K 2 interventionists training session 3
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K-2 Interventionists Training Session 3. November 7 , 2013. Today’s Learning Targets. We are learning to … Understand the process for small group intervention in mathematics Understand the meaning and importance of “explicit and systematic instruction. ”. Success Criteria.

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K-2 Interventionists Training Session 3

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K 2 interventionists training session 3

K-2 Interventionists Training Session 3

November 7, 2013


Today s learning targets

Today’s Learning Targets

We are learning to …

  • Understand the process for small group intervention in mathematics

  • Understand the meaning and importance of “explicit and systematic instruction.”


Success criteria

Success Criteria

We will be successful when we can…

  • Verbalize the steps of the intervention process for mathematics

  • Identify what “systematic and explicit instruction” looks like and sounds like during small groupintervention.


K 2 interventionists training session 3

Getting Started with

Your Intervention Group


Reviewing the process

Reviewing the Process

  • Review MAP scores (Grades 1-2)

  • Identify any students in the 1%-30% OR students of concern as identified during PLC.

  • Locate MAP score on NWEA RIT ALIGNMENT

  • Administer CPA Diagnostic Assessment for that Grade Level

  • Plan intervention activities

  • Administer intervention – recording on Tier 2 Student Recording Sheet

  • Progress Monitor after 3 weeks using easyCBM.


Diagnostic assessments resources

Diagnostic Assessments & Resources

MTSD Intervention Resources

http://www.mtsd.k12.wi.us/departments/rtiresources.cfm


Tier 2 student intervention plan record sheet

Tier 2 Student Intervention Plan Record Sheet

  • Purpose:

  • Planning

  • Recording activities

  • Recording attendance

  • Communication

  • ***This is a word document so change to meet your needs.


Advice from the 6 8 group

Advice from the 6-8 Group

  • Do something “fun” for your first day.

  • If needed, be prepared to explain to the kids why they are there and what your goals are for your time together.

  • Give the kids the time they need to complete their assessments.

  • Be prepared for the fact that our Critical Point Diagnostic Assessments are more rigorous than the easyCBM Progress Monitoring Probes.


A structure for instruction

A structure for instruction

Make a picture

Use concrete

models:

manipulatives

Symbols

Explain orally and/or

in writing

Give a context:

tell a story


A research based approach to intervention

A Research Based Approach to Intervention


K 2 interventionists training session 3

IES Practice Guide: Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle School Students

US Department of Education

Research-based education practices

Committee Chair:

Russell Gersten

Published by:

What Works Clearinghouse (April 2009)


Explicit and systematic instruction

Explicit and Systematic Instruction

Look back at your notes from our last meeting and gather 2 ideas to share regarding how you might explain “explicit and systematic instruction.”

Jot those ideas down on a notecard.


Explicit and systematic instruction1

Explicit and Systematic Instruction

  • Engaging tasks and clear problem-solving models (e.g., tape diagrams)

  • Time for students to think

  • Teacher modeling followed by guided and independent practice using carefully orchestrated examples and sequences of examples.

  • Corrective feedback as needed

  • Opportunities for students to participate and hear teachers thinking aloud

  • Concrete objects to understand abstract representations and notation (CRA)


A structure for systematic and explicit instruction

A structure for systematic and explicit instruction

Make a picture

Use concrete

models:

manipulatives

Symbols

Explain orally and/or

in writing

Give a context:

tell a story


Racing bears

Racing Bears

  • What’s the mathematics targeted in this game?

  • What representations of the quantities are visible in this game?

  • In what ways can we make the mathematics explicit?

  • How might we make the connections between representations explicit?


K 2 interventionists training session 3

Knowing What Comes Before

Counting on, Counting all & Making Easier Equivalent Problems

Stepping WAY Back…


Counting is more than 1 2 3 observing kindergartners as they count

Counting Is More Than 1, 2, 3Observing Kindergartners as They Count

  • Count off by 5

  • Read your designated areas

  • Be prepared to share

    • Summary

    • Example


Understanding counting critical learning phases

How Children Learn Number Concepts

By Kathy Richardson

Understanding CountingCritical Learning Phases

Counting Objects

  • Count with consistency, accuracy, and confidence

  • Use numbers to answer the question, “How many?”

    Knowing One More/One Less

  • Without counting

  • When numbers are presented out of sequence

    Counting Objects by Groups

  • Moves appropriate groups of counters when counting

  • Quantity stays the same when counting by different-sized groups

    Using Symbols

  • Uses numerals to describe quantity

  • Label a particular group of objects with the appropriate numeral


Practicing explicit systematic instruction

Practicing Explicit & Systematic Instruction

Chapter 1: Beginning Number Concepts

“Teacher-Directed Activities

Prep as team & be ready to

teach the lesson in Red.

Group #1: 1-1, 1-2, 1-11, 1-12

Group #2: 1-3, 1-4, 1-13, 1-14

Group #3: 1-5, 1-6, 1-15, 1-16

Group #4: 1-7, 1-8, 1-17, 1-18

Group #5: 1-9, 1-10, 1-19, 1-20


Explicit and systematic

Explicit and Systematic

In what ways did your teachers make connections between the representations explicit?

How did explicit instruction support your learning?


K 2 interventionists training session 3

easyCBM Progress Monitoring Tool


K 2 interventionists training session 3

Some beginning information can be found in the:

easyCBM Getting Started Guide

Logging in

Setting up your class

Accessing the progress monitoring probes


K 2 interventionists training session 3

Planning for Instruction


What is instructional supports are avaialble

What is instructional supports are avaialble?

  • MTSD RtI Math Resources

  • Howard County Math Wikis

  • Illustrative Mathematics


Mtsd rti math resources

MTSD RtI Math Resources

http://www.mtsd.k12.wi.us/schools/staffaccess.cfm

  • General Documents

  • Grade K-2 Organized by Domain and then Task

  • Websites


Howard county math wikis

Howard County Math Wikis

https://prekmath.wikispaces.hcpss.org/home

https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Home

https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home

Resources Organized By Domain and Standard


Illustrative mathematics

Illustrative Mathematics

http://www.illustrativemathematics.org/


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