Cover-Copy-Compare Computation Intervention Strategy Plan Template

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Computation Intervention Strategy – Cover-Copy-Compare
For: Students in 1
grade and above who have not reached the benchmark/target score on the
st
AIMSweb Computation (M-COMP) assessment or who are not fluent with any type of computation
problem (basic facts or more complex). (Students in this intervention should be capable of being
trusted to work independently. They should also have a good understanding of the strategies
and/or algorithms used to solve problems—they are simply not fluent yet with computation.)
Materials:
Sheet(s) of computation problems, either mixed problems or one type of problem depending
on the student’s needs
Answer sheets corresponding to the sheets with problems listed above (For complex
problems, all the steps to solving the problem should be visible to the student.)
A blank sheet of paper used to cover the answer sheet
Recommended Duration and Frequency: This intervention should be conducted at least 3 times
per week for 10 – 15 minutes per session. Monitor the student’s progress once a week or twice
monthly using the AIMSweb M-COMP probes. When the student’s score is at the benchmark/target
for 3 consecutive monitors and teacher observation confirms that the skill has been transferred to
classroom work, the intervention may be discontinued.
Steps for Intervention:
Note: Before beginning this intervention, the student must be instructed on the methods,
strategies, or algorithms they should use to solve the problems (i.e. drawing objects, counting on,
lattice, etc. For basic facts strategies, refer to the “Math Basic Facts Intervention Strategy –
Flashcard Procedure” or the Everyday Math manual. For algorithms, refer to the Everyday Math
manual.
1. Explain to the student that s/he will be practicing computation problems independently to
become faster and/or more accurate. Tell the student that after working a problem, s/he
will be able to check his/her answer and make corrections if the answer was not correct.
Tell the student that it might be tempting to copy the answer off the answer sheet, but it’s
important not to do that in order to get necessary skill practice. (If the teacher suspects this
is happening, a peer or parent monitor should be provided.)
2. (Note: Watch the student using the correct process indicated in these instructions for 2 or 3
problems to ensure that the student understands what to do.) Give the student a sheet of
computation problems, a sheet of the answers for those problems, and a blank sheet. Direct
the student to cover the answers with the blank sheet.
3. If working on basic facts, instruct the student to copy the first problem next to its printed
version on the worksheet. (Research indicates that, especially in the case of basic facts,
copying the problem even though it’s already printed before working it can help imprint the
answer in memory.) The student should then work the first problem using a strategy or
algorithm previously learned.

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