In math, many students with special needs fall behind. What results is a Catch-22 in programming and services. If the student is provided extra time to work on the gaps, he or she likely falls behind with current content. If the student is provided extra time to receive support for current topics, the gaps are not addressed

In both cases the extra support time can actually be counterproductive.

- The focus on gaps likely results in the student working on different math topics which in effect means the student has TWO math classes – just what a student with math anxiety doesn’t need.
- The focus on current topics means the student is trying to learn math topics for which he or she doesn’t have the prerequisite skills needed.

I recommend identifying the prerequisite skills for a current math topic and address ing these skills concurrently in math support or during the summer. For example, I used a Common Core coherence map (top photo below) to identify Common Core prerequisite standards for the standards a student faces in her upcoming school year. Then I listed these with each grade level standard (bottom photo below). The prerequisite skills can be identified using a task analysis approach as well.

This approach allows for a systematic approach to fill in gaps and to prioritize when they are to be addressed. When implemented effectively, the student can see the immediate benefit of the support time – it helps them in math class. Even better, the support teacher can match instruction and work with what is covered in math class.

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