Example of Using NJDOE Resources for a Student with Math Problems

Lets assume the collected data from an array of sources indicates that a student, at the end of the 5th grade experiences difficulties with math. We would then go to the math goals, which the NTU developed based on the state's cumulative progress indicators (CPIs). Because the CPIs specify student expectations by the end of the grade, deviations may reflect a problem and/or a gap that needs to be closed academically. However, as with most interventions, stakeholders will need to prioritize identified problems, which require interventions. 

 

Using the 5 standards listed on the fifth grade math CPI checklist, which was utilized to collect data from an array of sources, it's discovered that the student has particular problems with number sense and numerical operations (standard 4.1), in particular with 4.1B (numerical Operations). In fact, the student still hasn't mastered addition, subtraction, multiplication, and division of whole numbers, exemplified by his/her weaknesses on the certain 4th grade CPIs, which are contributing to difficulties student is experiencing in 5th grade math and could be delineated as IEP goals as follows:

 

1.         By (insert date), the student will develop the meanings of the four basic arithmetic operations by modeling and discussing a large variety of problems.

·        Addition and subtraction:  joining, separating, comparing

·        Multiplication:  repeated addition, area/array

·        Division: repeated subtraction, sharing

 2.         By (insert date), the student will develop proficiency with basic multiplication and division number facts using a variety of fact strategies (such as “skip counting” and “repeated subtraction”) and then commit them to memory.

 

 3.         By (insert date), the student will construct, use, and explain procedures for performing whole number calculations and with:

·        Pencil-and-paper

·        Mental math

·        Calculator

 

4.         By (insert date), the student will use efficient and accurate pencil-and-paper procedures for computation with whole numbers.

·        Addition of 3-digit numbers

·        Subtraction of 3-digit numbers

·        Multiplication of 2-digit numbers

·        Division of 3-digit numbers by 1-digit numbers

10.     By (insert date), the student will understand and use the inverse relationships between addition and subtraction and between multiplication and division.

 

 

Interventions -

Clearly, the IEP needs to identify these as basic math skills as goals, which must be addressed by the district's curriculum, supplementary aids and services, prerequisite and precursor skills delineated on the 4th grade CPIs, as well as the CCCS's corresponding framework activities and vignettes. For example, clicking on the above hyperlinked CPIs will take stakeholders to an array of Framework Activities, instructional vignettes, and Inspiration Software activities, which can all be utilized to teach and reinforce these calculation skills.