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Annual Screening Cycle

Section A: Readiness Screeners Section B: Data Reports Section C: Tier 2 Intervention Part 1: Preparation and Organization Part 2: Providing Differentiated Support Part 3: IES Instructional Recommendations. Annual Screening Cycle. Winter Screener. Intervention Cycle 4. Intervention

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Annual Screening Cycle

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  1. Section A: Readiness Screeners Section B: Data ReportsSection C: Tier 2 InterventionPart 1: Preparation and OrganizationPart 2: Providing Differentiated SupportPart 3: IES Instructional Recommendations

  2. Annual Screening Cycle Winter Screener Intervention Cycle 4 Intervention Cycle 3 Intervention Cycle 5 Intervention Cycle 2 Intervention Cycle 1 Intervention Cycle 6 + Plan Additional Support Fall Screener Spring Screener Problem Solve

  3. Intervention Cycle

  4. Section C - Part 1: Preparation and Organization • DELTA MATH intervention cycle materials • District adopted resources for explicit instruction and targeted practice

  5. Essential Training Question 1:How can you organize Delta Math intervention cycle masters?

  6. Organization System • One file system for each grade • 3 folders for each readiness standard(up to 7 standards) • Intervention Cycle Masters (Folder 1) • Fall, Winter, Spring • Lessons (Folder 2) • Practice (Folder 3) • One time initial set up • Located in a central location

  7. Essential Training Question 2:What are the Delta Math intervention cycle masters?

  8. Intervention Cycle Masters(Folder 1) • Each readiness standard is supported by the following: • Guided Review • Self Reflection (optional) • Quick Check (forms A-D) • Growth Chart Handout #35 and Folder 1

  9. Essential Training Question 3:What district adopted resources can be identified to support Tier 2 interventions?

  10. District Adopted Resources(Folders 2 and 3) Lessons (Folder 2) • Prior Grade Level Teacher Edition Lessons Practice (Folder 3) • Games, Internet sites • Recycle District Resources • Templates provides to support the alignment of district resources Handout #36 and Folders 2, 3

  11. Essential Training Question 4:How can you locate resources to support Tier 2 interventions?

  12. Team Time: Focused Discussion • Read and discuss program guides C1 and C4. • Go to deltamath.org and find the Intervention Cycle masters and alignment documents for one grade level.

  13. Section C - Part 2: Providing Differentiated Support • Using data to determine individual student needs • explicit instruction and targeted practice • Planning Templates

  14. Essential Training Question 5:How can Delta Math intervention cycle masters be used to begin each intervention cycle?

  15. Intervention Cycle

  16. Session 1 Intervention Plan(Program Guide C2) • Designed for all students identified as struggling. • The first session includes. • Review, reflect, assess,correct and regroup students based on their instructional needs. Handout #37

  17. Step 1: Review(Session 1 Intervention Plan) • The Guided Review provides: • A learning target to focus student effort • A review of the screener problems • Consider using a think-aloud strategy to review each problem • Focus on the most relevant details: content, vocabulary and/or format

  18. Step 2: Reflect(Session 1 Intervention Plan) • Student’s must understand their progress toward a learning target. • Verbal/Written

  19. Step 3: Assess(Session 1 Intervention Plan) • Quick Check A • Printable formative assessment to measure progress towards the learning target. • Similar to screener: Content, vocabulary, format and time • Different than screener: More problems and higher percent to demonstrate mastery

  20. Step 4: Chart(Session 1 Intervention Plan) • Students correct Quick Check A for immediate feedback. • Students record progress on their Growth Chart to develop intrinsic motivation. • Note: If time is limited, Quick Checks can be corrected by an adult. 2/23/10 2

  21. Step 5: Regroup(Session 1 Intervention Plan) • Regroup students for the next intervention session : • Below goal  explicit lesson • High level of teacher/student interaction. (How to do the math) • Met goal  targeted practice • Low level of teacher/student interaction. (Games or other activities) 2/23/10 2

  22. Essential Training Question 6:How can you create flexible groups throughout each intervention cycle?

  23. Using Quick Check Data • Below goal  Explicit Lesson • Meet goal Targeted Practice • Meet goal 3+ times Exit Handout #38

  24. Intervention Session 2+Differentiated Instruction

  25. Essential Training Question 7:What is recommended during Tier 2 and Tier 3 interventions?

  26. Tier 1 Instruction Tiers 2 and 3: IES researchers support instruction to be explicit, systematic and includevisual representation of mathematical ideas Tier 1: IES researchers supportmany forms of instruction Tier 3 ≈ 3-5% Tier 2 ≈ 10-15% Tier 1 ≈ 85%

  27. 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

  28. 30 Minute Session Planning • Beginning • Preview (3 W’s) • Middle • Modeling (3 C’s) • I do it • We do it • You do it • End • Review Archer and Hughes, Explicit Instruction, 2011 Handout #40

  29. Table Sharing • Reflect on your current instruction and discuss examples of explicit instruction in your classroom or school?

  30. Planning for Flexible Groups(Program Guide C3) • Beginning (Whole Group) • Learning targets and relevance • Middle (Small Group) • Lesson (I do, We do) • Practice (You do) • End (Whole Group) • Review critical content • Monitor Progress • Regroup when possible Handout #41,42

  31. 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

  32. Sequenced Readiness Standards • Delta Math grade level readiness standards are sequenced based on the analysis of multiple sources.

  33. Visual Representation of Mathematical Ideas • IES examples for whole numbers, groups of tens, fractions and algebraic expressions.

  34. IES Practice Guide – Example 10 • Dots can be arranged in groups of 5 and 10. • The smaller number is decomposed to make 10 and some more.

  35. IES Practice Guide – Example 5 • Ten sticks can be used to show groups of ten.

  36. IES Practice Guide – Example 6 • Fraction strips can be used to show equal parts in relation to the whole.

  37. IES Practice Guide – Example 8 • Sticks and cups represent algebraic constants and variables and can be used to represent actions while solving equations.

  38. Table Sharing • Reflect on your current instruction and discuss examples of visual representation in your classroom or school?

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