Data Collection
Methods:


Reasoning
The data collection of preassessments and postassessments was selected because of the presentation of growth that they are able to show. In the beginning during the preassessments, students are able to show their prior knowledge and the areas that need growth and improvement. The professionals can look at the preassessments and determine what areas to target for each specific student. The postassessment has the ability to show growth because students can show what they learned through the intervention after it has been implemented.
The daily numerical logs of correct questions were selected because they show the data about the students and how they are performing during the intervention. Incremental rehearsal documents the facts and problems that the students are answering correctly. The correct answers get placed in one pile and the incorrect have their own. The recorder writes the answers from the cards that the student has answered correctly.
Student interviews were selected because they capture the students’ feelings and thoughts about the intervention. The interviews can show a growth in confidence and their selfefficacy. The journals also have the same effect.
The daily numerical logs of correct questions were selected because they show the data about the students and how they are performing during the intervention. Incremental rehearsal documents the facts and problems that the students are answering correctly. The correct answers get placed in one pile and the incorrect have their own. The recorder writes the answers from the cards that the student has answered correctly.
Student interviews were selected because they capture the students’ feelings and thoughts about the intervention. The interviews can show a growth in confidence and their selfefficacy. The journals also have the same effect.
Data Analysis
All five students were given a pre and postassessment related to number sense and multiplication facts. The assessments were 20 questions long with 40 points total. The red reflects the preassessment scores while the green represents the postassessment scores. As you can see, all students improved their scores from the preassessment to the postassessment. I believe that the students improved their scores because of the drill and practice of the questions before they took it. Incremental rehearsal helped to build the students' confidence so that they believed in themselves as they solved new problems.

Every day, the students' answers were logged in a numerical log. As the students were shown the flashcard, their answers were recorded. There were 1215 flashcards shown for number sense and 1215 flashcards shown for multiplication. In the graph above, the green represents the first week's percentages that the students performed during incremental rehearsal. The purple represents week five's percentages. Two students missed out on a day of intervention because of spring break so weeks one through five are represented because six would have skewed the data. From the data, all students improved their weekly scores.
I believe that the numerical log scores increased because of the repetition and confidence that was built within each individual student. As the students got the procedures down, they were able to generalize the steps even if the problems were different. Student one showed a thirtythree percent increase in her scores, while student two showed a twentytwo percent increase in her scores. Students three and four had twentythree percent increase. Student five had a thirtyone percent increase, but she also scored the lowest in week one. The reason she scored so low in the first week was because she did not know her multiplication facts. She could only successfully answer facts up to her two's. She did not understand that multiplication is repetitive adding. Once that skill was taught, she was more successful with her facts. While she still is scoring the lowest, she also had tremendous growth. 
Student Interviews 
Daily Student Journals 
During the student interviews, the question was asked whether or not students enjoyed math. Above, the green represents the students who said yes and the red is for no. Two of the five students said they did not enjoy math before the intervention was provided. I felt that the students who answered, "no" are the students who struggle the most and have stated that math is their most difficult subject. They felt that they did not know as much about math as they did the other subjects. When someone struggles with a skill, they most likely do not enjoy it because it is difficult for them.
Below, the green still represents yes and the red is for no. One student switched to enjoying math, making it four of the five students liking math. I believe that the switch was because of her gained confidence. She saw math as a growth opportunity and an area where if she worked hard, she would see results. The one student who said she still did not enjoy math is the lowest performing student in the classroom. Math was still a challenge for her and she was working on building her confidence skills. She was also the only student who did not master her multiplication facts. 
Recurring words that were written in the student journals were included in the visual above. Students had an opportunity to write down their thoughts and feelings after each session. Out of the seventeen words, two of the words have a negative connotation. I believe that this happened because of the students' unfamiliarity with incremental rehearsal and the special education teacher. It was new territory and took some getting used to. I also believe one student's journal was more negative than the others because she struggled the most with math. She did not have the foundational skills, making math very difficult. Overall, the students saw math as an opportunity for growth and recognized their need for improvements.
