implementation training december 10, 2010. goal: develop math fact fluency the fastt math...
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Implementation TrainingDecember 10, 2010
Goal: Develop Math Fact FluencyThe FASTT Math intervention program:• Helps all students achieve math fact fluency. • Assesses all students to uncover fluency gaps and to
establish a baseline of fluency for each student. • Differentiates instruction in customized, 10-minute
daily sessions. • Helps all your students build the confidence in
mathematics they need to succeed.• Covers basic 0-9 and 0-12 addition, subtraction,
multiplication, and division facts
Program ComponentsStudent MaterialsFASTT Math Software
Practice Sheets
Teacher ResourcesTeachers’ Guide
Fact Fluency Foundation Guide
SAM
The FASTT Math Model1. Placement Assessment– FASTT Math begins with a
computer-based assessment that presents all the basic facts in an operation.
– Determines the facts that are being recalled from memory and those that are solved using a counting strategy.
– After the initial assessment, a Fact Grid (shown) displays the fluent (fast facts) and the (study facts ).
The FASTT Math Model2. Adaptive Instruction– FASTT Math adapts daily
instruction sessions that focus on the student’s problem facts or study facts.
– Facts are presented in a visual array to strengthen a memory connection to the facts.
The FASTT Math Model3. Independent Practice– Provided only after a
students is able to retrieve a fact within the controlled response time.
– Student practice their learned and fluent facts with engaging and motivating games.
The FASTT Math Model4. Operation Mastery– Ensures all students build
long-lasting fluency they will need to solve complex math problems.
– Rewards students with a the Tracker Style Gallery.
Using the SoftwareAfter completing the initial Placement Assessment (first 1-2 days), the student will start his or her regular FASTT Math Lessons.
Required Parts of FASTT Math Lesson
Part 1: Adaptive Instruction Part 2: Independent Practice
An instructional activity such as:Study New FactsPractice FactsORAn assessment: ChallengeSpecial ChallengeMastery
A practice game.
Students can choose any one of the nine games available in the program.
Activity Type When Is It Presented?
Purpose What Is Presented?
Study New Facts Most common activity; presented every day unless another challenge has been triggered.
To build memory relationship for up to three Study Facts from the student’s Fact Grid.
The program selects the next available fact pair from the student’s Fact Grid for instruction.
Review Facts Presented if the student’s retention level falls below 80%.
To repeat focused instruction on already-learned facts that student is not remembering.
The program selects 2 or 3 facts the student had the most trouble with.
Practice Facts Presented periodically. Triggered after mastery of 7s.
To provide periodic rest from learning new facts.
Does not present any new facts. It focuses on practice of the most recently learned facts.
Adaptive InstructionFact Instruction Overview
Activity Type When Is It Presented?
Purpose What Is Presented?
Mastery Assessment
After 60 minutes of instructional lesson time if there are Study Facts.
After 30 minutes of instructional lesson time if no more Study Facts.
To determine if the student is able to respond fluently.
Fact assessment on all Focus Facts (up to 40 facts).
Challenge Assessment
When all the facts in a level are Fast or Focus Facts.
To determine if the student is able to respond fluently.
Includes a short Typing Assessment part and a Fact Assessment part.
Periodic AssessmentsFast Fact Challenges
Activity Type When Is It Presented?
Purpose What Is Presented?
Practice Games During each lesson, after the student has completed the instructional activity.
Students are required to play 1 game per lessons.
Provide the student with fun, motivating environment to increase speed of recall of learned facts.
70 problems, including Focus and Fast Facts.
Independent Practice
SAM (Scholastic Achievement Manager)
• SAM is the learning management system for FASTT Math • SAM collects and organizes student performance data
generated while using FASTT Math• Use SAM to:– Manage student rosters– Enroll students and assign them to operations– Generate reports for student performance data– Generate customized worksheets for each student– Provide updates on students’ program usage
SAM (Scholastic Achievement Manager)
Break:10 minutes
SAM Access: http://fmsam
FASTT Math Reports 1. Student Reports– Student Fact Fluency – Student Lesson Status– Student Response to Intervention Report
2. Class, Grade, and Teacher Reports– Progress Report– Intervention Grouping Report
3. School and District Reports– Summary Progress Report– FASTT Math Implementation Report
Student Access: http://fasttmath
Who Should Use FASTT Math?
Students who:• demonstrate poor computational
performance• are receiving interventions in mathematics• are not fluent with some math facts
Students in need of foundation instruction in number value and quantity
Students who demonstrate speed and accuracy with all, or almost all, math facts
Students who need to improve both their accuracy and speed with math facts
1 3
2
Fact Fluency Foundation Guide
Provides intervention material to help assess and address students who lack:
1. Fact-linking strategies2. Facility with number counting3. Framework for number quantity
Addressing Prerequisite Skills
The placement assessment in the FASTT Math Software will alert teachers to which students need prerequisite work before they use FASTT Math Software to develop automaticity with their facts.
Fact Fluency Foundations Guide
These two interventions are usually completed as a precursor to using the
FASTT Math Software.
This intervention can be done
while the student continues with the software.
InterventionsThe interventions in the Fact Fluency Guide are designed to be used with individual students or small groups. – 20 to 30 minute sessions, 3-5 days per week
Quantity Concepts Intervention– These students are not yet ready for the FASTT
Math Software and need concept development.Counting Intervention– These students are likely to need the full set of
intervention lessons.Fact-linking Intervention– These students can start this intervention, then
begin using the FASTT Math Software
Interventions
Introducing FASTT Math to StudentsHave teachers give students a short introduction to the program:• why they are using the program• how it will help them• when and where they will be expected to use the
software• how to play the games• what to do if they have trouble
Expectations Instructional coaches will:• Train grades 2-5 teachers• Assist teachers in selection of students to take the
Placement Assessment• Guide teachers on selecting those who need
prerequisite skills and those who are ready to use the software (60 per campus in grades 2-5, and 6th grade)
• Use SAM to enroll students, assign to classes and assign operations
• Monitor use of FASTT Math program and work with teacher to analyze data reports
ExpectationsImplement in the Classroom:– Create a rotational schedule for selected students
to access FASTT Math during independent work time or as part of GUIDED MATH group rotations
– Begin math instruction with a 10-15 minute fluency exercise for the whole group while selected students use FASTT Math on classroom computers
Reflection
• How do you see this software being used in the classrooms?
• How will you monitor for effective use of the software?
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