Intensive Prescriptive Math with Reading Intervention

Intensive Prescriptive Math with Reading Intervention provides balanced and foundational instruction for two core areas: reading and math. This learning option requires balanced reading intervention for one subject and intensive instruction on foundational math concepts for the second core subject area, math.

As a result of this concern, a mathematics reform process similar to what occurred in reading in the 1990s is now a reality of America’s educational focus, leading to scientifically-based instruction practices available to guide mathematics teachers.

Response to Intervention is a science of decision-making that can not only be applied to reading but also to the “learning challenges” of mathematics.


GiftedApples’ researchers realize that developing math competence during primary and intermediate grades is essential to later success in math. Students who did not receive early intervention to repair deficits in math still struggle with math concepts, causing difficulty completing in-class math assignments and homework. Students who do not understand math during class time and find it embarrassing to constantly ask questions in the presence of their classmates will ultimately find their math homework challenging, leaving many unanswered problems unsolved. This continuous cycle throughout the school year ultimately leads to lower proficiency on math tests and, sadly, poor grades.

According to the National Assessment of Education Progress and the Nation’s Report Card (2013) data, only 40% of 4th graders and 33% of 8th grade students performed at or above proficiency on basic mathematics standards by the end of high school.

Source: Retrieved July 16, 2016 from:

NOTE: The NAEP mathematics scale ranges from 0–500. Black includes African Americans, and Hispanic includes Latinos. Race categories exclude Hispanic origin. Beginning in the 2014–15 school year, states could additionally categorize students as eligible for the National School Lunch Program (NSLP) by including them in their Community Eligibility Provision; therefore, the percentage of students categorized as eligible has increased in comparison to 2013. Readers should interpret the NSLP trend results with caution. See more information about the NSLP data at

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2015 Mathematics Assessments.

Are the nation’s 12th graders making progress in mathematics and reading?

The national average scores from the 2013 National Assessment of Educational Progress (NAEP) did not change from 2009. Among the 11 volunteer pilot states that participated in both the 2009 and 2013 assessments, 4 made gains from 2009 in mathematics and 2 made gains in reading.

What is the opinion of the nation’s 12th grade students?

GiftedApples’ tutors provide direct and explicit math instruction designed to ease the emotional challenges that secondary students feel after years of struggling in math classes and receiving low grades. The concept of “ease” is especially significant for mathematics, which involves many branches and strands, each with its own concepts and procedures.

The concept of “ease” in delivering math instruction cannot be stated enough. Our math tutors have years of experience and can anticipate misunderstandings and decrease confusion during the instructional process by providing precise explanations of math concepts while carefully sequenced and integrated instruction is being delivered. The purpose of this instructional format is to close learning gaps as quickly as possible.

The emphasis on drill and practice is structured so students understand the conceptual basis underlying the math processes for solving problems. Students can feel confident when a cumulative review is administered to assess the learning of their drill and practice activities.

Reading is infused into math instruction once word problem-solving begins. The foundational skills of reading (i.e., word meaning, fluency, and comprehension) are taught as balanced, direct instructional targets and then applied to a variety of word-problem types.

  • Instruction is organized and designed to teach students how to recognize concepts of varying problem types that they will encounter in their classroom instruction and on high-stakes school and district-mandated tests.
  • The combination of in-depth drill and practice on conceptual math procedures, infusing reading foundational skills to comprehend mixed word-problem types, and ongoing formative and summative assessments provides students with familiarity with solving novel word problems.
  • Students do not have to create a solution strategy each time they see a different word-problem format, but rather they will recognize various word problems as familiar using their set of solution rules learned from their GiftedApples’ Math Tutor.

When students develop mental maps, or “schemas,” for problem types taught in the Prescriptive Intensive Math sessions, they learn which set of solution rules to apply in order to solve a variety of word-problem types.

Our online mathematics courses range from basic math, algebra, and geometry through high school calculus and pre-calculus. Our math tutors and interventionists also provide instruction on AP mathematics (e.g., differential equations) and college-level mathematics.

As with all GiftedApples’ intervention options, the Math Prescriptive Intervention option is also supported with our Adaptive©, Sequential©, or Prescriptive© online curriculum based on the student’s learning needs and ability level. Online classes provide flexible and differentiated instruction for any program choice.

Pre- and post-test assessment is ongoing so that your child’s tutor or interventionist can monitor progress and achievement at any point in their learning process.

Once a baseline is established, the digital course provides interactive instruction that supports what your child is learning in her or his intervention sessions.

After your child begins his or her online course, ongoing pre- and post-assessments measure progress on proficiency as well as areas requiring more skill development. The tutor or interventionist will adapt the instruction with differentiated learning tasks based on assessment results.

Pre- and post-test assessments are ongoing so that your child’s tutor or interventionist can monitor progress and achievement at any point in their learning process.

Students are also administered four (4) evaluations by their teacher so that learning observations can be made under real test conditions.

Students can schedule to meet with their teacher when it is convenient for them to receive instruction, practice unfamiliar material, complete homework, ask questions on challenging assignments, and prepare for tests—all from the comfort of their home.

Students can log into their account at any time and work on their course, complete assignments, and prepare for their next intervention class or school class assignment, giving them more time for learning.

All online learning sessions and live virtual classroom instruction are interactive and recorded, so you and your child can go back and review the learning sessions and receive immediate feedback on the learning goals.