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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

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

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.


Getting Started with

Your Intervention Group


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

MTSD Intervention Resources

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


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

  • 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

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


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

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 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

Make a picture

Use concrete

models:

manipulatives

Symbols

Explain orally and/or

in writing

Give a context:

tell a story


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?


Knowing What Comes Before

Counting on, Counting all & Making Easier Equivalent Problems

Stepping WAY Back…


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


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

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

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

How did explicit instruction support your learning?


easyCBM Progress Monitoring Tool


Some beginning information can be found in the:

easyCBM Getting Started Guide

Logging in

Setting up your class

Accessing the progress monitoring probes


Planning for Instruction


What is instructional supports are avaialble?

  • MTSD RtI Math Resources

  • Howard County Math Wikis

  • Illustrative Mathematics


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

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

http://www.illustrativemathematics.org/


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