1. K-2 Interventionists Training Session 3
November 7, 2013

2. 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.”

3. 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 group intervention.

4. Getting Started with Your Intervention Group

5. Review MAP scores (Grades 1-2)
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.

7. Diagnostic Assessments & Resources
MTSD Intervention Resources

8. 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.

9. 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.

10. A structure for instruction
Make a picture
Use concrete
models:
manipulatives
Symbols
Translations between each representation help children develop new concepts and demonstrate richer understanding. Different representations illuminate different aspects of a mathematical idea. The more ways children are given to think about and test an emerging idea, the better they will correctly and deeply understand that idea. The double sided arrows show that we can move children into different representations while teaching – or ask them to work in a different representation to check for understanding or to deepen understanding.
Explain orally and/or
in writing
Give a context:
tell a story

11. A Research Based Approach to Intervention

12. 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)

13. Read through quickly – are there any that sound familiar to where we are headed? This meant to be a convergence of learning – to support both Tier 1 and Tier 2 work.

14. 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.

15. 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)

16. A structure for systematic and explicit instruction
Make a picture
Use concrete
models:
manipulatives
Symbols
Translations between each representation help children develop new concepts and demonstrate richer understanding. Different representations illuminate different aspects of a mathematical idea. The more ways children are given to think about and test an emerging idea, the better they will correctly and deeply understand that idea. The double sided arrows show that we can move children into different representations while teaching – or ask them to work in a different representation to check for understanding or to deepen understanding.
Explain orally and/or
in writing
Give a context:
tell a story

17. 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?

18. Knowing What Comes Before Counting on, Counting all & Making Easier Equivalent Problems Stepping WAY Back…

19. Counting Is More Than 1, 2, 3 Observing Kindergartners as They Count
Count off by 5
Read your designated areas
Be prepared to share
Summary
Example

20. Understanding Counting Critical Learning Phases
How Children Learn Number Concepts
By Kathy Richardson
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

21. 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

22. Explicit and Systematic
In what ways did your teachers make connections between the representations explicit? How did explicit instruction support your learning?

23. easyCBM Progress Monitoring Tool

24. Some beginning information can be found in the: easyCBM Getting Started Guide Logging in Setting up your class Accessing the progress monitoring probes

25. Planning for Instruction

26. What is instructional supports are avaialble?
MTSD RtI Math Resources
Howard County Math Wikis
Illustrative Mathematics

27. MTSD RtI Math Resources
General Documents
Grade K-2 Organized by Domain and then Task
Websites

28. Howard County Math Wikis
Resources Organized By Domain and Standard

29. Illustrative Mathematics