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Delta Math Implementation Team Training January 9, 2014 8:30 a.m. to 12:00 p.m.

Delta Math Implementation Team Training January 9, 2014 8:30 a.m. to 12:00 p.m. Introductions. Who are we? Mike Klavon OAISD Secondary Math Consultant Michigan’s Integrated Mathematics Initiative ( MI) 2 Joe McKenzie Delta Math Program Technician Program support at www.deltamath.org

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Delta Math Implementation Team Training January 9, 2014 8:30 a.m. to 12:00 p.m.

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  1. Delta MathImplementation TeamTrainingJanuary 9, 20148:30 a.m. to 12:00 p.m.

  2. Introductions • Who are we? • Mike Klavon • OAISD Secondary Math Consultant • Michigan’s Integrated Mathematics Initiative (MI)2 • Joe McKenzie • Delta Math Program Technician • Program support at www.deltamath.org • Please introduce yourself

  3. Why are we here? What is Delta Math? • Grade-level readiness screeners (Online) • Data reports (Online) • Progress monitoring resources (Paper-based) How is Delta Math intended to be used? • Screen all students • Identify each student who may not be ready to learn • Measure and monitor student progress

  4. Training Topics • What? • IES Recommendations for Implementing Math RtI • Delta Math Readiness Screeners and Readiness Standards • How To? • Screen Students for Readiness • Use Delta Math Data • Plan for Explicit and Systematic Tier 2 Interventions to include Monitoring Student Progress • Prepare Online Teacher Accounts • Explore Online Reports • Next Steps

  5. What?IES Recommendations for Implementing Math RtI

  6. Institute of Education Sciences • Written by researchers and practitioners • Provides recommendations for implementing math RtI

  7. Theory of Action • “Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure.” (Introduction, p. 4)

  8. Today’s Training Focus • Tier 1 • #1 Screen all students to identify those at risk… • Tiers 2 and 3 • #2 Instruction should focus onwhole numbers and fractions • #3 Instruction should be explicit and systematic • #7 Progress should be monitored • #8 Instruction should include motivational strategies IES Practice Guide, 2009

  9. Read/Discuss • Read and discuss the checklist for carrying out recommendations 1and2

  10. What?Readiness ScreenersandReadiness Standards

  11. Readiness Screeners • Watch the video. Then, discuss each question about readiness screening. • When will each readiness screener be available? • Who should be screened in the fall, winter and spring? • What is the purpose for each readiness screener?

  12. Reflect/Discuss • When will each readiness screener be available? • Who should be screened in the fall, winter and spring? • What is the purpose for each readiness screener?

  13. Readiness Standards • Watch the video. Then, discuss each question about the readiness standards. • How many questions are used to measure each readiness standard? • What is the benchmark for each readiness standard? • Read the Delta math readiness standards for your grade level and the next.

  14. Reflect/Discuss • How many questions are used to measure each readiness standard? • What is the benchmark for each readiness standard? • Read the Delta math readiness standards for your grade level and the next.

  15. How to?Screen Students

  16. Screening Students • Watch the video. Then, read and discuss page 5 in the readiness screening packet.

  17. Read/Discuss • Readiness Screening Packet (Page 5) • Script Notes • Materials Checklist • Open your grade level readiness screener at www.deltamath.org • Password: ____________ • Read the script notes and turn to the examples provided in the notes? • Familiarize yourself with your list of materials to screen students.

  18. How To…Use Delta Math Data

  19. Using Delta Math Data • Watch each video segment. Then, discuss each question focused on data. • What data is displayed? • How is the data recommended to be used? Note: Generating each report will be the focus on a later training segment.

  20. How to…Plan for Explicit and SystematicTier 2 Intervention that includes Monitoring Student Progress

  21. Explicit Instruction • The National Mathematics Advisory Panel defines explicit instruction as follows (2008, p. 23): • “Teachers provide clear modelsfor solving a problem type using an array of examples.” • “Students receive extensive practice in use of newly learned strategies and skills.” • “Students are provided with opportunities to think aloud(i.e., talk through the decisions they make and the steps they take).” • “Students are provided with extensive feedback.” IES Practice Guide, “Assisting Struggling Students with Mathematics, p. 21

  22. Explicit Lesson Design(Archer and Hughes) • Instructional Components • Preview • Why? When? Where? • Review • Modeling (I do it) • Guided Practice (We do it) • Unprompted Practice (You do it) • Clear, Consistent, Concise • Involve Students • Monitor Performance • Provide Feedback http://miblsi.cenmi.org/LinkClick.aspx?fileticket=8SQEFkjDTPo%3d&tabid=1408

  23. Systematic Instruction • Instruction should gradually build proficiency by introducing concepts in a logical order. • For example…provide interventions on place value before providing interventions on adding and subtracting two digit numbers with regrouping. IES Practice Guide, “Assisting Struggling Students with Mathematics, p. 22

  24. Systematic Instruction • Delta Math grade level readiness standards are sequenced based on the analysis of multiple sources.

  25. Intervention Cycle Masters • Open your Intervention Cycle Masters for your grade level at www.deltamath.org • Password: ___________ • Each readiness standard is supported by: • 3 Guided Reviews • 4 Quick Checks • 1 Growth Chart

  26. Guided Review • Use to introduce the learning target and begin an tier 2 intervention cycle • Includes each actual screener problem • Use a think-aloud strategy to review each problem • Focus on the most relevant details: content, vocabulary and/or format

  27. Quick Checks – Forms A  D • Use to measure each student’s progress towards the learning target • Students self-correct for instant feedback • Similar to screener content, vocabulary, format and work time

  28. Growth Chart • Students use to chart their own progress and set learning goals. • Students record the type of intervention they received with the date and Quick Check score in the table. • Then, they visually chart their own progress to provide intrinsic motivation. 9/23/13 2 Lesson 9, Activity 1 9/24/13 3 9/25/13 5 Lesson 9, Activity 2 9/26/13 5 Game: What Number Am I? 9/27/13 6 Game: What Number Am I?

  29. Tier 2 Intervention Cycle • 8 Sessions • 30 Minutes per Session • Paper-based resources provided for session 1

  30. Session 1 • The next 5 slides will describe each action step in session 1

  31. Review • Explore the Guided Review for readiness standard 1with the targeted tier 2 intervention group. • Introduce the learning target and why it is important for future learning. • Use a think-aloud strategy to review each problem. • Invite students to share.

  32. Reflect • Ask students to reflect on their learning today. • Reflection can be either verbal or written and may include the following question prompts:

  33. Assess • Students individually complete Quick Check – Form A for readiness standard 1during the recommended time allowed. • Guide students to self-correct their Quick Check – Form A and write their score at the top of the page. • Note: If time is limited, Quick Checks can be corrected by an adult.

  34. Chart Progress • Hand out the Growth Chart for readiness standard 1. • Guide students to record their progress in their Growth Chart: • The type of intervention support provided. • Their score in the table and chart. • Collect student papers. 9/25/12 2

  35. Create Sub-Groups • Sort thestudents Growth Charts based on Quick Check data: • Students who score below the learning goal are recommended to receive explicit instruction • Students who score at or above the learning goal are recommended to receive targeted practice 9/25/12 2

  36. Read/Discuss

  37. Sessions 2 through 8 Begin with all students • Separate into 2 Groups • Teach(I do, We do) • Practice(You do) Endwith all students Exit students who meet the learning goal 3 times.

  38. Read/Discuss

  39. Organizing Resources • Create one set of targeted tier 2 intervention resources and keep them in a central location. • 3 folders per readiness standard • Intervention Cycle Masters (Folder 1) • Lessons (Folder 2) • Practice (Folder 3) • Intervention cycle masters are available at www.deltamath.org. • Lesson and practice resources can be located within the previous grade level’s district adopted curriculum.

  40. Online Account Preparation • Training Mode Simulation • Sign-in using your username and password • Enter the Training Mode • Watch the video • Follow the directions on page 3 from the readiness screening packet • You will simulate the online preparation for“Erin Smith” to screen “Training Course 2” using the “TM Winter – Grade 1” readiness screener

  41. Explore Online Reports • Training Mode Simulation • Watch the demonstration • Reset your Training Mode • Explore the Reports and Dashboard tab

  42. Other Support Videos

  43. Implementation Team Planning

  44. Current Models of Support Who provides the intervention? School wide to classroom models Time of day, frequency and duration Multiple small groups to whole classrooms

  45. Implementation Checklist • Begin planning for: • Awareness • Preparation • Initial Implementation • Sustaining

  46. Learning from Experience • Build capacity without overwhelming your staff. • Develop experts, provide opportunities to share and stay focused on the mission • And remember… “A student can hit any target they can see and that holds still! (Rick Stiggins, formative assessment expert)

  47. Thank You! The Delta Math RtI Program was developed by the Ottawa Area Intermediate School District (OAISD). The facilitator manual was produced by EDC, Inc. in Waltham, MA. This document was produced and distributed through Michigan's Integrated Mathematics Initiative (MI) 2, a Mandated Activities Project (MAP), funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education, Office of Special Education. (The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred.)

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