window): is a research-proven, online elementary math program that raises student performance and confidence. DreamBox combines engaging, adaptive lessons with the current reporting educators need to individualize instruction.
Moving with Math Extensions: is a research-proven, teacher led math intervention that is designed to teach the underlying concepts of essential standards for grade K through 8. Explicit instruction in every lesson is based on using true manipulatives within the C–R–A process. Instruction begins at the CONCRETE stage with hands-on activities using manipulatives, proceeds to the student page showing pictures at the REPRESENTATIONAL stage and then to words and numbers at the ABSTRACT stage.
On Ramp to Algebra: is a research-proven, teacher led math intervention that is designed exclusively to ensure that at-risk students are adequately prepared for Algebra 1. The program is ideally implemented the year prior, to build and solidify foundational skills and conceptual understanding necessary to be successful in Algebra 1.
Evidence Based Instructional Program (EBIP-MATH): is a school-developed, customized program that is designed to meet the specific needs of a student who has been identified based on the analysis of multiple measures of student performance. The plan is purposeful and includes goal-directed instruction with ongoing progress monitoring and regular student feedback. EBIPs serve students with a variety of needs, including students with dyslexia, dysgraphia, and dyscalculia. For students with dyscalculia, constructed programming includes a program that utilizes the C-R-A model (Concrete - Representational - Abstract). The C-R-A model provides a framework that allows students with dyscalculia to develop conceptual understanding with essential mathematical concepts such as counting, number sense, and basic operations. For information regarding dyslexia and dysgraphia, please visit the reading intervention page. For more information about EBIP-MATH offerings, please contact Kelly Taylor Merrbach, Coordinator of Assessment and Intervention at firstname.lastname@example.org or Michael Shesman, Teacher Specialist for Math Intervention at email@example.com.