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Section A: Readiness Screeners Section B: Data Reports Section C: Progress Monitoring.

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Presentation on theme: "Section A: Readiness Screeners Section B: Data Reports Section C: Progress Monitoring."— Presentation transcript:

1 Section A: Readiness Screeners Section B: Data Reports Section C: Progress Monitoring

2 Where will you find DELTA MATH progress monitoring resources?

3 Program Guide C1 Follow along: where to find the resources what password to use what to print how to organize Handout

4 Program Guide C2 Explore the contents in the sample Progress Monitoring Masters folder. Handout Sample Folder

5 Step 1 Use the Guided Review to introduce the learning target for the readiness standard and review the related screener problems as a group.

6 Step 2 As a group, use the self reflection template to discuss past and current understanding of the learning target.

7 Step 3 Complete Quick Check A to measure each students current understanding.

8 Step 4 Correct Quick Check A as a group, and record progress in the Growth Chart. 2/23/102Guided Review and Reflection

9 Step 5 Differentiate levels of support Below goal  targeted lesson Targeted Lesson High level of teacher/student interaction. (How to do the math) Met goal  targeted practice Targeted Practice Low level of teacher/student interaction. (Games or other activities) 2/23/10 2 Guided Review and Reflection Lesson 11-1 “Activity 1” 2/25/10 3/2/10 Activity Card 11-1 “Fill All Four” 4 4

10 How can students exit targeted intervention groups?

11 Using Quick Check Data Below goal  Targeted Lesson Meet goal  Targeted Practice Meet goal 3+ times  Exit Handout

12 Where can you find the Progress Masters found in the blue folder? How is the Guided Review used? How do you differentiate levels of support? Targeted lesson vs targeted practice How do you use the Quick Check Data to create flexible groups for each learning target? Team Time: Focused Discussion

13 How should we plan for targeted interventions?

14 Program Guide C3 Research indicates that struggling students benefit from systematic and explicit instruction. This includes planning a beginning, middle and end of each targeted intervention. Handout

15 Where can you find resources for targeted lessons or practice? How can these resources be organized?

16 “Recycling Resources” Simply reteaching using the same approach may not be too inventive, but it can be effective for some students. If your re-explanation doesn’t work, then it is time to search for a new angle. “Elements of Highly Effective Math Programs.” Educational Research Service (2007 ). Team Handout

17 Supporting Research

18 Program Guide C4 Explore the contents in the Lesson and Practice sample folders. Sample Folders Handout

19 Step 1 Go to and click Professional Development under the Team Leader Resources tab.http://www.deltamath.org

20 Step 2 Download templates Intervention Lesson Intervention Practice

21 Step 3 Choose Readiness Standard Label 2 folders with the CCSS code and Lesson or Practice. 3.NF.1 Lesson 3.NF.1 Practice

22 Step 4 Analyze Quick Check A for content, vocabulary, and format.

23 Step 5 Targeted Lessons (High level student/teacher interaction) Targeted Practice (Low level student/teacher interaction) Identify the most essential targeted lessons and practice from your core curriculum resources. Be selective.

24 Step 6 Record where to find the most essential targeted lessons and practice from your core curriculum resources. Note: Each grade level has less than 8 readiness standards to organize. Handout Unit 2, Lesson 2Unit 4, Lesson 2

25 How can you schedule just in time targeted interventions?

26 Program Guide C5 Explore the steps for scheduling targeted interventions. Steps 1 and 2 provide directions for printing the template. Handout

27 Step 3 Identify the unit or chapter where each benchmark is needed during the school year. Unit 3

28 Step 4 Approximate a starting date for the beginning of unit that requires DELTA MATH benchmarks. Unit 3October 17

29 Step 5 Schedule each intervention group 2 to 4 weeks before support is necessary, when possible. September 20Unit 3October 17

30 Team Leader Resources Professional Developement Section C Putting It All Together September 20 Unit 3 October 17

31 Planning Discussion Question: When can grade level teams find intervention resources and plan for “just in time” interventions?


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