K-2 Interventionists Training Session 3 November 7, 2013

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.”

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.

Getting Started with Your Intervention Group

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.

Diagnostic Assessments & Resources MTSD Intervention Resources http://www.mtsd.k12.wi.us/departments/rtiresources.cfm

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.

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.

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

A Research Based Approach to Intervention

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)

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.

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.

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)

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

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?

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

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

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

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

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

easyCBM Progress Monitoring Tool

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

Planning for Instruction

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

MTSD RtI Math Resources http://www.mtsd.k12.wi.us/schools/staffaccess.cfm General Documents Grade K-2 Organized by Domain and then Task Websites

Howard County Math Wikis https://prekmath.wikispaces.hcpss.org/home https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Home https://grade1commoncoremath.wikispaces.hcpss.org/Grade+1+Home Resources Organized By Domain and Standard

Illustrative Mathematics http://www.illustrativemathematics.org/