Targeted Early Numeracy (TEN) Intervention Program 2010

The Program The Targeted Early Numeracy (TEN) intervention program fulfils a Government commitment to provide support for students experiencing substantial difficulty in learning numeracy in the early years.

Implementation 2009 Semester 2 The PILOT TEN Program was successful in assisting teachers to target their Numeracy teaching and moving students along the Numeracy Continuum. 2010 Semester 1 Implementation of TEN.  

The Model Recognises that a small percentage of students are at risk of numeracy failure, despite participation within a quality early numeracy program. Will be implemented within a normal daily lesson block, without withdrawal or an additional specialist teacher.

The Model will provide: A personalised learning plan Smaller group size (usually three to four students) Short, sharp sessions (typically 10 minute blocks) Strategically targeted activities High success processes More explicit and systematic teaching Five-weekly assessments.

2. Strategy Professional learning workshops and in-school support will be delivered by local TEN Facilitators. The implementation will focus on: Professional learning communities Professional learning in deepening teachers’ understanding of how students learn number Professional learning in student management Familiarisation with intervention program activities and resources.

4. Resource allocations One TEN facilitator per region. Western Sydney, South Western Sydney and Hunter/Central Coast will have two facilitators.

4. Resource allocations A grant of $1000 per K-2 roll class to be paid to participating schools. This grant may be used Teacher Professional Learning.

The Need For Intervention

Focus Help monitor students’ rates of progress in key strategies. Support the teaching needed to move students beyond the broad targets. Track students’ responses to the intervention.

BROAD TARGETS KINDERGARTEN All kindergarten students will be at least at the perceptual counting stage in the range to 20 by the end of the year. Additional information on progress in relation to numeral identification and counting sequences must also be provided.

BROAD TARGETS YEAR 1 All Year 1 students will be at least at the figurative counting stage across the first decade (9 + 4 and 12 remove 3) by the end of the year. Additional information on progress in relation to numeral identification and counting sequences must also be provided.

BROAD TARGETS YEAR 2 All Year 2 students will be at least counting on and back in the range to 30 by the end of the year. Additional information on progress in relation to numeral identification and counting sequences must also be provided.

% of children at your school who are at risk of INNUMERACY. Class List – Task Reflection Ask teachers to guess the percentage of children at CBPS

REFLECTION What do I already do to assist students at risk? How do I know that my strategies are successful? What do I do when my strategies are unsuccessful? What do I understand the following counting strategies to mean? Emergent, Perceptual, Figurative, Counting on, Facile? Give out reflection sheet.

The Early Numeracy Continuum Emergent Perceptual Figurative Counting on Facile

The Early Numeracy Continuum ASPECT 2 EMERGENT The student typically cannot count visible items. The student either does not know the number words or cannot coordinate the number words with them.

The Early Numeracy Continuum ASPECT 2 The student is able to count perceived items but cannot determine the total without some form of contact. This might involve seeing, hearing or feeling items. PERCEPTUAL

The Early Numeracy Continuum ASPECT 2 The student is able to count concealed items but counting typically includes what adults might regard as redundant activity. e.g. When presented with a collection partitioned into two parts (both screened), and told how many in each part and asked how many counters in all, the student will count form “one” instead of counting-on. FIGURATIVE

The Early Numeracy Continuum ASPECT 2 The student counts-on rather than counting from “one”, to solve addition or missing addend tasks. The student may use a count-down-from strategy to solve removed items tasks. e.g. 17-3 as 16,15,14; answer 14 Or count-down-to strategies to solve missing subtrahend tasks. e.g. 17-14 as 16, 15, 14; answer 3. COUNTING-ON-AND-BACK

The Early Numeracy Continuum ASPECT 2 Uses known facts and other non-count-by-one strategies (e.g. doubles, partitioning) to solve problems. FACILE

Monitoring targets K-2 Focus on the trends of colours diminishing

Monitoring targets K-2

Monitoring targets K-2

School patterns Each school’s pattern will look somewhat different. Although the targets are drawn from early arithmetical strategies, achieving them will draw on other aspects of the continuum. Over the course of the year, the number of students in the target group should reduce. Some of your schools may have much higher numbers in the target area. This is part of your initial work.

perceptual counter 2009 1 2 3 4 NA Total Count 17 514 19 131 3 280 755 144 467 41 291 % 42.4 46.3 7.9 1.8 0.3 1.1 100 potential target group

Overlapping waves of strategies 60% Perceptual Counting on 50% n = 23 121 Data from 2000 Emergent 40% Facile Per cent 30% Figurative 20% 10% 0% < 5 < 6 < 7 < 8 < 9 < 10 Age (1176) (5898) (5873) (5354) (3070) (1750) 5% 26% 25% 23% 13% 8%

Things to remember One strategy doesn’t replace another, they co-exist. Although counting-on-and back is a Year 2 target, it is a minimal target. The transition to non-count by ones methods is important for all students. Students using perceptual counting strategies with large numbers have been identified in Stage 3 and Stage 4 classes where this can contribute to them being considered to be slow learners.

Aim of the TEACHER Children often use strategies that are less sophisticated than those of which they are capable To try and elicit the child’s most sophisticated strategy.

Things to remember Use close observation and informed reflextion Trust your judgement of students Take the time to practise the skills of assessment on your target group Where it helps you to understand ask how the child achieved their answer (don’t rely) You may need to give additional questions