1. Targeted Early Numeracy (TEN) Intervention Program
2010

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

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

8. 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.

9. The Need For Intervention

10. 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.

11. 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.

12. 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.

13. 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.

14. % 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

15. 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.

16. The Early Numeracy Continuum
Emergent
Perceptual
Figurative
Counting on
Facile

17. 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.

18. 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

19. 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

20. 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 as 16,15,14; answer 14
Or count-down-to strategies to solve missing subtrahend tasks. e.g as 16, 15, 14; answer 3.
COUNTING-ON-AND-BACK

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

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

23. Monitoring targets K-2

24. Monitoring targets K-2

25. 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.

26. 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

27. Overlapping waves of strategies
60%
Perceptual
Counting on
50%
n =
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%

28. 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.

29. 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.

30. 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