Instructional Intervention Project Report Form

Student's Initials: G.C.

Time Period: 4 weeks

Age: 11

Data Points:

Grade: 6th

Gender: F

Targeted Behavior: Counting backwards from 75.

IEP Goal:
Mathematics Goal: Mathematics Goal: By her next annual ARD, given daily instruction and number strategies, G.C. will
count to and from 75 with 100 percent accuracy for 5 trials.

By the end of the 4th 6 weeks, given daily instruction and number strategies, G.C. will count backwards from
75 with 100% accuracy for 5 trials.

Data Collection Form:

To collect data, the teacher will keep a data collection sheet like the one attached. The teacher will highlight
numbers that G.C. skips or needs prompting on.

Intervention:
Data will be collected by giving G.C. a blank hundreds chart except for 45 and 1. This chart will be colored
horizontally, rather than the usual vertical way, to help G.C. track the numbers more efficiently. She will be
asked to fill out the rest of the chart, orally, starting at 45.
Because she struggles with transferring from decade to decade, G.C. will use a hundreds chart that is blank,
except for the fives and decades to provide cues for her to achieve the overall goal of counting backwards
without visuals. She will orally recite the numbers using the hundreds chart, starting at 45 and moving
backward.
After a week, the fives column will be removed and data will be collected on the progress that G.C. has made.
The tens column will be left. She will begin at 45 and move backward.
After another week of this intervention, the following numbers will be removed: 20, 40. G.C. will be asked to fill
in the rest of the chart, starting at 45.
After G.C. has mastered 45 backwards, we will move her to 55 and follow the same plan, then to 65 with the
same plan. Lastly, she will start at 75, moving backwards using the same plan.
If G.C. is advancing well with this task, some of the charts may be removed from the plan. For example, the
charts with 5s and 10s may not be implemented for backward from 65 if G.C. does not seem to need it.

Summary (attach graph):

Overall, this intervention worked very well. It was encouraging to see the improvement made by the student
using the hundreds chart that was created specific to her needs. By highlighting the numbers/blanks horizontally, the
student was able to use better tracking skills, whereas the typical vertically colored chart proved to be a problem. G.C.
made leaps and jumps through counting backward from 45 and continued to show improvement through 55. By the
time we reached the 100s chart from 65, G.C. no longer needed the charts having 5s and 10s filled in or even 10s
for that matter. We are continuing to work on this skill because G.C. needs to perfect this to move further in her math
abilities (such as double digit subtraction). Our next move is to encourage G.C. to count backward from 75 using the
blank chart. It is clear that G.C. will be able to complete this task.

Counting Backward from 45

Counting Backward from 55

Counting Backward from 65

Student Teacher

Cooperating Teacher