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Training Program: Support Modules for Mathematics Instruction

This program provides structured and systematic intervention training modules to help struggling students with mathematics difficulties meet the demands of mathematics. The lessons are scripted and include preview, engage prior knowledge, modeled practice, practice, and independent practice components. Progress monitoring is conducted through daily checks, pretests, midtests, and posttests. The lessons can be taught by interventionists, classroom teachers, or trained paraprofessionals.

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Training Program: Support Modules for Mathematics Instruction

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  1. Helping Struggling Students with Learning Difficulties Meet the Demands of Mathematics: Intervention Training Program: Support Modules for Mathematics Instruction

  2. Overview • Many students, especially students with mathematics difficulties, enter mathematics classes without needed prerequisite skills • Lacking the needed skills, struggling students are often disengaged and fail to understand taught concepts; they do poorly in their assignments and on state assessments. • Strategies exist to help students compensate for their mathematics difficulties and participate in classroom activities

  3. About the Modules/Lessons Mathematics Module Mathematics Module

  4. About the Module Lessons • Lessons are scripted. Research shows that students with mathematics difficulties respond best to structured systematic, explicit instruction. Lessons include: • Preview serves as an advance organizer; • Engage Prior Knowledge reviews background information the student should already possess; • Modeled Practice which allows the teacher to help students learn the strategy; • Practice connects the learned strategy to the core mathematics lesson being taught; and • Independent Practice gives students the opportunity to show what they have learned.

  5. Lesson Components Teacher Masters Lesson Poster Student Booklet

  6. Anatomy of the Lessons

  7. Anatomy of the Lessons (cont.)

  8. Anatomy of the Lessons (cont.)

  9. Anatomy of the Lessons (cont.)

  10. Anatomy of the Lessons (cont.)

  11. Anatomy of the Lessons (cont.) Bold face type Regular face and italics

  12. Anatomy of the Lessons (cont.)

  13. Anatomy of the Lessons (cont.)

  14. Anatomy of the Lessons (cont.)

  15. Anatomy of the Lessons (cont.)

  16. Anatomy of the Lessons (cont.)

  17. Progress Monitoring • Independent Practice items = Daily Checks • Administer items • Score student performance • Record student scores • Conduct item analysis (optional) • Send the information to us • Pretest, Midtests, Posttest • Administer items • Score student performance • Record student scores • Send the information to us

  18. Independent Practice: Daily Checks Attempts to answer the question: Did the student learn what we taught today?

  19. Pretest, MidTests, Posttest Fall testing Spring testing Intermittent testing Attempts to answer the question: Is the student making satisfactory progress throughout the semester and year?

  20. Who Teaches the Lessons? • The lessons are designed to help students with mathematics difficulties (Tier II) access the general education mathematics curriculum. • The lessons can be taught by an interventionist, classroom teacher, or even a trained paraprofessional. • The intervention is designed to supplement core, so the intervention time is in addition to core mathematics instruction.

  21. Lesson Presentation • Decide a module to administer • Complete the entire module prior to withdrawing a student from the intervention • Look over the materials carefully • Consider possible scaffolds that may be needed, based on your knowledge of the students • Administer the lessons with fidelity (but add scaffolds as needed) • Check for understanding frequently • Provide error correction as needed

  22. Scaffolds • Before, during, and after lesson scaffolding • Teacher/peer • Content • Task • Materials • Notation of scaffold stimulus/response !!!!!!!! ??????

  23. Scheduling • Consider when during the school year the module’s lessons will be taught. Try to align module content with instructional content from the core curriculum • Examine the mathematics lesson for the week • Decide who will teach the lesson, and how it will fit into the core lesson content • Consider potential scaffolds that might be needed for successful student use • Consider the amount of time that will be devoted to each day a lesson is taught. Ideally, the lesson should be taught in its entirety in one session. Some students may benefit from a slower instructional pace so some lessons may span two days.

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