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

Reviewing the Process

1. Review MAP scores (Grades 1-2)2. Identify any students in the 1%-30% OR

students of concern as identified during PLC.3. Locate MAP score on NWEA RIT ALIGNMENT 4. Administer CPA Diagnostic Assessment for that

Grade Level5. Plan intervention activities6. Administer intervention – recording on Tier 2

Student Recording Sheet7. 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 SheetPurpose:• 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

Symbols

Give a context: tell a story

Explain orally and/or in writing

Make a picture

Use concrete models:manipulatives

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)

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.

• 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 (CRA)

Explicit and Systematic Instruction

A structure for systematic and explicit instruction

Symbols

Give a context: tell a story

Explain orally and/or in writing

Make a picture

Use concrete models:manipulatives

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 BeforeCounting on, Counting all & Making Easier

Equivalent Problems

Stepping WAY Back…

Counting Is More Than 1, 2, 3Observing Kindergartners as They Count

• Count off by 5• Read your designated areas• Be prepared to share– Summary– Example

Understanding CountingCritical Learning Phases

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

How Children Learn Number ConceptsBy Kathy Richardson

Practicing Explicit & Systematic Instruction

Chapter 1: Beginning Number Concepts“Teacher-Directed Activities

Prep as team & be ready toteach the lesson in Red.

Group #1: 1-1, 1-2, 1-11, 1-12Group #2: 1-3, 1-4, 1-13, 1-14Group #3: 1-5, 1-6, 1-15, 1-16Group #4: 1-7, 1-8, 1-17, 1-18Group #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 inSetting up your classAccessing 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/