Accelerating Mathematics Performance with Practice Strategies (AMPPS) 1:1 Program
More than 60% of U.S. students struggle in mathematics and need more effective interventions to assist them with meeting grade-level expectations. Teachers and math researchers generally agree that the goal of intervention for elementary-school students who struggle in mathematics is to master whole number knowledge, which is a critical area that not only predicts performance on higher-level math skills throughout later schooling but is also associated with positive outcomes in adulthood.
Discussions with math educators over the past decade consistently suggest that teachers need additional support and resources to improve their students’ procedural fluency and conceptual understanding with whole number operations. Although the AMPPS Program for Small Groups (AMPPS-SG) has been demonstrated to successfully improve students’ math fluency, some students may require more individualized support in order to make substantial growth.
The primary goal of AMPPS-1:1 is to improve students’ whole numbers knowledge in a one-on-one (adult-student) instructional context by targeting three core areas: (a) numeracy, (b) operations, and (c) word problem solving.
The AMPPS Curriculum is divided into 8 units, with each unit focusing on a specific skill. For example, units include Addition with Sums 0 to 10 (Unit A), Subtraction with Minuends 0 to 10 (Unit B), Complex Addition of Three One-Digit Numbers (Unit E), and Complex Addition and Subtraction with Regrouping (Unit H). Units are arranged hierarchically according to the Common Core State Standards Initiative in Mathematics (CCSSI-M) in order to account for key prerequisite skills. Each unit is comprised of 3 lessons. Additional units covering Multiplication and Division are forthcoming.
Research Supporting the AMPPS 1:1 Program
AMPPS-1:1 is evidence-based because all of the instructional and motivational components of the program have been widely shown in past studies to effectively improve students’ math abilities. However, all materials and procedures for AMPPS-1:1 implementation were only recently completed. As such, research evaluating the impact of AMPPS-1:1 on student learning is currently being completed.
Although we anticipate that (like AMPPS-SG) the AMPPS-1:1 Program will significantly improve students’ math skills, we will continue to conduct rigorous evaluations to determine its effectiveness. If you are interested in the most up to date information about AMPPS-1:1 research, please contact us. If you would like a brief summary of research specifically evaluating the AMPPS-SG Program, click here.
Accessing the AMPPS 1:1 Materials
The main materials for the AMPPS-1:1 Program include an Instructor’s Manual, Implementation Protocols, and Instructional Materials. The Manual is required for learning how to implement all aspects of the program. The Implementation Protocols outline each step of an AMPPS-1:1 session, including implementation flow charts, activity descriptions, and key information for the instructor. The Instructional Materials include materials that are necessary to implement an AMPPS-1:1 session, such as flashcards, number lines, ten frames, story problems, and progress monitoring activity sheets.
All materials and procedures for AMPPS-1:1 implementation were completed early in 2021. At this time we are continuing to evaluate the effectiveness of the program and will then be finalizing the AMPPS-1:1 Instructor’s Manual and Training Video. When completed, these materials will be offered for free, downloadable access (anticipated release is 2022).
Until the AMPPS-1:1 Instructor’s Manual and Training Video are completed, we will be offering a limited number of online AMPPS-1:1 training workshops and attendees of those workshops will receive the downloadable Implementation Protocols and Instructional Materials for free. This training will also include personalized coaching and feedback to ensure each educator leaning the program is ultimately using AMPPS-1:1 most effectively.
Please see the Training section below to learn more and register for a low-cost AMPPS-1:1 training.
Training for AMPSS 1:1 Program
Free or Low-Cost Workshops
The primary focus of AMPPS-1:1 trainings is to show educators how to successfully implement the program and to answer all questions. Also, attendees will have opportunities to practice implementing AMPPS-1:1 while our expert trainers provide feedback and support.
- Generally, workshops allow educators to learn our programs faster and more accurately than if they were to learn the program independently from the Instructor’s Manual and Training Video.
- Attendees may be able to obtain continuing education credits/units (CEUs) for attending an AMPPS-1:1 workshop.
- The presenter can help instructors determine the most feasible and time-efficient way to integrate AMPPS-1:1 across multiple classrooms and with multiple types of teachers (e.g., regular education teachers, teacher assistants, well-trained school volunteers, etc.).
- The presenter can address specific questions and needs of the workshop attendees.
- The presenter can offer teachers research-validated materials and strategies for training others in a school (or district) who would eventually benefit from learning the AMPPS-1:1 Program.
- AMPPS-1:1 workshops presented for groups (such as at a specific school or school district) offer an opportunity for the school or district to build a professional relationship with the presenter, and that presenter can be available weeks and months after the workshop to address any additional questions that may arise.
As described above, we anticipate providing the AMPPS-1:1 Instructor’s Manual and AMPPS-1:1 Training Video for free, downloadable access by 2022. Once this Instructor’s Manual and Training Video are completed, they will be available on this website so that teachers have the option for do-it-yourself training. Until then, we encourage those interested in AMPPS-1:1 to attend one of our training workshops in order to learn the program and access all needed implementation materials.
Other Ways to use AMPPS
AMPPS can be implemented in a one-on-one (adult-student) format or in a small-group format (one teacher with 2-5 students). Students within a school or classroom have different learning needs, so schools may use AMPPS-1:1 with some students and use AMPPS-SG with other students. Although AMPPS-1:1 and AMPPS-SG are different programs, they have many similarities and our staff can assist schools or teachers with determining when to use one versus the other with a respective student or group of students.
In response to COVID-19 and schools moving to virtual learning, Helps Education Fund is currently working to develop and test a new model for implementing the AMPPS-1:1 Program virtually. Research studies will evaluate our virtual approach to ensure it has comparable effectiveness to our face-to-face AMPPS programs. Please contact us if you would like additional information or updates.
Frequently Asked Questions About AMPPS-1:1
When asked “How does AMPPS-1:1 work?” educators often want to know what teaching strategies are integrated within the program.
AMPPS-1:1 strategically combines each of the instructional and motivational strategies most associated with improved outcomes for math fluency instruction. Specifically, AMPPS-1:1 systematically integrates each of the following teaching and learning strategies, all within an engaging 20-minute session with a student:
- Guided practice
- Visual representations of quantities (e.g., number lines, ten frames, and diagrams)
- Verbalization (e.g., think alouds and choral responding)
- Isolated skill practice (e.g., flashcard drills)
- Explicit timing
- Goal-setting (that is, practicing text until a predetermined performance criterion is met)
- Performance feedback, combined with graphical displays so that students can easily see their progress and improvements
- Cumulative review
- Systematic praise and a structured reward system that highlights students’ accomplishments and increases their motivation to do their best during each AMPPS-1:1session
In addition to its integration of the aforementioned strategies, AMPPS-1:1 is effective because it allows students to work through a rigorously developed sequence of skills (that is, the AMPPS Curriculum). Using specific decision rules for students to complete sub-lessons at a set fluency level, this systematic progression of skills within the AMPPS Curriculum allows students to develop and strengthen their math fluency by building upon what they have learned. The AMPPS-1:1 Instructor’s Manual will provide additional detail about how the program works and the research behind the program
Because all students must develop math fluency in order to progress to higher-level math skills, AMPPS-1:1 can be used with learners of all ages as long as they have at least some conceptual understanding of the computation processes for basic math facts (that is, addition and/or subtraction). Most often, AMPPS-1:1 is implemented with students in grades 2 through 5. Although research has not yet been conducted to evaluate the effectiveness of AMPPS-1:1 specifically with learners in grades 6 and above, there is reason to believe that AMPPS-1:1 can be effective with learners that have not yet developed proficient fluency with addition and subtraction facts, regardless of age. Also, forthcoming AMPPS curricula will target multiplication and division, which will make the program even more likely to be appropriate for students in grades 6 and above.
AMPPS-1:1 is a highly structured intervention that can be used by many types of professionally trained educators, including classroom teachers, math specialists, intervention teachers, school psychologists, speech-language pathologists working in schools, librarians, and more. We have also had success with training community volunteers to use our programs with 100% accuracy.
If you want to learn how to implement AMPPS-1:1, click one of the links below to get started:
We anticipated providing a demonstration video of AMPPS-1:1 in 2020. Unfortunately, the COVID-19 pandemic disrupted our ability to complete the video. Once we can complete the demonstration video, it will be available on this website so that teachers are able to see an example of what an AMPPS-1:1 session looks like. Of course, training is required to fully learn how to implement AMPPS-1:1 accurately and effectively. If you want to learn how to implement AMPPS-1:1, click one of the links below to get started:
Yes, AMPPS-1:1 can be implemented virtually. Please contact us if you would like to learn more about using AMPPS-1:1 in a virtual/remote-learning context.
Yes, AMPPS has been developed for use in both one-on-one (adult-student) and small-group instructional contexts. Thus far there have been a handful of formal research studies evaluating the effectiveness of AMPPS-SG, all of which have indicated that the program can improve students’ fluency with addition and subtraction facts. The page you are reading now focuses on AMPPS-1:1, you can learn more about our AMPPS-SG Program here.
Of course, every student has a unique set of characteristics, strengths, learning needs, etc. It is therefore impossible to know how many AMPPS-1:1 sessions are needed to best support every individual student, but past research with the AMPPS Programs has provided some information related to how often it should be used for it to be highly effective for most students. The following summarizes key information on this topic and we encourage you to contact us if you have any questions.
- An AMPPS-1:1 session can be comfortably implemented in approximately 20 minutes once the adult has been well-trained.
- Research shows that AMPPS can significantly improve students’ addition and subtraction fact fluency when 2-3 sessions are provided each week. At this time, we strongly recommend that educators aim for implementation at least 3 times per week.
- It is not recommended to implement more than one AMPPS-1:1 session in a day; instead, when improving math fluency, it is important to spread out the sessions over several days.
The AMPPS-1:1 Instructor’s Manual will provide even more information about how frequently to use the program as well as considerations for assessing its effectiveness with individual students and groups of students.
We anticipate providing the AMPPS-1:1 Instructor’s Manual and AMPPS-1:1 Training Video for free, downloadable access by 2022. Once this Instructor’s Manual and Training Video are completed, they will be available on this website so that teachers can easily access them. Until then, we encourage those interested in AMPPS-1:1 to attend one of our training workshops in order to learn the program and access all needed implementation materials.
If a school uses a tiered approach to providing struggling learners with interventions (such as RTI or MTSS models of intervention), AMPPS-1:1 can easily be used within a tiered intervention model. For instance, the AMPPS Program for Small Groups might be used at Tiers 1 and 2 of common 3-tier models, and the AMPPS-1:1 Program might be used at Tiers 2 and 3.
For more information about using AMPPS-1:1 in a tiered intervention model, please contact us.
Although the AMPPS Programs were originally designed for students in elementary school grades, we are aware that educators may want to use AMPPS for students in grades 6 and above who do not yet have proficient math fluency. However, to use AMPPS-1:1 with students in grades 6 and above, the teacher will need to ensure that the motivational strategies integrated within the program are age-appropriate. The AMPPS-1:1 Instructor’s Manual will provide guidance about age-appropriate considerations and adaptations.
We can also support teachers with supplemental materials. For more information and/or support for using the one-on-one or small-group AMPPS Programs with students in grades 6 and up, please contact us.
During the research and development of the AMPPS Programs, attention was paid to cultural and linguistic inclusivity. For instance, the names and scenarios used in story problems were intentionally designed to be culturally inclusive. There is also diversity among the students and teachers who have participated in both formal and informal evaluation studies.
Other components of the AMPPS-1:1 Program can be flexibly implemented to support the math fluency development of English Language Learners (ELLs). For example, during math “think aloud” processes, students can be encouraged to think or write in their dominant language.