You are on page 1of 7

# Planning Packet Assignment

For the next several weeks, you will be completing Planning Packets
through which you will identify evidence and research-based
interventions that can be used to solve learning problems for students.

When all the Planning Packets are completed, you will have created an
Intervention Manual—a recipe book (if you will) that you can keep at
hand and use to solve problems as they arise. I would suggest adding to
this collection as you identify additional interventions that you find

Each planning packet will follow the same format—the template can be
found below. I will give you a broad description of sample children or
you may choose your own. Just make sure that your learning issue is
general enough so that you can identify interventions that will be

In addition to filling out the template, you will create materials that can
be used—flash cards, sample worksheets, patterns for games.
Submit everything as one document in the drop box.

You will include the:
 Learning issue
 At least 2 types of informal assessment
 A PLAAFP statement that describes the learning issue more
exactly including baseline information.
 The Common Core Standard that will be addressed
 A formal IEP goal that comes directly from the PLAAFP statement
 At least 2 interventions for
o The general education classroom
o The resource room
o Home

Please let me know if you have difficulty so that I can assist you.

Bethany Michels
Planning Packet

SSLS 779

Name of Child:
Wayne Johnson
2
nd
Learning Issue:
This student is a 2
nd
Informal Assessment Method (at least 2):
During math have a para write down how many addition facts Wayne can do in a minute.
Before Wayne completes the addition facts ask him questions to see if he understands
the concept of addition. Does he write a random response? Is he doing the right
operation? Is making a computation error?
PLAAFP Statement (must include baseline):
A typically developing second grader can complete 20 addition facts fluently in one
minute. In five minutes typically developing students complete 100 facts. Wayne
completes about 9 facts in one minute and five minutes he completes 19. Wayne
attempts to solve the problem but uses the wrong process. He will sometimes subtract
instead of add. He will randomly make a response since he doesn’t know how to solve
the problem.
Common Core Standard:
CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental
strategies.

By end of Grade 2, know from memory all sums of two one-digit numbers.
IEP Annual Goal:
In 36 instructional weeks Wayne will fluently complete 17/20 addition facts 4/5 times
during a timed test in one minute.
Interventions Source of Intervention
For Resource Room
 1. The student is given one
of the math computation
worksheets previously
created by the teacher,
The student first consults
his or her progress-
monitoring chart and notes
the most recent charted
computation fluency score
previously posted. The
student is encouraged to try
to exceed that score.
 2. When the intervention
interventions/math/math-computation-increase-
accuracy-and-productivity-rates-self-monitorin
Materials:
 Collection of student math computation
worksheets & matching answer keys (NOTE:
Educators can use a free online application
to create math computation worksheets and
answer keys by using this free Math
Worksheet Generator
(http://www.interventioncentral.org/tools/
math-worksheet-generator)
session starts, the student is
given a pre-selected
amount of time (e.g., 5
minutes) to complete as
many problems on the
computation worksheet as
possible. The student sets a
timer for the allocated time
and works on the
computation sheet until the
timer rings.
 3. The student then uses the
answer key to check his or
her work, giving credit for
each correct digit in an
defined as a digit of the
correct value that appears
in the correct place-value
this scoring method,
students can get partial
credit even if some of the
correct and some are
incorrect.).
 4. The student plots his or
her computational fluency
score on the progress-
monitoring chart and writes
the current date at the
bottom of the chart below
the plotted data point. The
student is allowed to select
a choice from the reward
menu if he or she exceeds
the most recent, previously
posted fluency score.

 Student self-monitoring chart
http://www.interventioncentral.org/sites/default/f
iles/pdfs/pdfs_interventions/progress_monitor_gra
ph_80_12.pdf

Count the number of popsicle
sticks. Model putting a rubber
band around a group of 10 sticks
then have Wayne put a rubber
band around each new group.
Model putting 1s in the ones box,
Vaughn, S., & Bos, C. (2012). Strategies for teaching
students with learning and behavior problems. (8th ed.,
p. 407).
Materials:
 Popsicle sticks
 Rubbers bands
10s in the tens box, etc. Show
Wayne a sign that says, “Thank
you for the ____ popsicle sticks”
Model putting that number of
popsicle sticks in the boxes, then
have him do it. Change the
numbers on the sign and allow
him to practice regrouping.
 Sign
 Number cards
 Three boxes to hold ones, tens, and hundreds
For Parents/At Home
Show Wayne the map of the United
States to get his attention. Explain
the game: move from their home
state to another state across the
nation. He must have a ticket to
travel from state to state. Wayne
printed on the ticket and read the
name of the state which will be
printed on the map. If he answers
the problem correctly he then can
move to another state.
Vaughn, S., & Bos, C. (2012). Strategies for
teaching students with learning and behavior
problems. (8th ed., p. 407).

Materials:
 map of the United States
 tickets made of cards on which math
Allow Wayne to play math games
for 30 minutes a day.

For General Education Classroom
1. [Student] Set a Session
Computation Goal. The
student looks up the total
number of problems
completed on his or her
most recent timed
worksheet and writes that
figure into the 'Score to
Beat' section of the current
day's Student Speed Check!
form.
2. [Teacher] Set the Timer
or Start the Tape. The
teacher directs the student
to begin working on the
worksheet and either starts
the tape with tones spaced
at random intervals or sets
a kitchen timer. If using a
interventions/math/math-computation-student-
self-monitoring-productivity-increase-fluency
Materials:
 Student self-monitoring audio prompt: Tape /
audio file with random tones or dial-style
kitchen timer
 Math computation worksheets containing
problems targeted for increased fluency
 Student Speed Check! recording form
http://www.interventioncentral.org/sites/default/files/p
dfs/pdfs_interventions/self_monitoring_math_comp_in
crease_productivity_student_score_sheet.pdf

timer, the teacher randomly
sets the timer randomly to a
specific number of minutes.
When the timer expires and
chimes as a student audio
prompt, the teacher resets
the timer to another random
number of minutes and
repeats this process until
the intervention period is
over.
3. [Student] At Each Tone,
Record Problems
Completed. Whenever the
student hears an audio
prompt or at the conclusion
of the timed intervention
period, the student pauses
to:
-circle the problem that he
or she is currently working
on
-count up the number of
problems completed since
the previous tone (or in the
case of the first tone, the
number of problems
completed since starting the
worksheet)
-record the number of
completed problems next to
the appropriate tone
interval on the Student
Speed Check! form.
4. [Teacher] Announce the
End of the Time-Drill
Period. The teacher
announces that the time-
drill period is over and that
the student should stop
working on the worksheet.
NOTE: If a tape or audio
file is being used to deliver
audio tones, it can contain
an announcement stating
that the intervention period
has ended.
5. [Student] Tally Day's
Performance. The student
completed at the tone-
intervals to give a
productivity total for the
day. The student then
compares the current day's
figure to that of the
previous day to see if he or
she was able to beat the
previous score. If YES, the
from the teacher; if NO, the
encouragement from the
teacher.

carefully, noting and
attempting to clear up any
areas of uncertainly or
confusion (e.g., unknown
vocabulary terms).
2. Paraphrasing the
problem. The student
restates the problem in his
or her own words.
3. ‘Drawing’ the problem.
The student creates a
drawing of the problem,
creating a visual
representation of the word
problem.
4. Creating a plan to solve
the problem. The student
decides on the best way to
solve the problem and
develops a plan to do so.
5. Predicting/Estimating the
estimates or predicts what
interventions/math/math-problem-solving-
combining-cognitive-metacognitive-strategies
Materials:
to a Word-Problem Cognitive Strategy sheet
http://www.interventioncentral.org/sites/default/f
iles/pdfs/pdfs_interventions/math_meta_cog_strate
will be. The student may
compute a quick
approximation of the
other shortcuts.
The student follows the
plan developed earlier to
problem.
student methodically
checks the calculations for
each step of the problem.
The student also compares
in a previous step to ensure
that there is general
agreement between the two
values.
 The student first self-
instructs by stating, or
‘saying’, the purpose of the
step (‘Say’).
 The student next self-