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Math Workshop & Interventions Focus on Achievement November 9, 2011.

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Presentation on theme: "Math Workshop & Interventions Focus on Achievement November 9, 2011."— Presentation transcript:

1 Math Workshop & Interventions Focus on Achievement November 9, 2011

2 Where We Left Off Last Time Get comfortable with data Identify students who need additional support – Start working with staff on how to meet those needs – Match students with interventions – Scheduling—who, how, when Start progress monitoring

3 Goals for Today Math Interventions – Framework – Class-wide Interventions – Individual and Small Group Interventions Math Workshop Common Core Overview—if time

4 Math Interventions What Works Clearinghouse Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools April recommendations – Assessment – Intervention materials – Intervention content You have a portion of the report (see inside cover for url for full report)

5 Reading Assignment 2 Comanche Nieman Rising Star Rosehill 3 Broken Arrow Rushton Sunflower 4 Bluejacket-Flint Briarwood Overland Park 5 Mill Creek Pawnee Roesland 6 Apache Crestview East Antioch Shawanoe 8 Benninghoven Marsh McAuliffe Oak Park-Carpenter 3 Belinder Corinth Prairie Tomahawk 5 Brookridge Merriam Park Moody Santa Fe Trail 8 Brookwood Diemer Highlands Trailwood Westwood View

6 What Works Clearinghouse Recommendations 1.Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

7 What Works Clearinghouse Recommendations 2.Instructional materials for students receiving interventions should focus intensely on in- depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee.

8 What Works Clearinghouse Recommendations 3.Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

9 What Works Clearinghouse Recommendations 4.Interventions should include instruction on solving word problems that is based on common underlying structures.

10 What Works Clearinghouse Recommendations 5.Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.

11 What Works Clearinghouse Recommendations 6.Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

12 What Works Clearinghouse Recommendations 7.Monitor the progress of students receiving supplemental instruction and other students who are at risk.

13 What Works Clearinghouse Recommendations 8.Include motivational strategies in tier 2 and tier 3 interventions.

14 Debbie’s Perspective Reading interventions tend to be programs Math interventions tend to be strategies

15 School-wide Intervention Considerations Emphasize understanding rather than tricks Develop consistency in academic expectations Develop consistency in use of vocabulary, mnemonics, and graphics organizers

16 Class-wide Intervention Considerations At least 50% (approximately) of class demonstrates need Start with Strategies, not necessarily Programs Consider tweaking core

17 Possible Class-wide Intervention Strategies Concern AreaSample Class-wide Strategy ComputationChange approach to MAPS+ (Super Six and Power Drill) Counting, accurate but slow Work on pace (marching, metronome, etc.) Concepts & Applications, reading concern What reading strategies can you build into math instruction? Word ProblemsUse MAPS process for all word problems, not just Super Six #3 Number Concepts (quantity discrimination, odd/even, place value, etc.) Work in informal practice as often as possible Compare number of boys in class today to girls. Is this page number even or odd? How many tens are in the page number? How many ones? What does the page number look like in base ten blocks? What does the page number look like in coins? Note: This is not an exhaustive list; just a starting point

18 Individual Intervention Strategies to Consider Increased or sustained use of manipulatives Step books or other graphic organizers Support a deficit to prevent another gap – Example—If student struggles with multiplication facts, provide multiplication table while learning division to prevent creating a division gap

19 Intervention Programs & Materials

20 enVision Differentiated Centers Grades K - 5 NC-Number Concepts All-inclusive, each lesson in the core textbook has corresponding differentiated center activities F-Fact Fluency C-Computation PS-Problem Solving (Routine Word Problems) A-Algebraic Concepts G-Geometry D-Data Analysis

21 enVision Differentiated Centers Structure Levels: – Support: Intervention Center Adult-supported  Center – Practice:  Center – Enrich:   Center Appropriate for: – Workshop: yes – Supplemental: yes minutes Can be used daily Recommend that teachers select the best from each topic to use repeatedly rather than using them all

22 enVision Differentiated Centers Materials Teacher Resources – Intervention Center Instructions printed in enVision TE –  and   game cards Pictured in TE Cards printed in spirals Blacklines in enVision topic pouch and on website Student Resources – Intervention Centers Some require manipulatives –  and   Game cards Manipulative sets

23 enVision Differentiated Centers Stumbling Blocks Teachers forget about the Intervention Center Classroom management Assumes ability to work independently Practice = Worksheet/Homework Philosophy Accountability and Accuracy

24 enVision Diagnosis & Intervention Grades K - 6 (Box 1—K-3; Box 2—4-6) NC-Number Concepts All-inclusive, box separated into booklets by content area Can be used to fill skill gaps, reinforce core content, or remediate F-Fact Fluency C-Computation PS-Problem Solving (Routine Word Problems) A-Algebraic Concepts G-Geometry D-Data Analysis

25 enVision Diagnosis & Intervention Structure Levels: – Support: Yes – Practice: Maybe – Enrich: Maybe Appropriate for: – Workshop: yes – Supplemental Pull-out: yes minutes Booklets by content area Sequenced by skill progression Prescriptive – Review What You Know – Chapter review/ assessment – Lesson correlation – Diagnostic test Manipulatives can be used, even if not specifically mentioned

26 enVision Diagnosis & Intervention Materials Teacher Resources – K-3 box or 4-6 box – All materials on website, also – Teacher’s Guide has book correlations and data recording sheets – Diagnostic Test book – Content area booklets Lesson plan pages in front half of booklet Blackline masters in back half of booklet Student Resources – Copy of worksheet – Some require manipulatives and other materials

27 enVision Diagnosis & Intervention Stumbling Blocks Limited number of lessons per skill Coordination of use of lessons between classroom teacher, resource staff, title staff, etc. Manipulatives not often suggested, must supplement Limited training on use and coordination with core

28 Holt Intervention Grade 6 NC-Number Concepts All inclusive (not much Fact Fluency) F-Fact Fluency C-Computation PS-Problem Solving (Routine Word Problems) A-Algebraic Concepts G-Geometry D-Data Analysis

29 Holt Intervention Structure Levels: – Support: Are You Ready? Ready to Go On? Success for Every Learner Practice A Review for Mastery Practice A Modified for IDEA Problem Solving Modified for IDEA – Practice: Practice B Reading Strategies Problem Solving Puzzles, Twisters & Teasers – Enrich: Practice C Challenge Appropriate for: – Workshop: yes However, not activity-based – Supplemental Pull-out: Are You Ready? and Success for Every Learner include lesson plans Others are varieties of practice materials Are You Ready? – Not aligned to textbook lessons – Aligned to pre-assessment in each chapter – Other materials are aligned to textbook lessons

30 Holt Intervention Materials Teacher Resources – Blackline master books – Materials also printable from website Many are customizable/editable Student Resources – Copy of worksheet

31 Holt Intervention Stumbling Blocks So many choices Coordination of use of materials between classroom teacher, resource staff, title staff, etc. Not activity-based Grading multiple assignments

32 Table Discussion What effective practices do you see in your building for these materials? – enVision Differentiated Centers – enVision Diagnosis & Intervention System – Holt Interventions What are the stumbling blocks in your building? – Have others overcome similar stumbling blocks? How?

33 Mastering Math Facts (a.k.a. Rocket Math) Grades 1/2 - 6 NC-Number ConceptsNo F-Fact FluencyYes—Distributed practice and assessment for Addition, Subtraction and Multiplication facts (Division portion is not as good) C-ComputationNo PS-Problem Solving (Routine Word Problems) No A-Algebraic ConceptsNo G-GeometryNo D-Data AnalysisNo

34 Mastering Math Facts Structure Levels: – Support: yes – Practice: yes – Enrich: maybe Appropriate for: – Workshop: yes – Supplemental Pull-out: yes 5-10 minutes 3-5 times per week Structured routine Includes practice and assessment Grades 1/2-3 begin with Addition Grades 4-6 begin with Multiplication

35 Mastering Math Facts Materials Teacher Resources – CD-ROM with pdf file of instructions and blackline masters Student Resources – Copies of practice sheets and answer keys

36 Mastering Math Facts Stumbling Blocks Paper consumption Grading Develops fluency; does not teach concept or skill

37 CAMS & STAMS Grades NC-Number ConceptsIn context of word problems; not pure practice F-Fact FluencyNo C-ComputationIn context of word problems; not pure practice PS-Problem Solving (Routine Word Problems) Yes A-Algebraic ConceptsIn context of word problems; not pure practice G-GeometryIn context of word problems; not pure practice D-Data AnalysisIn context of word problems; not pure practice

38 CAMS & STAMS Structure Levels: – Support: yes (may need to go down a level) – Practice: yes – Enrich: yes (up a level) Appropriate for: – Workshop: yes – Supplemental Pull-out: yes STAMS has 12 lessons/ strategies per level Lessons based on a skill or concept area Lessons have 5 parts – Approximately 5 sessions per lesson – Parts 2-5 entirely multiple- choice word problems CAMS can be used as assessment or additional practice

39 CAMS & STAMS Materials Teacher Resources – Teacher’s Guide for each student book (STAMS, CAMS, CAMS-II) – Alignment to Kansas tested indicators posted on math webpage Student Resources – STAMS (non-consumable) – CAMS (consumable, C&I will replace) – CAMS-II (consumable, C&I will replace) Note: There is a level B, but we have not purchased it

40 CAMS & STAMS Stumbling Blocks Perception/history Limited scope Reading level

41 Note about Building Math Skills Designed as ELL intervention to build math and language skills simultaneously Only purchased for ELL centers

42 Math PALS Grades K – 1Grades 2-6 NC-Number Concepts Yes F-Fact Fluency Fact concepts-yes; fluency-no C-Computation Yes PS-Problem Solving (Routine Word Problems) NoYes A-Algebraic Concepts NoYes G-Geometry NoYes D-Data Analysis NoYes

43 Math PALS Structure Levels: – Support: yes – Practice: yes – Enrich: K-1 yes Appropriate for: – Workshop: yes – Supplemental Pull-out: yes Designed for peer coaching model – Can be used as teacher- directed intervention minutes per session – Grades K-1 similar routine to reading PALS – Grades 2-6 paired and independent practice 2 sessions per week – K-1 one week per lesson – 2-6 two weeks per lesson Aligned to TEN and MBSP

44 Math PALS Materials Teacher Resources – Grades K-1 Grade-specific teacher manual that includes blackline masters – Grades 2-6 Teacher manual (not grade-specific) Grade-specific blackline master manual Student Resources – Copies of game boards or worksheets – Occasional tools like number lines, beans, etc.

45 Math PALS Stumbling Blocks Training—new program Misconception that it is only K-1 Designed for 2 or 2-3 days per week (need other activities for the other days)

46 Matching the Student to the Intervention

47 Sample Class Report Suzanne Kristy Joe Diane Rick Maria Lucy Dan Fred Christopher Annie Nathan Bob Hannah George Tim Preston Michael Ginny Wally Amber Brian

48 Sample Class-Kindergarten

49 Sample Class—4 th Grade

50 Sample Class-Kindergarten Possible classwide intervention: PALS Math enVision Additional Activities and Intervention and/or  Centers PALS Math (number ID) and/or enVision Intervention Centers PALS Math (comparing) and/or enVision Intervention Centers enVision Additional Activities and/or  &   Centers

51 Sample Class—4 th Grade enVision  &   Centers PALS Math and/or enVision Diagnosis & Intervention System Mastering Math Facts PALS Math and/or enVision  Centers with support

52 What Do Models of Intervention Look Like?

53 Model 1: Pull Out

54 Pull Out Model Advantages Most similar to traditional practices Minimal logistical planning needed Disadvantages Transition time to intervention necessary Most schools have more students to serve than this model accommodates Collaboration time between teachers necessary

55 Model 2: In Class

56 In Class Model Advantages Students stay in class during intervention time Classroom teacher is able to work with at least one group of his/her own students Flexible grouping may be easier to do given the daily contact between teachers Disadvantages Most schools have more students to serve than this model accommodates Collaboration time between teachers necessary

57 Model 3: Intervention Team 1 st Grade Class A 1 st Grade Class B 1 st Grade Class C 1 st Grade Class D Intervention Group 1 Intervention Group 2 Intervention Group 3 Intervention Group 4 Intervention Group 5 Intervention Group 6

58 Intervention Team Model Advantages A team can accommodate a larger number of groups Larger number of groups can make for more options when student’s needs change Typically allows more time for additional support to students with intensive needs Can place most qualified interventionist with students in most need Disadvantages Transition time to new groups needed General education teacher disconnected from student and intervention planning Requires multiple interventionists Training and support for interventionists needs to be coordinated May be easier to overlook need to make core curricular changes

59 Model 4: Cross Class

60 Cross Class Model Advantages Allows for several certified staff to be providing different interventions Collaborative view of student needs and achievement Easier for math specialist to be available for additional intervention time for students needing intensive instruction Allows for creative groupings for students needing intervention that is an enhancement of skills. Disadvantages Transition time to new groups needed Classroom teachers sometimes disconnected from student and instructional planning Difficult to equitably balance group sizes – Low group must be no more than 5-6 students, leaves middle and high groups quite large Tendency to determine groupings based on number of students rather than needs

61 Scheduling/Resource Considerations Similar to intervention team approach, but grade-level teachers used as interventionists. Each grade level coordinates intervention time with math teacher or special education teachers.

62 Table Discussion Non-Title buildings – Which model(s) would make sense for your building? (It may vary by grade level) – Discuss the advantages, challenges, and lessons learned from experimentation and reading. Title buildings – How are you encouraging classroom teachers to have responsibility for differentiation and support? – How do you creatively schedule math/reading pull-out intervention groups to not always pull from social studies and science?

63 Math Workshop Intentional use of a portion of independent math practice time allowing for differentiation and flexible grouping based on student needs to reinforce and practice core math skills. – (Adapted from Helen Worley)

64 Debbie’s Perspective Instead of “There are 15 minutes left before specials; here’s your worksheet.” Use that 15 minutes to engage each student in meaningful activities at the level of practice that he/she needs. If teachers use the enVision centers and intentionally structure pairs, levels, and supports then they are doing a basic math workshop

65 Intentional What is the instructional goal of each available task? What task will each student complete? What data led you to that choice for that student? – Who has gaps that need to be filled prior to being successful with the current content? – Who needs additional practice with the current content? – Who has already mastered the current content? Is there another content for which the student has gaps that need to be addressed and that is a greater priority than enriching the current content? What role will each adult have?

66 Portion of Independent Math Practice Time Kindergarten – Math extension time for full-day 1 st -3 rd grade – 20 to 30 minutes – Aim for at least 2-3 times per week 4 th -5 th grade – 10 to 20 minutes – Aim for at least 2-3 times per week 6 th grade – minutes – Aim for at least 2-3 times per week

67 Differentiation Available tasks span a variety of skill/understanding levels At minimum: – Intensive support – Some support – Independent practice – Enrichment

68 Flexible Grouping Groupings need to be reconsidered at least as often as each new Topic/Chapter—especially when the strand of mathematics changes. (I may struggle with computation, but be great at geometry.)

69 Reinforce and Support Provide appropriate support Much of your students’ independent practice, especially in the enVision textbook, will come through your workshop activities

70 Table Discussion Where is your building in implementation of math workshop? What are the stumbling blocks in your building? – Have others overcome similar stumbling blocks? How? What is your next step?

71 Next Steps Refine the process for progress monitoring Design building system for math scheduling and interventions – Framework – Class-wide Interventions – Individual and Small Group Interventions Experiment with math workshop – Matching the intervention to the student’s needs April 4 Principal Meeting – MTSS Math: Refining the Building Model

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