Selected FastBridge math interventions can be used to provide smallgroup and individual lessons for students via an online format. Some require slight modifications from the schoolbased format and others do not. The following math interventions can be used for remote sessions.
Domain 
Intervention Name 
Modifications 
Number Sense 
Rote Counting: Let's Count! 
None 
Skip Counting: Let's Skip Count! 
None 

Reading Number Symbols: 3step labeling procedures 
None 

Reading Number Symbols: Incremental Rehearsal 
None 

Reading Number Symbols: Constant Time Delay 
None 

Whole Number Operations 
Basic Facts Addition: Incremental Rehearsal 
Teacher presents cards to student one at a time 
Basic Facts Addition: Constant Time Delay 
Teacher presents cards to student one at a time 

Basic Facts Subtraction: Incremental Rehearsal 
Teacher presents cards to student one at a time 

Basic Facts Subtraction: Constant Time Delay 
Teacher presents cards to student one at a time 

Teacher presents cards to student one at a time 

Basic Facts Multiplication: Constant Time Delay 
Teacher presents cards to student one at a time 

Basic Facts Division: Incremental Rehearsal 
Teacher presents cards to student one at a time 

Basic Facts Division: Constant Time Delay 
Teacher presents cards to student one at a time 

Measurement 
Basic Money Constant Time Delay 
Teacher presents cards to student one at a time 
Basic Money Incremental Rehearsal 
Teacher presents cards to student one at a time 

Geometry 
Shape Identification Constant Time Delay 
Teacher presents cards to student one at a time 
Shape Identification Incremental Rehearsal 
Teacher presents cards to student one at a time 
Procedures
 Equipment. Make sure that all teachers and students who will be assigned to complete the intervention have an internetconnected computer or tablet with audio and video capabilities.
 Lesson procedures. Follow these steps to provide the lesson for students.

 Prior to the first lesson, download and review the smallgroup intervention materials, which are found in Lesson 4 for each FastBridge intervention.
 Open the presentation slides or other teacher materials and maximize their size on your computer screen.
 Open your internet browser window to the scheduled videoconference session.
 Before sharing your screen, talk to the student(s) and explain that you’ll be doing lessons like you do in school but together via the computer. Take time to connect with the student(s) before launching each lesson.
 If there are lesson materials that the students need to see, the teacher should share ONLY the window with the lesson materials. Keep the other window with the videoconference screen open so you can also see the student(s) during the lesson.
 It is best if both the student(s) and teacher wear a headset during all lessons to reduce ambient noise and feedback.
 Equipment practice. Teachers need to practice to make certain that all audio and video works as intended. The teacher should practice the lesson steps with a family member or colleague remotely before doing so with students, particularly the complex video conferencing part of the lesson delivery.
 Lesson schedule. Create a schedule for intervention lessons and share it with the student(s) and family.

 It might be necessary to adjust lesson times in relation to the student’s and family schedule.
 If appropriate, let the student(s) and family know how to contact you when they will not be able to attend a scheduled lesson.
 Family directions. If appropriate for your remote education program, distribute the attached family directions form or create a local form with the directions to distribute to the families.
The teacher’s view during lessons will be something like one of these depictions.
Teaching with two monitors, or one monitor and a tablet, looks something like this:
Teaching with one monitor, and two windows open sidebyside, looks something like this.