top of page
The MIND: An Overview

The MIND is set of resources used to supplement core math instruction and provide intervention for the prevention and remediation of early numeracy and computation skills. Early Numeracy materials have been created to target foundational skills that are required to build mathematical proficiency. These skills include Oral Counting Fluency, Number Identification Fluency, Number Writing Accuracy and Fluency, Dot-Number, Dot-Number-Total and Number-Total. These interventions gradually progress students to acquire accurate responding for number combinations. In regard to Math Computation, materials have been constructed for each operation (addition, subtraction, multiplication, & division) and are used to teach basic fact and multi-digit computation skills. To accomplish these goals three scripted intervention programs have been developed to be used across each tier of instruction. These programs were constructed using four guiding principles: 1) interventions are empirically validated, 2) interventions are high intensity and short duration, 3) curricular objectives are systematically sequenced, & 4) assessment data are used to guide educational decisions emphasizing student mastery.

The MIND across the Tiers of Instruction

Many schools are adopting a tiered approach that systematically matches intervention resources to student needs. Consistent with these practices the MIND provides educators with interventions to support early numeracy and computation skills across each tier of instruction.

 

Tier 1 – MIND: Facts on Fire

This package is implemented school-wide each day for 4 minutes. Each student is provided with an instructional level skill packet and the school provides instructions using the intercom system to cue students to practice early numeracy or computation problems. Students move through a pre-determined sequence of skills as mastery criteria are met. Facts on Fire was designed to prevent skill deficits and has been empirically validated to enhance broad math achievement scores.

 

Tier 2 – MIND: Skill Remediation

This package prescribes computation instruction for students who are not meeting computation benchmarks and need additional instruction to catch up to peers. This can be implemented class-wide or with small groups with students completing 4, 2-minute worksheets each day. Procedures and materials were developed so that each student works on instructional level materials while in a group setting. For Early Numeracy, the Skill Remediation packets incorporate generalization procedures to assist students in building accurate responding for number combinations, and develop their conceptual understanding. For Math Computation, the Skill Remediation packets incorporate two general intervention procedures, Cover, Copy, Compare and Explicit Timing, both of which have been empirically validated to increase computation fluency.

 

Tier 3 – MIND: Intensive Computation Instruction

This was designed for students who are resistive to the previous intervention packages, require intensive one-on-one instruction, and guides students through a 3 part instructional sequence. Section 1 incorporates errorless learning using demonstration, cueing, and immediate feedback, section 2 uses pacing procedures with immediate feedback for each problem and section 3 uses explicit timing to build fluency and ensure maintenance. The student moves through a pre-determined sequence of skills and progresses across these as mastery criteria are met. Item set sizes (i.e., number of problems taught at one time) are sequenced and controlled and practice opportunities are provided to promote generalization.

General Structure & Philosophy of the MIND Programs

Each MIND program was designed to guide educators through a consistent 3 step test-teach-test process. First, a brief assessment is given to students and these data are used to identify a target operation and beginning instructional unit. Second, the teacher prints out the intervention unit, trains the child to complete the unit (if students first time), and implements the unit. The third and final step occurs at the conclusion of the intervention unit  where the teacher briefly reassesses the student and a decision is made whether the student should repeat the intervention unit or move to the next intervention unit. This test-teach-test format is used across each of the MIND programs to ensure accurate instructional placement and that students progress across skills when mastery criteria are obtained.

This site and these materials were created to present teachers with low cost, short duration, and highly effective interventions that will lead to increases in student early numeracy and computation skills. The materials were made to be as straightforward as possible, however, the large volume of materials available may be overwhelming to some. To get the most out of this site it is essential that you take time out to read the intervention manuals to understand how to use the MIND materials. If you find that after reading the manuals and associated materials you still have questions do not hesitate to email us with questions and feedback. Your questions will be important as we try to improve the intervention materials and clarity of our site.

Lastly, this site will be constantly evolving as we add new resources and work to improve the efficiency and accessibility of the MIND materials. Please check back often for updates and/or sign up on our e-mail list located at the bottom of the page. Currently, we are developing google sheets that educators will be able to import to google drive and use to create student lists, enter and manage data, and identify intervention units and many other upgrades.

bottom of page